2017 warwick farm public school annual report · page 2 of 25 warwick farm public school 3678...

Warwick Farm Public SchoolAnnual Report

2017

3678

Printed on: 25 March, 2018 of 25 Warwick Farm Public School 3678 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Warwick Farm Public School as an account of theschool's operations 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.

Melanie Macmillan

Principal

School contact details

Warwick Farm Public SchoolLawrence Hargrave RdWarwick Farm, 2170www.warwickfar-p.schools.nsw.edu.auwarwickfar-p.School@det.nsw.edu.au9602 8260


Message from the Principal

2017 was a phenomenal year of growth for the students, teachers, school leaders and for our whole community. Ourschool self assessed against the School Excellence Framework for a process called External Validation and we providedevidence showing we are excelling in four of fourteen elements, namely Curriculum and Learning, Effective ClassroomPractice, Leadership and School Resources.

As a result of the 2017 External Validation (EV) process, our school has determined plans for continual improvement.Our first is to make self assessment against the School Excellence Framework everyone's business. All staff will beengaged in the School Excellence Framework 2.0 (SEF). All staff will work in committees, titled under the 7 evidencesets, with each committee responsible for developing provisions for planning, budgeting and resourcing for their plans.All staff will be responsible for collecting evidence as an ongoing process with feedback to staff and the community fromcommittees provisioned throughout the year. Staff will collect evidence and make judgments about the evidence againstthe SEF, following the EV process.

'Leading the Way' will continue to be a priority for the school as it is expected that continued staff turnover in leadershiproles will continue for 2018. We will seek an external colleague to look at our leadership practices as a mock of theExternal Validation process. We will follow this format for 2019 and beyond evaluating other priorities against the SchoolExcellence Framework.

During 2017, our school was randomly chosen for a school inspection on our Attendance Procedures and for our workwith Stage One Mathematics from the NSW Education Standards Authority (NESA). The result proudly showed WarwickFarm Public School is one of a very small percentage of schools providing evidence that our school is compliant in allaspects of the inspection.

In 2017, I began my Principalship and the school had a new Executive Team with four of the 5 other executives new tothe school or new to their leadership role. Consequently, the new leadership team drove a new vision for constantly'raising the bar' in all aspects of the school. Staff worked tirelessly to gain improvements to the aesthetics of the school,the grounds, expectations for students, classroom practices and the image of the school. The school community,students and staff worked together to create a new uniform and school emblem, better reflecting the future focusedlearning culture of the school.

I look forward to continual growth for all students, for all teachers and for all leaders in our school during 2018 andbeyond, but mostly, I just look forward to coming to school every day to see the smiling happy faces of our staff, ourparents and our kids.

Melanie Macmillan

Principal


School background

School vision statement

At Warwick Farm Public School we believe that quality education occurs through transparent collaboration involvingstudents, staff, parent/caregivers and the wider school community. Working effectively together and understandingindividual and group aspirations will afford our students the best opportunities to develop academic, personal andinterpersonal skills that will equip them to become productive members of the 21st Century.

We aim to create an aspirational school environment where everyone is actively participating in learning and staffconsistently model the skills of 21st Century learning; adaptability, creativity, critical thinking, collaboration,communication, analytical, curiosity and initiative.

Warwick Farm Public School is thriving to develop a sustainable, visionary, proactive culture of acceptance, positiveteamwork, and the ability to continually improve practices and systems to enhance outcomes for all members of theschool community.

School context

Warwick Farm Public School is a small, culturally diverse (over 40 different nationalities represented) governmentpublic school in South Western Sydney. It is set on spacious, attractive grounds and is part of the Liverpool network ofschools. The school has 10 stage–based regular classes and has stable, experienced staff members who are focused ondelivering student directed, effective and evidence–based teaching programs to improve student outcomes.

We have a number of specialised teachers at the school to cater for the broad range of needs within our community.These teachers include English as an Additional Language or Dialect (EAL/D) and Learning and Support. 4% ofstudents are Aboriginal and Torres Strait Islander and there has been an increase in the number of refugee families onTemporary Visas. The school has a high mobility rate, 38% in 2016. The school has established and maintains stronginterschool and community partnerships as part of the vision to enable students to have positive experiences within andbeyond the school grounds. The school receives funding through the Resource Allocation Model (RAM):Socio–economic Background with the calculated equity loading determined by a FOEI of 146.

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated our school is Excelling in four elements, including Curriculum and Learning,Effective Classroom Practice, Leadership and School Resources. As a result of the 2017 External Validation process,our school has determined plans for continual improvement. Our first is to make self assessment against the SchoolExcellence Framework everyone's business. All staff will be engaged in the School Excellence Framework 2.0. All staffwill work in committees, titled under the 7 evidence sets, with each committee responsible for developing provisions forplanning, budgeting and resourcing for their plans. All staff will be responsible for collecting evidence as an ongoingprocess with feedback to staff and the community from committees provisioned throughout the year. Staff will collectevidence and make judgments about the evidence against the SEF, following the EV process.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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

Aspirational Learning

Purpose

To support students to reach their full potential across all domains – academic, social, physical and emotional throughthe implementation of effective, evidence based practices and programs.

This strategic direction focuses on student directed learning by integrating formative assessment techniques with21stCentury Learning skills. These elements will provide students with greater connectivity to and ownership of theirlearning experiences, the ability to become resilient, self–reflective learners as well as prepare them to thrive in the 21stCentury.

Overall summary of progress

As a result of the diverse learning programs that we have implemented at the school to improve student outcomes, therehas been growth in many areas. Through targeted teaching methods and researched based teaching practices, studentsare reaching the expected end of year targets earlier than in 2016. Through the use of class data walls, our studentshave visible learning goals and targets that help them to determine what they need to do in order to improve theirlearning outcomes. EAL/D students are enabled to participate in class by having lesson content broken down, clarifiedand recast at an appropriate level so they can participate effectively.

The school students in Years 3 and 5 have shown growth in the 2017 NAPLAN tests. The results, compared to the 2016results, display an upward trend with improvements in Literacy since the introduction of Literacy Data Walls and studentlearning goals.

The school is addressing the needs of identified students through specific and targeted learning programs. Teachersregularly review student data for the effectiveness of the programs to ensure the support is meeting the need. TheLearning and Support Team meet weekly to discuss, analyse and evaluate the diverse learning needs of our students.The team consults with classroom teachers, outside agencies and parents to determine the most effective support forstudents requiring individualised programs. As a result,the school has developed strong partnerships with parents andoutside community agencies. This has ensured that students continue to receive the specific targeted support that theyneed in order to show growth in their learning. The use of School Learning Support Officers (SLSOs) to implementPLaSPs with individual students has meant that individual targets are being met. Small groups, targeting languagelearning has meant that students have access to lesson content prior to class discussions ensuring deeper knowledgeand enabling them to be successful learners.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Teachers will develop and use aData Wall to track individualgrowth against the LiteracyContinuum.

$8000 spent on casual staffto release teachers eachfortnight for DataConversations andLearning Sprints.

100% of students K–6 were tracked against theLiteracy Continuum.

Student achievement improved –learning outcomes measuredthrough NAPLAN, PLAN data,effect size

$0 Staff gained skills in analysing student data. Year 5growth evident in all areas of NAPLAN.

Student attitude to learningimproved – students write owngoals/ plans to achieve goals

included in $8000 for DataConversations.

100% of Stage 3 students wrote own goals formastery learning and students K–2 were exposedto individual learning goals.

Next Steps

The school will continue to drive the improvement of student learning outcomes and meet the needs of all students bycreating a productive learning environment that supports student development. Our curriculum programs and teachingpractices will effectively develop the knowledge, understanding and skills of all students through the use of evidence


based teaching practices. Student learning outcomes will be evaluated and our teachers will plan and report on studentlearning outcomes across the curriculum using our newly revised reports. External and internal school performancemeasures will be reviewed and analysed by staff to ensure our teaching practices are catering to all student needs. Wewill continue to use Data Walls to measure student success and to create reasonable and achievable learning goals forall students so that they take ownership and responsibility for their own learning, aligning with the 2018 – 2020 SchoolPlan.

The school will continue to develop and maintain an inclusive learning culture that caters to the needs of every student. Aschool wide collective responsibility will be adhered to so that all student learning and success will include the input ofstudent, staff and parents. Positive and respectful relationships across the school community will underpin a productivelearning environment and support student’s development of lifelong learners.Teachers will regularly review learning witheach student ensuring all students have a clear understanding of how to improve their learning. Student achievementswill be monitored for gaps in learning so teachers can plan for them. Every student at our school will be included andsupported in their learning needs.



Aspirational Teaching and Leading

Purpose

Effective, relevant teaching and learning programs are regularly reviewed and revised to ensure that they are current andmeet the needs of all students.

Teachers need to adequately analyse data and incorporate student and peer feedback against the Quality Teachingframework to evaluate the effectiveness of their own practice.

It is fundamental that teachers facilitate an environment where students can make strong, productive connections in andbeyond the school.


Teaching

The school is in its first year of Early Action for Success (EAfS) Phase Two. EAfS is the Department of Education’saction plan to lift the literacy and numeracy outcomes of students in the early years of schooling. As such, the school isimplementing Language, Learning and Literacy (L3) across Early Stage 1 and Stage 1 classes.

“A central part of the practice of improvement should be to make the connection between teaching practice and studentlearning more direct and clear. Improvement should be focused directly on the classroom experience of today’sstudents.”

Bridging the Gap Between Standards and Achievement: The Imperative for Professional Development in Education.

The school has been identified under EAfS because 2016 NAPLAN and PLAN performance data indicated that theschool was performing in the lowest quartile for literacy and numeracy. The school is committed to ensuring excellence inteaching and learning through a culture of collaboration and collective responsibility in making a difference to the lives ofevery learner.

The school has appointed a Deputy Principal Instructional Leader 0.8 under the Early Action for Success (EAfS)Government Strategy and 0.2 through Equity funds. The Instructional Leader works directly with teachers to buildcapacity and enhance pedagogical practice in literacy and numeracy. The teachers engage in high quality professionallearning to implement L3 an explicit research based classroom intervention program, targeting text reading and writingacross K–2. This program ensures high impact learning as part of the daily literacy session.

The 2018–2020 School Plan will align with the EAfS strategy of closing the gap and driving student improvement throughquality teaching, evidenced based professional learning in L3, rigorous data analysis to inform teachers of the next stepin student learning,differentiation and personalisation.

The school will be actively engaging in Instructional Rounds with our Community of Schools as part of our engagementwith @CoSLead to further enhance teaching excellence using evidence based strategies.

Leading

Warwick Farm Public School has extensive leadership programs with carefully targeted leadership developmentprograms focused on enabling school leaders to drive school improvement and student performance throughcomponents of coaching and mentoring and enabling networking among participants and the wider school community.

“The most effective principals have a sustained focus on improving teacher quality and student learning.” (EffectiveLeadership, Centre for Education Statistics and Evaluation, The Learning Curve, Issue 10.) As such, the development ofthe leadership skills of the executive team is vital. In 2017, five of the six members are new to their role; four of the sixleaders are new to the school; four members of six from the newly formed Executive Team are in a relieving capacity.With a reduced Assistant Principal entitlement occurring from Term 2 this year, these roles cannot be sustained for 2018and beyond. The impact of succession planning deliberately focusing on strengthening leadership skills strategicallybuilds the capacity of all staff across the school community.

The leadership team have committed to a large number of professional learning opportunities to upskill their capacity andto maximise this year of opportunity. Strongly aligned and consistent practices are the focus for the team, ensuring equity


and fairness in all aspects of staff and student supervision to drive high expectations across the school. Executive staffare involved in extensive leadership development programs to broaden the expertise within the school and to providenew leaders with the skills and expertise required for driving school performance.

As a result of purposeful professional learning in extensive leadership programs, school leaders have demonstratedexperience in confidently leading teaching and learning across their stage and across the school. All leaders havedeveloped strong, collaborative teams and are building relationships based on trust and mutual respect.

Engagement in @CoSLead has developed school leaders to use a language based on the Australian ProfessionalStandards for Teachers and ensure The Standards are visible in practices across the school. Teachers and leaders aresupported in seeking and maintaining accreditation at the higher levels. Leaders report the over–arching outcome ofinvolvement in this coaching, mentoring and networking program, as well as but not limited to The Australian Leadershipand Management Colloquium and NSW PPA Credential, is they are better skilled to drive improvement.

Leaders report they feel empowered to identify and address breaches in the Code of Conduct, underperformance againstthe Australian Professional Standards for Teachers as well as low leveled discourteous behaviours in line with FairWarning Fair Action, further driving improvements while developing self and others.





K–2 staff will engage inLanguage, Learning and Literacy(L3), actively participating in 12half day professional learningsessions, engaging inin–between tasks, collecting andanalysing student data to improvethe use of data to inform bestpractice teaching methodologies.

$16,000 for casual relief

$3000 for program

$2000 in new Literacyresources

100% of K–3 staff completed the first year of L3training and emonstrated the program in dailypractice.

Student growth tracked in Data Walls againstLiteracy Continuum.

All Executive staff and AspiringLeaders will engage in@CoSLead to build leadershipskills and practices.

$3000 for individualCoaching sessions

$8000 fr Leadership andManagement Colloquiumthrough NESLI.

$1500 for PrimaryExecutive Network PENConference Cost plusRelease.

$2000 for Women InEducational LeadershipWIEL Conference cost plusrelease.

All Executive staff engaged in @CoSLead, 2 Execscompleting Accreditation at Lead level, 2 execs and2 Aspiring Leaders completing Accreditation atHighly Accomplished. All Assistant Principalscompleted the Australian Leadership andManagement Colloquium through NESLI.

Strong focus on building capacityof leaders and teachers evident inthe evidence and goals set in thePerformance and Developmentplans.

$0 100% of staff completed Performance andDevelopment Plans with goals in line with personalaspirations and needs, school goals and strategicdirections.

Next Steps

Teaching

As a result of high impact professional learning in evidenced based L3 pedagogy and shoulder to shoulder coaching withthe EAfS Deputy Principal Instructional Leader, teachers have effectively implemented L3 best practice into their literacysessions across Early Stage 1 and Stage 1 classrooms. To this effect, all teachers confidently participate in classroomobservations to observe effective pedagogical practices, provide feedback based on professional trust, observe modeledlessons and engage in instructional coaching as a collaborative process to reflect on their practice and build teachingexcellence.


Teachers have reported that they can visibly see the impact of their teaching on student learning. All students receiveexplicit literacy instruction with intensive modeled, guided and independent learning experiences that are differentiatedand personalised to ensure high impact on student learning outcomes. This includes language print learningenvironments about shared experiences and quality texts. In addition, interactive word walls are displayed in large visibleletters across all classrooms and are accessible to all students. This has resulted, in increased growth across K–2 forReading Texts, Comprehension, Vocab and Aspects of Writing.

Leading

The 2018–2020 School Plan will be developed with all staff using evidence–based strategies further ensuring the plansfor driving continuous improvement are at the core of all processes. The school aims to operate with the seven projectsused for this External Validation process at the core of our business. The school will provide greater opportunities andestablish supportive processes for parents and the community to engage in the planning process, ensuring collaborationfor a visible and united school vision and strategic directions. The resulting school vision and strategic directions will bepromoted across the school with purposeful signage visible for the whole community.

Building leadership capacity will again be at the core of the school’s main work with an improved shared responsibility fora culture of high expectations from all staff. Staff will evaluate then streamline leadership professional learningcommitments to meet need. Leadership strategies within the School Plan will better embed evidence based practicesand distributed leadership to drive ongoing improvement in student outcomes.Improved accountability practices for allstaff to develop skills for operating administrative practices will be a focus. The school will work to ensure systems are inplace for all legislative requirements including NESA standards. Evaluations of leadership impact will determineexecutive structures for 2018.



Aspirational Community Involvement

Purpose

At Warwick Farm Public School the diverse cultural backgrounds within our community provide access to rich valuebased learning experiences thus enabling them to be ethnically sensitive and able to thrive in the multi–cultural world wenow live in.

We understand that improving student outcomes is the responsibility of the whole school community. The school forgesstrong, collaborative relations with parents, community organisations and other local schools in order to create aprotective, respectful and empowered environment.


Parents

At Warwick Farm Public School we are increasing parent engagement with a view to improve home and schoolpartnerships and lift student outcomes. As evidenced in the ‘Evidence for Learning Toolkit’ (The Education EndowmentFoundation), parental involvement has been consistently associated with students’ success at school. Data collectedform the carer profile on Scout indicates that over one–third of our student’s parents have not continued beyond Year 10in their own education and over half are not in paid work. It is essential for the school to provide opportunities for parentsto connect in meaningful ways.

The school has provided opportunities to improve engagement through the implementation of a variety of initiativesincluding, but not limited to:

• Coffee and Chat meetings every Wednesday • 3–way Parent Interviews • Meet the Teacher barbecue • Open Classrooms • English Classes provided by our Community Liaison Officer who is employed by the school two days a week. • Increasing our home school communication through social media (Facebook and Twitter) and fortnightly

newsletters. • As a result of the programs implemented, we have strengthened parental engagement and improved and

increased the number of opportunities that they can engage with. We have ensured that parents have a greaterunderstanding of what their children are learning through participation in the activities as well as improvedcommunication. We have utilised school facilities including the C4K room (our parent/ community room) and theThink Tank (our computer lab) to hold parent workshops. We have also provided open classroom opportunities forparents to participate in. We communicate regularly through fortnightly newsletters, notes home, Schoolbag app,electronic sign at the front of the school, and regular posts on Facebook. Events held including Harmony Day andMeet the Teacher have been well attended due to the clear advertising we have utilised to ensure that informationis provided to families in a timely manner. Parents have also had opportunity to receive targeted information abouttheir child’s learning through the newly implemented 3–way parent teacher interviews.

Additional impact includes: • 85% of families attended our Meet the Teacher Barbecue, and 46 parents attended the Harmony Day morning tea

which represented 20% of the student population. • 53 families have connected with the school through weekly Coffee and Chat sessions which are held in our school

provided community room. • Facebook posts have increased to approximately 20 posts per month and the number of followers has increased

from 162 people in February 2017 to 199 in August 2017. Each post reaches on average over 300 people. • Families and communities are regularly connecting with our school website with 1,800 views per month. • 13 parents have connected with the school by attending English Classes run in our C4K room by our Community

Liaison Officer. • 72% of parents attended parent teacher interviews. For the first year of implementation, 87% of students were

involved in the 3–way interviews, sharing their progress with their parents and teachers.


Educational Partnerships

At Warwick Farm Public School, the leadership team and staff endeavor to utilise the expertise of educational partnerswith a view to improve student outcomes by providing for the differentiated needs of our students. As outlined in theDepartment of Education’s Wellbeing policy, we need to develop partnerships with the wider community in order for “thebroader school community (to) actively participate in the school and in helping students to develop positive connections,”as well as ”actively participate in supporting and reinforcing student learning.”

The school has developed partnerships with a variety of organisations which meet the educational needs of our students,as well as high school students, including South West Connect, Liverpool Boys High School,Liverpool Speech Pathologyand NSW Art Gallery, just to name a few.

With a conscious effort to connect with educational partners, the school has developed productive relationships withnumerous external educational agencies including universities, local high schools, speech pathologists and the NSW ArtGallery.As a result of these connections, and by utilising community expertise, the school has improved the educationalopportunities for all students.

Some examples of impact include: • 15 students from Liverpool Boys High School were provided with training to implement the Communication

Partners program. 28 students from Warwick Farm PS have received one to one therapy once a fortnight for theyear with five students successfully discharged from the program due to full progress being made, and three havesuccessfully moved onto the next sound goal.

• Early Stage 1 students completing language team teaching program in Term 2 with all students demonstratinggrowth when comparing their language pre– and post– tests. This was supported by the employment of a speechpathologist one day per week.

• 58 Stage 3 students visiting an art gallery for the first time in their life and having tutelage in artworks from trainedguides.

• 21 Stage 2 students completing intensive, specialised percussion music training with our Community LiaisonOfficer.

• 4 university students having opportunity to learn from the expertise of our staff by completing practicum placementat Warwick Farm PS. We have also had 2 students from TAFE completing School Learning and Support Officertraining

• School facilities made regularly available to other educational partners including CLO Network, @COSLead(Community of Schools) meetings and Liverpool SPE School Counsellor network. We also provide office spacesfor a PBL coach and a Senior Psychologist Education which enables our staff and students to have ready accessto their expertise.

Community Partnerships

As a result of the effective decision making by school leadership, relationships have been developed with a variety ofcommunity organisations and businesses. Some of these organisations and businesses include the Warwick FarmNeighbourhood Centre, Liverpool Police, NSW Health, Street University, Liverpool Migrant Resource Centre, Red Crossand Officeworks.

As a result of these productive relationships, some examples of the impact that has been made includes:– • Effective use of a CLO who has made purposeful connection with organisations. Some of these include Red

Cross, Liverpool Migrant Resource Centre, Liverpool Council and Salvation Army. Each of these organisationshave been able to offer services and resources to our families and students which have enabled them to haveaccess to support required to achieve equity and excellence.–

• On average 22 children access our Breakfast Club which is coordinated by the Red Cross and supported by ourCLO. This program ensures that students have access to breakfast and prepares them for a day of learning.

• Families are supported through the services of the Liverpool Migrant Resource Centre • Successful installation of visual resources across the whole school to support the implementation of PBL. The

posters produced were provided free of charge through the partnership with Officeworks. • Students developing positive relationships with services that are available to support them including NSW Police

(through Cops and Kids League, Try Time and Shazaam), NSW Health, and Headspace.





CLO engages community in avariety of activities includinginformation to parents on

$32,000 CLO engaged the Community initiating a newCoffee and Chat forum for parents to informallyengage with the school. Parent programs to upskill






schooling practices and supportfor attaining communityresources.

parents in life skills, school programs andemployment opportunities.

Parents as Teaching Classroom Helpers PaTCHprogram completed for 12 parents.

An average of 22 students each morning attendedThe Breakfast Club, which is supported by The RedCross.

Tell Them From Me surveyresults indicate community hassatisfaction in school andcommunity resources.

$0 Families showed deep satisfaction in our schooland community resources.

Next Steps

Parents

As parental involvement has been consistently associated with students’ success at school, Warwick Farm Public Schoolwill continue to develop opportunities for parents to connect with the school in meaningful ways. We will continue torefine our 3–way parent teacher interviews in order to increase the number of parents and students connecting with theteachers. We will also provide greater opportunities for parents to provide feedback through online surveys and focusgroups. 17 parents successfully completed the PaTCH (Parents as Teachers and Classroom Helpers) program enablingskilled parent support for classrooms.

Educational Partnerships

Warwick Farm PS has begun to improve our relationships with Educational Partners, in particular South West Connect,NSW Art Gallery and a number of universities. We would like to continue to further develop these partnerships in order toprovide our students with further opportunities.

Community Partnerships

Through the successful partnership with Officeworks to provide additional resourcing, the school will endeavour to makefurther contact with local businesses to improve the current partnerships. We will continue to employ a CommunityLiaison Officer in order to make connections with additional services that will support our students and community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6693 Development of individualised PersonalisedLearning Pathways for all Aboriginal students.

Leadership opportunities for staff in the areaof Aboriginal education.

Leadership opportunities for Aboriginalstudents including developing our own schoolAcknowledgement of Country.

Reflection on school practice, policy andplanning of Aboriginal Education in our schoolusing the Seven Priority Areas and thedevelopment of external Aboriginalcommunity partnerships.

English language proficiency $115,830

(1.0 FTE English LanguageProficiency Teacher EquityStaff plus $14,256 FlexibleFunding)

100% of identified EAL/D students receivedtargeted additional support with a specialistEAL/D Teacher.

Improved teacher understandings of EAL/DProgressions and how to utilise this todevelop differentiated and targeted teachingand learning programs to meet student need.

Low level adjustment for disability $101,574

(0.8 FTE Learning andSupport Teacher EquityStaff plus $35,346 FlexibleFunding)

Processes for identifying, monitoring andreviewing students with specialised needshave been refined, resulting in resourcesbeing adequately and equitably allocatedacross the school.

School Learning and Support Officers wereemployed and strategically used to meet thediverse needs of students.

School Learning and Support Officer StudentEngagement was employed with a jointinitiative with The Wests Tigers for studentengagement in Stage 3 both inside theclassroom and on the playground.

Quality Teaching, SuccessfulStudents (QTSS)

$17,064

(0.168 Classroom Teacher)

Two Assistant Principals were released oneday each week to model innovative lessons toall staff teaching all students K–6 how to usefuture focused resources including the newgreen screen, robotics, OSMOs and codingtools.

Socio–economic background $318,048 Socio–economic funding was used to ensureequity of access to educational and extracurricular activities, including the allocation of'experiential funds' to ensure all studentswere able to attend all school excursions.

Speech pathologist was employed 0.2 toidentify need and develop programs toimprove students expressive and receptivelanguage skills in partnership with 12 Year 11students from Liverpool Boys High School.

One Assistant Principal was released fromclass to lead the training and development ofFocus on Reading 3–6 to improve studentsskills in Literacy, specifically Comprehension.

All staff K–2 completed the training year of L3Printed on: 25 March, 2018 of 25 Warwick Farm Public School 3678 (2017)

Socio–economic background $318,048 Language, Learning and Literacy to developresearch based effective teaching in Literacyacross all classes.

Support for beginning teachers $6000 Extra support and teacher release offered toaccess additional professional learning,additional RFF and mentoring time with anexperienced Assistant Principal Mentor.

Targeted student support forrefugees and new arrivals

$2,955 Specialised programs and procedures havebeen developed to support the needs ofnewly arrived students.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 129 126 119 121

Girls 104 100 115 106

Student attendance profile

School

Year 2014 2015 2016 2017

K 95 87 93.2 91.9

1 93 92.3 92 90.4

2 91.8 91.5 92.8 89.4

3 92.4 92.7 93.5 94.8

4 93 94.4 91.9 94.3

5 91.4 92 92.2 93.2

6 91.9 91.2 93.8 93.8

All Years 92.6 91.7 92.9 92.6

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

The school Executive Team regularly monitor theattendance of all students. If a student begins to showirregular attendance, the following strategies are used: • Contact parents / caregiver • Referral to Learning Support Team • Implementation of interventions at a classroom

level to support positive attendance • Referral to Home School Liaison Officer.

In Term 4 2017, the school was inspected by theNational Education Standards Authority (NESA) for arandom Sample B Inspection on Attendance. Theevidence provided by the school showed the schoolwas compliant in all areas of Attendance.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 7.25

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 0.8

Teacher Librarian 0.6

Teacher of ESL 1

School Counsellor 2

School Administration & SupportStaff

2.47

Other Positions 0

*Full Time Equivalent

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 2

Professional learning and teacher accreditation

The staff engaged in a new system for engagedprofessional learning with choices in staff professionallearning modelling future focused classroom pedagogy.

During Terms 1 and 4, all staff attended weekly onehour professional learning sessions, with all stafflearning about the same topic, including InstructionalRounds, Collecting evidence for accreditation andVisible Learning.

During Terms 2 and 3, all staff had individualisedprofessional learning opportunities. Staff logged at leastone hour per week of professional learning on a staffshared google doc. Variance in professional learningincluded staff using own RFF to visit other classroomswithin our school and visit classrooms in other schoolsfor specific programs and pedagogy. Staff shared


research papers and held 'book club' styleconversations to consolidate meaning and practiceform the research document. Many staff offered to leadvoluntary learning sessions on topics such as thePhysical Education Curriculum, using Twitter for PL andApplication Writing and "Brekkie with a Techie" for tipsin the classroom was popular.

At the end of each term, all staff presented a summaryof what they learnt, why it was a personal need, howthey learnt it, the result of the learning and their futuredirection for this project. Evaluations showed 100% ofstaff wanted to continue this format as they felt thelearning was better suited to their own needs and hadgreater impact on their classroom practice.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 368,122

Revenue 2,952,742

Appropriation 2,889,744

Sale of Goods and Services 7,470

Grants and Contributions 53,520

Gain and Loss 0

Other Revenue 0

Investment Income 2,009

Expenses -3,033,859

Recurrent Expenses -3,033,859

Employee Related -2,662,165

Operating Expenses -371,693

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-81,117

Balance Carried Forward 287,006

All financial management is conducted in accordancewith departmental policies and guidelines.

Financial summary equity funding

The equity funding data is the main component of the

'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 1,679,041

Base Per Capita 35,761

Base Location 0

Other Base 1,643,279

Equity Total 557,176

Equity Aboriginal 6,693

Equity Socio economic 318,048

Equity Language 115,830

Equity Disability 116,605

Targeted Total 20,910

Other Total 443,428

Grand Total 2,700,554

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.

Successes in Literacy

Our students matched the State's National MinimalStandard in Year 5 Writing, and in both Year 3 andYear 5 Grammar and Punctuation. Further, in both Year5's Spelling and Grammar & Punctuation our studentsnearly matched the State's percentage of students atProficiency.

Our data shows a steady decrease in the gap betweenour students and the average performance of studentsacross NSW in Year 5 Reading, Grammar &Punctuation, Spelling and Writing, all of the Literacytests for Year 5 in NAPLAN 2017.


Successes in Numeracy

Our students beat the State's average in Year 5Numeracy with 1% less of our students performingbelow National Minimal Standard.

Our data shows a steady decrease in the gap betweenour students and the average performance of studentsacross NSW in Year 5 and Year 7 Numeracy.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

Parent/caregiver, student, teachersatisfaction

The Tell Them From Me survey indicated that: • 94% of students at Warwick Farm PS had a high

sense of belonging. The government norm for thisis 81%.

• 89% of students stated they had positiverelationships, which is above the average at 85%.

• 92% of students in this school were interestedand motivated. The NSW Government norm forthese years is 78%.

• 96% of students in this school tried hard tosucceed, which is above the norm at 88%.

The survey highlighted that we could look at supportingstudents in increasing the meaningful praise that isused in the classroom from teachers.

Feedback from the parent community indicated thatparents and carers believe the strengths of Warwickfarm Public School include: • The amount and quality of support given to

students in social, academic and nurture. • The level of support that is offered to students

and families. • The approachability of all staff across the school.

Families would like further support in understanding thechanges that happen in education and in the school asthey occur. We will aim to rectify this in 2018 by furtherutilising our CLO and bilingual SLSO to translatemessages and school information in a more timelymanner. We will increase our social media profile byuploading newsletter to an online platform.

In 2018, the school will again utilise the Tell Them FromMe survey to gather new information on the school'sstrengths and to identify areas for improvement.

Policy requirements

Aboriginal education

Aboriginal perspectives were embedded within all KLAsto ensure all students learnt about Aboriginal cultureand experiences. Personalised Learning Pathwayswere implemented to monitor the learning andwellbeing needs of our 4% Aboriginal students. Theywere developed collaboratively by the classroomteacher, student and family to develop the learning andaspirational goals of each child. The school analysedPLAN, NAPLAN and school report data to generatespecific, individualised learning targets across Literacyand Numeracy to direct the Personalised LearningSupport for our Year 4 and 6 Students. AboriginalPre–schoolers were encouraged to attend KindergartenTransition and Little Steps Programs to form positiveconnections and readiness for school. Our Year6student was supported in transition to high school inpartnership with outside agencies. Throughout the year


our school participated in projects that connected ourstudents with other local schools. The learningachievements of our Aboriginal students wererecognised and celebrated at the Liverpool LAECGAward Ceremony. Significant dates such asReconciliation and NAIDOC Week were acknowledgedand celebrated by the whole school community. Ourstudents worked in partnership with an Aboriginal Elderto develop our own Acknowledgement of Country whichis proudly displayed at the entrance to the school.

Multicultural and anti-racism education

Warwick Farm Public School is a culturally diversecommunity with 73.7% from a Language BackgroundOther Than English that speak 37 different languages.The main groups are Arabic (18%) Vietnamese(12%),Samoan (11%), Hindi (10%) and Serbian (8%).Our school values the richness and complexity of ourcommunity culminating in the celebration ofMulticultural Day, which was organised and lead by thestudents. They wore traditional dress, presentedcultural performances and shared a wide variety offoods during Culture Crunch. Through other events andprograms like Harmony Day, NAIDOC Week, PeerSupport and The Leader In Me, students are explicitlytaught and encouraged to be inclusive of all cultureswithin our school and society. EAL/D teachingprograms addressed the learning and cultural needs ofour students and promote connections to culturalbackgrounds and respect for all Australians. Assistancefor families was provided by the Community LiaisonOfficer and interpreter services to enable them to feelsupported and valued in a positive school partnership.Several members of staff and an executive weretrained as Anti–Racism Contact Officers to monitor andaddress any reports of racism.

Other school programs

Focus on Reading

Focus on Reading (FoR) is an initiative to improvestudent outcomes in reading. The Instructional Leadermodeled best practice, teaching plans for Focus onReading were planned collaboratively and implementedacross 3–6 classrooms and students in years 3–6participated in explicit reading lessons. Authentic printrich learning environments engaged and challengedstudents to be great readers. As a result of the

implementation of this program, students displayed adeeper understanding of the reading strategies. 60% ofYear 5 has shown significant growth over the 2016performance in NAPLAN for Reading. In 2018, Stage 2and 3 will continue to explicitly teach Focus on Readingstrategies.

Language, Learning and Literacy (L3)

In 2017 the school began its first year of implementingLanguage, Learning and Literacy to lift the literacyoutcomes of students across Early Stage 1 and Stage 1classes. The school has appointed a Deputy PrincipalInstructional Leader to work in partnership withteachers to engage in high quality professional learningtargeting text reading and writing across K–3. Teachersparticipated in classroom observations to observeeffective pedagogical practices, provide feedbackbased on professional trust, observe modelled lessons,engage in instructional coaching as a collaborativeprocess to reflect on their practice and build teachingexcellence. Students received daily explicit literacyinstruction with intensive modelled, guided andindependent learning experiences informed byassessment of student data. Across all classroomsstudents worked in language rich environments thatincluded highly visible interactive word walls andstudent work samples reflecting shared experiencesand responses to quality texts. This has resulted, inincreased growth across K–2 for Reading Texts,Comprehension, Vocabulary and Aspects of Writing.Further to this, In 2018 we are continuing professionallearning in L3 for both Kindergarten and Stage 1 andteachers in their second year are embedding andsustaining practices. In addition, ongoing professionallearning for Stage 1 will be hosted at our school forteachers in local area EAfS schools.

Learning Sprints

The school leadership team worked directly withteachers to communicate a shared vision and buildcollective capacity in using student assessment data toinform school directions. This included implementingeffective practices to improve systemic approaches instudent data collection, monitoring, critical analysis andtracking of student progress. The EAfS DeputyPrincipal Instructional Leader and the 3–6 InstructionalLeader led the focus on data skills to construct aschool–wide data wall based on the literacy continuumfor Reading and Comprehension. In addition, theleadership team engaged in Agile Learning Sprints anevidenced based approach designed to drive studentimprovement. Learning Sprints provided the school witha simple, effective evidence based framework to leaddata discussions by placing an emphasis on improvingstudent learning as a core priority and to supportteachers to continually enhance their practice. To thiseffect, the data wall has provided all teachers andteams a constant visible connection on how wellstudents are progressing. School teams are easily ableto identify students needing tiered interventions,students achieving end of year targets, trends in thedata and to set future directions in the next learningcycle.

The school’s learning sprint framework and explicit


school–wide practices of collecting and analysing dataalign with the Early Action for Success Strategyinclusive of the Instructional Leader role, the MelbourneDeclaration and Australian Professional Standards forTeachers and the School Plan within Strategic Direction2. Data is used to celebrate student success andteaching excellence. In the 2018–2020 School Plan, theschool will embed school–wide practices by clearlyaligning them to the strategic directions and ensure thesystematic collection and review of data from bothinternal and external sources. The school leadershipteam will ensure sustainability by building upon thecapability of teachers to enable a deeper understandingof student assessment data to inform the school’sfuture learning improvements. Further to this, AgileLearning Sprints will be embedded as part of thewhole–school practice. The school data wall willincorporate both Literacy and Numeracy learningprogressions aligned with the Literacy and NumeracyStrategy 2017–2020 and EAfS.

Liverpool Art and Film Festival

In September 2017, 29 students across Years 3–6represented Warwick Farm Public School with pride asthey participated in the Liverpool Arts and Film Festival(LAaFF). The festival took place at Liverpool CatholicClub along with students from six other schools in ourlocal area. Students in the dance group and choirattended regular rehearsals over the year inpreparation for the showcase and performed brilliantlyin front of hundreds of family and community members.Participation in rehearsals, as well as the festival,afforded students the opportunity to enhance theirtalents and provided an outlet for creative expression.In 2018, Warwick Farm Public School will continue toparticipate in the festival with the addition of thePercussion group. In recognition of Warwick FarmPublic School’s commitment to forging strong,collaborative partnerships with other local schools, theschool has been selected to coordinate and hostLAaFF.

Percussion Group

The percussion group was developed and establishedin 2017 to develop students in Stage 2 with meaningfuland engaging learning experiences. Learning musichas been shown to be highly beneficial, acceleratingchildren’s development particularly in the areas ofreading skills and language acquisition. The group wasdeveloped in collaboration with the Community LiaisonOfficer (CLO) and employed his musical skills andexpertise to form the percussion group. The studentswere highly engaged during the lessons and performedat school events. These experiences resulted instudents having the opportunity to develop new skillsand knowledge and to work collaboratively with theirpeers. In 2018 the percussion group will continue, withplans to perform at the Liverpool Arts and Film Festival.

Public Speaking

This year in Term 3, students from Kindergarten toYear 6 participated in the school Public SpeakingCompetition. The public speaking competition was aresounding success with all students from K – 6

participating in this event. Students delivered a speechto their class and 3 students were selected to representtheir stage at the whole school competition. At theschool competition, students delivered their speech aswell as an impromptu speech. One student from eachstage was then selected to represent our school at theLiverpool Network Final of the Ultimo OperationalDirectorate Public Speaking competition. Thisexperience provided students with the opportunity toparticipate, hone their speaking skills and share theirviews. In addition, the students gained confidencewhen speaking to an audience. In 2018 we will becontinuing to provide this valuable experience to ourstudents, as well as introducing debating teams forstudents in Stage 3.

Sport

All students are provided with the opportunity toparticipate in weekly sport sessions. Physical fitnessproduces a wide variety of benefits and impactsstudents’ wellbeing, behaviour and performance. Sportssessions are stage based and cater for the students’fundamental skills and ability, developing gross and finemotor skills in a fun, positive environment to encourageeach child’s individual progress. The skills andexpertise of outside agencies have also been utilised.The collaboration and partnership with these networkshas been very beneficial and will continue in the future,with the addition of Sportspro who specialise in thedesign and implementation of curriculum focusedsports education programs.

The athletics and cross country carnivals were held inTerm 2 and 3 this year and were a resounding success.Many students progressed to the Zone carnivals andone student successfully progressed to the Regionalcarnival.

PSSA

This year the school entered four teams into theLiverpool Zone PSSA sporting competition. Fortystudents in Years 3–6 participated each Friday andtravelled to the various venues. Students participated inOz Tag, Newcombe Ball and Touch Football. Thisprogram developed students’ physical fitness andmovement skills, enabling positive opportunities forstudents to connect, thrive and succeed. Additionally,students developed their ability to communicate andcooperate in a team. In 2018 we are planning tocontinue with this excellent sporting and team buildingopportunity and increase the number of teamsparticipating to six.

Peer Support

Stage 3 students were provided with training in order tosuccessfully lead the Peer Support program across theschool. The program focused on developing studentskills in empathy, conflict resolution, assertiveness andbuilding positive relationships across stage groups. Aspart of this program, students also developed theirleadership capacities, organisational skills and ability toaccept and provide accurate and useful feedback. In2018 we will continue to implement this valuableleadership program.


Positive Behaviour for Learning

PBL is a school–wide system that supports teaching,leading and learning through consistent and explicitlytaught behaviour expectations. In 2017 Warwick FarmPS formed an action team to investigate and implementPBL at our school. Staff, student and parentdiscussions were held to form a matrix of expectedbehaviour in all areas of our school around the acronymSTARS.

S – Show Pride

T – Take Responsibility

A – Active learners

R – Respect

S – Safe

During morning assemblies, students and thecommunity were introduced to our new PBL systemand posters were displayed around the school makingPBL visible and a shared language of expectations.Staff explicitly taught the behaviour expectations tostudents ensuring a unified language was usedthroughout the school. The action team began todevelop a behaviour flowchart to align with the STARSexpectations. WFPS implemented this system as ameans to engage students in learning and improvebehaviour. Our data indicated that more time was spenton behaviour management rather than learning andexpectations of behaviour were not clear to students.As a result of implementing PBL we have establishedclear behaviour expectations across the school andstudents and staff are using common language todiscuss behaviour expectations. The school has astronger focus on acknowledging positive behaviour forlearning and as a result students are more engaged inthe learning process. In 2018, we will continue theimplementation of PBL, ensuring new staff have anunderstanding of the system. The school will bereviewing our current reward system for positivebehaviour and amending the behaviour flowchart,making it more concise and accessible for visiting staffto follow and review.

Quality Teaching, Successful Students (QTSS)

In 2017 we purposefully utilised our QTSS funds torelease two Assistant Principals off class to act asInstructional Leaders of STEM (Science TechnologyEngineering and Mathematics). Through the model ofdemonstration lessons and team teaching futurefocused programs utilising our new resources includingrobotics technology learning space and our greenscreen facility. The school identified the need toimprove student engagement and maximise thelearning outcomes of all students through theimplementation of innovative future focusedpedagogies. As a result, teachers adopted innovativefuture focussed pedagogies into their practice andapplied innovative thinking to create flexible classroomenvironments incorporating the 6c’s into daily practice.Further to this, the Instructional Leaders successfully

applied to be part of the STEM Action ResearchProject. In 2018, we have ensured that STEM isimplemented through teacher–led STEM programs andour continued involvement in the STEM ActionResearch project as a mentee school from experiencedSTEM educators from Scarborough and Otford PublicSchools.

STEM: Science, Technology, Engineering andTechnology

In 2017, STEM education (STEM education is thelearning of science, technology, engineering andmathematics) was implemented and teachers wereprovided with professional learning aimed at introducingSTEM curriculum across the school. At Warwick FarmPublic School, STEM education has been implementedso that students can gain and apply knowledge, deepentheir understanding and develop creative and criticalthinking skills within an authentic context. Students atour school have been exposed to a wide range oflearning and teaching experiences to ensure futuresuccess. In Early Stage One the students participatedin STEM based activities as part of KindergartenMakers. The students worked collaboratively in smallgroups to solve simple hands–on activities, whichrequired them to observe, communicate and question.In Stage One the students used Bee–Bots to introducesimple coding concepts, whilst developing foundationalskills in computational thinking. In Stage 2 and 3, thestudents used Lego Robotics to introduce coding,mathematical thinking and reasoning as well as the4c’s. As a result, the students have been involved inlearning experiences that maximise creative and critical thinking, collaboration, communication and curiosity.During 2018, the school will implement SocialInnovation and use STEM as a vehicle for students toconnect with real life problems.

Partnerships

Neighbourhood Centre

In 2017 the school has continued its strong partnershipwith the Neighbourhood Centre and the local PoliceYouth Liaison Officer through the implementation of theYear 6 girls’ Shazaam and Year 6 boys’ Try Timeprograms. These programs covered elements of thePDHPE curriculum, and connects students to links inthe wider community. As a result of these programs,students were able to develop their leadershipcharacteristics, collaboration skills and communicationabilities.

Communication Partners

In 2017 Liverpool Boys High School, in consultationwith the Speech Pathologist, employed 1 day per week, continued to run the Communication Partners program.Students from the high school came to the school oncea week to work with the stage 1 cohort to develop theirlanguage skills. As a result of this program, studentsexpressive and receptive language skills improved andthis assists their oral language in the classroom.


Communities of School

Stage 3 students had the opportunity to participate in avariety of activities with our partner high schools,Liverpool Boys and Liverpool Girls. They participated inpractical Science lessons at LGHS that complimentedunits studied in Stage 3. As a result the students gainedvaluable insight into scientific experiments andprocedures they need to follow to participate in sciencelessons in a high school setting. Creating Chanceswas a program created by LBHS for at risk/refugeeBoys. Stage 3 students from Warwick Farm were ableto participate in sport coaching sessions where theywere mentored by the LBHS creating chance group.These sessions provided our students with theopportunity to make connections with older students atthe high school which will assist with transition into highschool as well as see opportunities for leadership theycould attain in the future.

South West Connect

In 2017 Stage 2 and 3 students had the opportunity towork with South West Connect through their SecondSteps program. Students participated in weekly lessonsdesigned to teach children how to understand andmanage their emotions, set and achieve positive goals,feel and show empathy for others, establish andmaintain positive relationships, and make responsibledecisions, which cover elements of the PDHPEcurriculum and the Student Wellbeing Framework. OurStage 3 students had the opportunity to visitworkplaces in the community during Term 3 and theOpera House during Term 4 to view the opportunitiesthat are available for work and careers. The schoolparticipated in this program to improve students socialand emotional wellbeing and equip students withstrategies to assist them build resilience, skills they willneed to successfully transition into high school.

Street University

Six Year 6 students were chosen by the school to workwith the artist, Mathew Peel, known as Mistery, fromThe Street University – Ted Noffs Foundation in thestudio at Liverpool. The students were mentored in theart of graffiti. With Mistery, the students designed andpainted a mural based on The Leader In Me on the walloutside the office. Through working with StreetUniversity, the students arts skills improve and theydeveloped a sense of self worth. As a result thestudents were more engaged in their learning.

Wooglemai

Stage 2 students had an opportunity to attendWooglemai Environmental Centre. Several studentswere selected to attend a leadership day to learn skillsthey would need to lead a group through a series ofoutdoor tasks. Several weeks later, all of Stage 2 wentto Wooglemai and the students who had previouslyattended had the opportunity to put the leadership skillsthey learnt into practice. The program at Wooglemai was chosen to assist students wellbeing and teachthem the skills of cooperation, problem solving,creativity, perseverance they need to be successfullearner. Through participating in this

program, students learnt to see mistakes asopportunities to learn and to act as team players.

Beginning Teachers

In 2017 Warwick Farm Public School supported onebeginning teacher to obtain proficient accreditation. Aspart of the Great Teaching, Inspired Learning Initiative,beginning teacher funds were allocated to the school tosupport the teacher and increase their capacity as aquality educator. The extra support provided to theteacher afforded them the opportunity to engage with,and learn from other colleagues, as well as to learnabout and complete necessary administrative tasks inorder to achieve proficient accreditation. In 2018Warwick Farm Public School will continue to support allnew beginning teachers.

PaTCH – Parents as Teachers and ClassroomHelpers

In 2017 the PaTCH Parents as Teachers andClassroom Helpers course was run with ourcommunity. It was very successful with six of ourparents involved in the 10 week training course. Thecourse involved 5 x 2 hour training sessions and aminimum of 15 hours practicum in K–2classrooms. PaTCH is part of the Early Action forSuccess Initiative to build learning partnerships bygiving the community the tools to help their childrenwith learning. This is significant in the early years ofschooling. The volunteers kept a reflection journalshowing their evidence of learning when supportingstudents in K–2 to read, write and use countingstrategies to count collections.

In 2018, PaTCH will be run across both semesters sothat we can continue to build partnerships with ourcommunity and increase the literacy and numeracyoutcomes of all students in K–2. Our PaTCH volunteersfrom the previous years will be supporting our newvolunteers and continue to support our students inclassrooms.

Principal Network Awards 2017

Congratulations to the Executive Team 2017 and ourEnglish as an Additional Dialogue Teacher CarmelCranney for being the recipients of the prestigiousPrincipal Network Award for 2017.

The Executive Team were a new team to the schoolwho, through many leadership upskilling programs, leda change in culture in the school, where the focus on allthat we do is on improving the learning of our students.This was shown as evidence in the External Validationwith the school demonstrating Excelling in 2 areas ofLeadership from the School Excellence Framework.

It was exciting to recognise Carmel's impact on ourstudents with this award. Carmel is our English as anAdditional Langauge / Dialect Teacher. She has workedtirelessly for many years to support the wholecommunity of Warwick Farm Public School withinitiatives such as whole school celebrations with


Multicultural day and Harmony day. her work hasextended beyond the classroom as Carmel is leadingbest practice in EAL/D for other schools, raising the roleof the specialist teacher.

Congratulations on these prestigious nominations.


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