2018 schofields public school annual report...school contact details schofields public school st...

Schofields Public SchoolAnnual Report

2018

3046

Printed on: 7 June, 2019Page 1 of 17 Schofields Public School 3046 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Schofields Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Colin Ross

Principal

School contact details

Schofields Public SchoolSt Albans RdSchofields, 2762www.schofields-p.schools.nsw.edu.auschofields-p.school@det.nsw.edu.au9627 1534


School background

School vision statement

We are committed to providing high quality education in a nurturing, inclusive and innovative learning environment; sothat all students are active participants in their learning and inspired to be their best.

School context

Schofields Public School is a school with strong parent support and a rapidly increasing and diversifying studentpopulation. The enrolment for the start of 2019 is 568. Our teachers encourage students to reach their full potentialacademically, socially, culturally and physically. The school executive is made up of a non–teaching principal and fourteaching assistant principal positions. During 2017 we had a significant focus on numeracy and reading as part of theschool's 'Bump It Up' strategy. This focus will continue through the next plan cycle. The entire school has moved totemporary accommodation on the existing site for 18–24 months until a new permanent school is constructed forcompletion in 2020. The new school will feature shared collaborative learning spaces for students and staff. Our artsprogram includes music, choir and dance groups that perform regularly at community events. We have a comprehensivesports program utilising our expansive grounds and concentrating on fun physical activities including dance, team sportsand fitness. As part of our student well–being review and evaluation we have decided to implement Positive Behaviourfor Learning (PBL) to strengthen our behaviour systems. The school enjoys strong community support with an activeP&C fundraising for major resources in the school.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Elements 2018 Assessment

Schofields Public School has been committed to fostering positive attitudes towards learning by enhancing opportunitiesfor students, staff and the broader school community. We value high expectations, and create meaningful experiencesfor our students to connect, succeed and thrive through the careful and effective management of practices andresources. Our self–assessment against the School Excellence Framework found the following in each of the domains:

Learning

Learning Culture: Delivering

Wellbeing: Delivering

Curriculum: Delivering

Assessment: Delivering

Reporting: Delivering

Student performance measures: Delivering

Teaching

Effective classroom practice: Delivering

Data skills and use: Delivering

Professional standards: Delivering

Learning and development: Delivering


Leading

Educational leadership: Delivering

School planning, implementation and reporting: Sustaining and Growing

School resources: Delivering

Management practices and processes: Sustaining and Growing

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Highly Engaged Successful Learners

Purpose

To create a stimulating and engaging learning environment, through knowing our students, how they learn and thesignificance of the learning, to ensure our students become confident, collaborative, creative and informed globalcitizens.

Overall summary of progress

As part of the drive by the Future Focused learning team, teachers were asked to implement evidence–based highimpact teaching strategies. It was determined that teachers would adopt strategies that would have a high effect size forstudents within the classroom. Effective teachers set and communicate clear lesson goals to help students understandthe success criteria, commit to the learning and provide the appropriate mix of success and challenge. Goal setting has a0.56 effect size as reported by John Hattie. The strategy was demonstrated when teachers: assessed students' priorknowledge, used evidence to differentiate learning goals for students based on need, demonstrated a purpose forlearning by linking a specific activity to their learning goal, by providing realistic but challenging goals for each student.Students were able to articulate the goal they were working towards and where to next. All teachers were using LearningIntentions and Success Criteria across the KLAs (predominantly in English and Mathematics).

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of classroom and teacherprograms showing evidence ofstudent goal setting and trackingof student learning.

Teachers were inservicedon SDD or during Staffmeetings about the varietyof ways that students canset goals. track them andreset goals.

Staff were monitored by their Team leaders duringprogram supervision and or observation ofclassroom practice and by sharing at Teammeetings.

85% of students are able toarticulate the success criteria andlearning intentions in theirclassrooms during classroomwalkthroughs.

Staff have been providedwith professional learningon utilising LearningIntentions and SuccessCriteria.

This was achieved in Mathematics and we areworking towards achieving it across the other KLAs

Increase the level of studentinterest and motivation by 4% asmeasured by the Tell Them FromMe (TTFM) survey.

Students in years 4, 5 and 6took part in the TTFMsurvey.

Survey data showed that 67% of girls and 54% ofboys were interested and motivated in theirlearning. This was down 5% for girls and 6% forboys.

Next Steps

During 2019, teachers will have evidence of student goals and tracking in their assessment books. (Digital or hard copy).Student goals will need to be regularly reviewed and updated. It is suggested that in Weeks 5 and 10 of each term,student goals and progress tracking sheets are reviewed. Tracking sheets should be shared and discussed at teammeetings to ensure consistent teacher judgement and to monitor that progress is being made. In 2018, teachers beganto use specific and effective feedback related directly to their students' learning goals. When feedback is deliveredeffectively it has an effect size of 0.73. In 2019, teachers will need to begin annotating specific methods of feedbackoffered as a means of monitoring the types and frequency of feedback offered to students. This reflective process ofreviewing the evidence will is helpful for both teachers and students. It helps teachers to understand what is and/or is notworking in terms of the success of their feedback and to help students know where to next. The Future Focused Learningteam will develop a key for annotating feedback offered to help teachers monitor this in their programs.



High Impact Teaching

Purpose

To ensure teachers demonstrate deep curriculum knowledge, evidence based practice and excellence in the art ofteaching. To engage in professional learning that utilises both internal and external expertise and is purpose driven toenrich the learning outcomes for all students. To strengthen student growth across all areas of NAPLAN with a clearfocus on shifting students in middle bands to proficient levels of reading and numeracy achievement.


Reading: In meeting the professional learning needs of teachers, instruction in the What Works Best document wasundertaken. As a result, teachers were able to recognise that setting high expectations and teaching explicitly is bestpractice in improving student performance. Teachers identified areas of growth and outlined specific measures inimproving reading at Schofields Public School. Engagement in professional learning around the English TextualConcepts was undertaken by all staff and, as a result, a whole school scope and sequence was designed to explicitlyteach English outcomes based on conceptual understanding. Allocated funds were used to purchase simple, predictable,moderately complex and sophisticated texts. Stage teams worked alongside DoE curriculum advisors to strengthen theircore knowledge of English and to build rigorous and challenging learning experiences for their students. As a result,stage programs were designed around understanding and engaging in deep learning opportunities around authors, theirstyle and perspective. Both teachers and students found relevance and purpose in reading.

Numeracy: High Impact Teaching in Mathematics has provided a platform for improving Mathematics outcomes K–6, asit establishes a consistent high performance learning culture. All staff have been provided professional developmentopportunities to build capacity and model innovative practice. Reflective practice underpins all Professional Learning (PL)and is supported by consultation with Mathematics experts. Induction programs were implemented for new staff toensure smooth transitions and the continuation of high quality teaching programs. The Mathematics committee providesscheduled investigative rounds every term to facilitate learning and to increase staff engagement with whole schoolexpectation.





To increase the proportion ofstudents achieving in the top twoNAPLAN bands in reading andnumeracy by 4% each year until2019

ACU Lecturer

$3000 for sophisticatedEnglish texts

Casual staff for TPL

$2000 Macq Lit

Reading: For Year 3 students, the number ofstudents in the top 2 bands (bands 5 & 6) increasedfrom 42.5% in 2017 to 47.2% in 2018.

Year 5 students in the top 2 bands (bands 7 & 8)decreased from 31.9% in 2017 to 28.8% in 2018.

Numeracy: For Year 3 students, the number ofstudents in the top 2 bands (bands 5 & 6) increasedfrom 42.5% in 2017 to 48.1% in 2018.

Year 5 students in the top 2 bands (bands 7 & 8)decreased from 27.7% in 2017 to 13.6% in 2018.

To decrease the proportion ofstudents achieving in the bottomtwo NAPLAN bands in readingand numeracy by 2% each yearuntil 2019

ACU Lecturer

$3000 for sophisticatedEnglish texts

Casual staff for TPL

$2000 Macq Lit

Reading: For Year 3 students, the number ofstudents in the bottom 2 bands (bands 1 & 2)decreased from 10.0% in 2017 to 9.4% in 2018.

Year 5 students in the bottom 2 bands (bands 3 &4) decreased from 25.5% in 2017 to 17.0% in 2018.

Numeracy: For Year 3 students, the number ofstudents in the bottom 2 bands (bands 1 & 2)decreased from 20.0% in 2017 to 9.6% in 2018.

Year 5 students in the bottom 2 bands (bands 3 &4) increased from 10.6% in 2017 to 52.6% in 2018.


Next Steps

Reading: Teachers will continue to build on their understanding of teaching reading using a thematic and conceptualapproach. Investigation of NAPLAN data to inform teaching in reading will be undertaken to create a growth forecast.Considerations will be made in developing shared stage programs based on the whole school Scope and Sequence.DoE staff (LaNSA) support will be targeted at boys attitudes towards learning and using progressions to differentiatereading instruction. Formative assessment will be developed to inform teaching and learning targets for students in themiddle bands. Visible Learning strategies will compliment explicit teaching in reading.

Numeracy: Teachers will continue using the implemented lesson format and programming template. High ImpactTeaching in Mathematics will continue to drive the effective use of technology in Mathematics lessons. Staff are movingtowards video analysis to assist with self reflection practices in Mathematics. In consultation with Mathematics experts,staff will develop a deeper understanding of using valid internal and external data for program differentiation and forreporting on student progress.



Connect, Succeed, Thrive

Purpose

To create a positive learning culture where all students and staff, connect, succeed and thrive in all settings all the time.


Positive Behaviour for Learning (PBL) has enabled our school to set explicit behaviour and learning expectationsthroughout the school. This process has also supported our school to review and analyse data to empower teachers tofocus on learning. The PBL Team has liaised with the community to reflect the needs of a rapidly changing schoollandscape and regularly meets to improve the wellbeing and educational environment for all students, all the time.





Increase the number of studentsshowing positive behaviours foreffective learning.

Baseline data of student behaviour in the first yearof PBL implementation has been recorded andanalysed.

Sustained high levels of positivestudent, staff and parentsatisfaction levels with schoollearning culture and environmentbeing greater than 85%.

Tell Them From Me data indicates an 87% ratingfor Advocacy at School, 95% in Expectation forSuccess and 84% in Sense of Belonging.

Next Steps

As we move to our pop–up site, it will be necessary to review our PBL practices in order to reflect the new setting. Thiswill involve updating the behaviour expectation matrix. The PBL Team will additionally review the school's current rewardsystem and make necessary adjustments in order to have the awards better reflect the school's core PBL values andexpectations. 2019 will also see the school move from Universal Prevention to Classroom Systems. This will involvesupporting teachers in their classroom and inducting new staff to ensure consistent and effective implementation of PBLthroughout the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $11,700 All students achieving their PersonalisedLearning Pathways goals.

All students achieving above proficiencylevels in NAPLAN reading.

English language proficiency $62,091 Three days specialised support provided totargeted students.

81% of Year 5 EAL/D students are at orabove proficient level in NAPLAN numeracy.73.8% at or above proficiency in Reading.

88.9% of Year 3 EAL/D students are at orabove proficient level in NAPLAN numeracy.96.3% at or above proficiency in NAPLANreading.

Low level adjustment for disability $138,233 Full–time teacher load Learning and SupportTeacher provided coordination of LearningSupport and targeted interventions. SchoolLearning Support Officers employed tosupport students and teachers in classrooms.

Quality Teaching, SuccessfulStudents (QTSS)

Socio–economic background $43,159 Additional support time purchased to deliverMacLit and MiniLit to support targetedstudents with literacy skill development.

Support for beginning teachers School based support provided throughmentors and induction to ensure a strong startto teaching careers.

Targeted student support forrefugees and new arrivals

$822 Full inclusion in all school activities.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 168 164 192 253

Girls 140 134 149 195

In 2018 Schofields Public School experiencedsignificant growth and change. Housing developmentsaw population density with the school catchmentincrease dramatically resulting in the school populationgrowing from 428 to 481 students at the end of theyear. This resulted in a corresponding increase from 17to 19 classes. As the local area continues to develop itis expected that the school's population will continue togrow beyond 600 students.

Student attendance profile

School

Year 2015 2016 2017 2018

K 96.3 94.9 94.4 92.6

1 91.5 94.6 93.8 91.8

2 94.7 92.9 92.8 91.2

3 94.5 93.7 93.5 92.2

4 93.9 94.8 93.8 91.6

5 94.6 93.6 94.2 91.9

6 92.1 94 93.6 92

All Years 93.9 94.1 93.8 92

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Maintenance of Attendance Rolls

Classroom teachers mark attendance each day onSentral. Partial absences are recorded on Sentral by

office staff when the student arrives at school.

Students who are late or who leave early are issuedwith a Partial Absence slip which must be given to theteacher as an indication that the partial absence hasbeen recorded centrally.

Procedures for Dealing With UnacceptableAttendance

School Measures

Schofields Public School implements a wide range ofstrategies to support the regular attendance ofstudents, including extensive contact with parents toresolve issues of non–attendance. These strategiesinclude letters, phone calls, interviews and familysupport.

In the case of a student who has been identified withunacceptable attendance (an attendance pattern of lessthan 85%), it is necessary to document the measurestaken to monitor and improve attendance. The school isrequired to provide documentary evidence of itsinterventions before making a HSLO referral.

For students with an unexplained absences, an'Unexplained Absences' letter is given to the student totake home to the parent. These letters will begenerated for students who have not returned anexplanation for their absence, either written or verbal,within 2 weeks.

When classroom teachers feel a student has anunacceptable attendance pattern and the student is notalready being monitored, they should raise it with theirsupervisor to investigate the matter further.

HSLO Intervention and Investigation

Where the school has taken all reasonable action tosupport the regular attendance of a student ofcompulsory school age but the student continues toattend erratically, the matter should be referred to theHome School Liaison Program for investigation.

If appropriate, Home School Liaison Officers mustdevelop an attendance improvement plan for thestudent. The plan will be developed in consultation withthe school and will identify targets, strategies andtimelines.

Legal Action

It is important that legal action to resolve attendanceissues is not delayed unnecessarily. School educationdirectors must refer the matter for legal action if:

* the student's attendance remains poor and

* the parents have not meaningfully engaged in theattendance improvement plan within 20 school days ofthe commencement of the plan.

Workforce information


Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 14.91

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1

Teacher Librarian 0.8

School Administration and SupportStaff

3.12

*Full Time Equivalent

No members of staff in 2018 identify as beingAboriginal or Torres Strait Islander.

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 35

Professional learning and teacher accreditation

At Schofields Public School, teacher professionallearning is based on our School Plan StrategicDirections, individual teacher PDP goals and stateendorsed pedagogical learning across all stages.

L3: (Early Stage 1 and Stage 1) Language, Learningand Literacy (L3) is a research–based interventionprogram for kindergarten, Year 1 and Year 2 students,targeting reading and writing. It complements the dailyliteracy program for students who do not bring a richliteracy background to their first 3 years of school.

Mathematics: All staff have been working with ChrissyMonteleone, Education Lecturer at ACU, to developimproved teaching practices and support studentlearning. The current focus is on continually improvingthe quality of teaching and learning in Mathematics.Training facilitated opportunities to reflect on currentpractice around the areas of mental warm ups, lessonstructure and the integration of technology.

English: In 2018, Schofields Public School worked incollaboration with the Literacy and Numeracy Strategyadvisors as part of the Bump It Up initiative, targetingimprovement in the middle bands. A focus onunderstanding syllabus requirements and embedding

the learning progressions as specific and observablesuccess criteria, formed the basis of teacherprofessional learning. Further professional developmentwas conducted to support teachers in developingbaseline data to inform teaching and learning activitieswhich are differentiated and meaningful to students.This collaborative approach to improvement in Englishwill continue in 2019 through an English action project.

Teacher Accreditation: Newly appointed staff aresupported through the proficient accreditation process.All staff are supported through the maintenance of theiraccreditation.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 176,142

Revenue 3,747,367

Appropriation 3,491,416

Sale of Goods and Services 12,511

Grants and Contributions 239,781

Gain and Loss 0

Other Revenue 1,600

Investment Income 2,059

Expenses -3,648,183

Recurrent Expenses -3,648,183

Employee Related -3,282,921

Operating Expenses -365,262

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

99,184

Balance Carried Forward 275,325

• The school's financial management processesand governance structures to meet financialpolicy requirements.

• Available funds will be utilised for reduction in thestudent:device ratio in classrooms to providemore access to ICT and to ensure classes in the"pop–up" school are suitably resourced

Financial summary equity fundingPrinted on: 7 June, 2019Page 11 of 17 Schofields Public School 3046 (2018)

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

2018 Actual ($)

Base Total 2,679,467

Base Per Capita 65,939

Base Location 0

Other Base 2,613,528

Equity Total 255,184

Equity Aboriginal 11,700

Equity Socio economic 43,159

Equity Language 62,091

Equity Disability 138,233

Targeted Total 76,913

Other Total 103,703

Grand Total 3,115,266

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

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

School performance

NAPLAN

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

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

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

Student performance in Literacy is measured in fourareas, grammar and punctuation, reading, spelling andwriting. In each area students in Year 3 achieving in

band 6 exceeded state average.

In Spelling in Year 3 there was an increase in thepercentage of students achieving in the top two bands(54.7%) compared to state average (48.1%). In thearea of grammar and punctuation, 37.7% of studentsachieved in band 6 compared to the state average of28.1%. In reading, 30.2% of students achieved in band6 for reading compared to the state average of 25.2%and 23.8% SSSG. In Spelling 32.1% of studentsachieved band 6 compared to 24.4% state average. Inwriting 13.2% of students achieved band 6 compared to9.9% state average.

The percentage of students in Year 5 achieving in bandeight for grammar and punctuation was below stateaverage (16.3%) at 6.8%. Likewise in reading thenumber of students in band6 (6.8%) was below stateaverage (15.6%) but students in band 5 (22%) outperformed state at 19.2%. In spelling the number ofstudents in the top 2 bands (30.5%) was below thestate average of 35.2%. No student was assessed to atband 8 in writing, but the number of students in band 7(6.8%) was in excess of School Average 2016–2018although below state average at 10.3%.

Band 1 2 3 4 5 6

Percentage of students 3.8 11.3 13.2 24.5 9.4 37.7

School avg 2016-2018 7.3 8.7 11.3 22.7 16 34


Band 1 2 3 4 5 6


School avg 2016-2018 2.7 8 24 17.3 24 24

Band 1 2 3 4 5 6


School avg 2016-2018 4 11.3 12.7 25.3 22 24.7

Band 1 2 3 4 5 6


School avg 2016-2018 0.7 6.7 19.5 23.5 37.6 12.1


Band 3 4 5 6 7 8


School avg 2016-2018 8 15.2 22.5 31.2 12.3 10.9

Band 3 4 5 6 7 8


School avg 2016-2018 5.1 16.7 26.8 22.5 23.2 5.8

Band 3 4 5 6 7 8


School avg 2016-2018 5.1 11.6 24.6 34.1 15.9 8.7


Band 3 4 5 6 7 8


School avg 2016-2018 1.4 13.8 45.7 31.2 5.8 2.2

Within numeracy, the number of Year 3 students whoachieved in the top two bands was above SchoolAverage 2016–2018 (48.1% to 36.9%). This was alsoahead of the state average of 39.6%. In particular, 25%of students achieved in band 6 compared to 15.8%state average.

The total percentage of students in Year 5 whoachieved in band eight (5.1%) was above SchoolAverage 2016–2018 but below that state average of11.7%.

Band 1 2 3 4 5 6


School avg 2016-2018 0 14.8 24.8 23.5 18.8 18.1


Band 3 4 5 6 7 8


School avg 2016-2018 1.5 13.9 34.3 33.6 12.4 4.4

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

2018 was the second year of implementation of theBump It Up initiative which seeks to increase thenumber of students at Schofields Public Schoolperforming in the top 2 bands of NAPLAN. Acomprehensive professional learning plan wasdeveloped for teachers in numeracy and readingcomprehension.

Significant improvements in the students achieving inthe top 2 bands of NAPLAN numeracy were noted inthe numeracy data sets from NAPLAN 2017 as outlinedbelow:

48.1% of Year 3 students achieved in the top 2 bandsin NAPLAN numeracy 2018, up from 2017 and aheadof the state average of 37.8%.

13.6% of Year 5 students achieved in the top 2 bandsin NAPLAN numeracy 2018, this was below the level ofachievement in 2017 but comparable to Schoolaverage of 15.9%.

Additionally, average scaled score growth in numeracymoved from significantly below state average in 2016 toabove state average in 2017. The percentage ofstudents achieving greater than or equal to expectedgrowth in numeracy increased from 39.3% in 2016 to62.2% in 2017.

47.2% of Year 3 students achieved in the top 2 bandsin NAPLAN reading 2018, just below the state averageof 48.6%.

28.8% of Year 5 students achieved in the top 2 bandsin NAPLAN reading 2018, below the state average of24.8%.

Parent/caregiver, student, teachersatisfaction

The Tell Them From Me survey was conducted toassess perceptions of children's experiences at homeand school. The following is a summary of the results:

Advocacy at School

In an education context, advocacy and support forlearning at school refer to the active consideration andsupport of individual students' academic and wellbeingneeds. This encompasses general support and specificsupportive behaviours that help students navigate theeveryday course of school life.

Of the 97 respondents to the survey, 87% had apositive view of the school in this area compared to86% across the state and 84% in statistically similarschool groups (SSSG).

Expectations for Success

Expectations for Success is a measure of classroomcontext and refers to the extent to which teachers valueacademic achievement and hold high expectations ofall students. High expectations are effective for learningfor all types of students and schools. Supportiveclassroom environments, in which students experienceconsistent, clear and high expectations, and receivehelp from teachers and peers, promote theengagement of all students.

Of the 98 respondents to the survey, 95% had apositive view of the school in line with the state averageand just below the 98% of SSSG.

Sense of Belonging

School belonging refers to a student's perception ofbeing accepted, valued and included in their schoolsetting by their peers and by others in the school. It issometimes referred to as school connectedness orbonding to school.

Students' feelings of belonging at school, alongsidepositive relationships with peers and teachers, areessential for student wellbeing. These relationships arecharacterised by constructive interactions that providegenuine support for students and help them build socialand emotional skills.

Of the 99 respondents to the survey, 84% had apositive view of the school in this area, significantlyahead of the state average at 78% and SSSG at 75%.

Teachers

Teachers completing the survey answered questionsrelating to the Eight Drivers of Student Learning,Leadership, Collaboration, Learning Culture, DataInforms Practice, Teaching Strategies, Technology,Inclusive School and Parent Involvement. Using a 10point scale, teachers rated the school as near or abovein 7 of the eight drivers. In the area of technologyteachers scored the school at and average of 5.4,below the state average of 6.7.

Parents

The Partners in Learning Parent Survey again uses a10 point scale to score 7 separate measures (i.e.Parents feel welcome, Parents are informed, Parentssupport learning at home, School supports learning,School supports positive behaviour, Safety at schooland Inclusive school). The results were generallypositive although below state average in most areas.Nearly half of all respondents said that they had metwith their child's teacher more than 3 times since thebeginning of the school year and 73% of respondentssaid that they were involved in school committees.


Policy requirements

Aboriginal education

Aboriginal Education and Training aims to deliverquality and effective learning activities to all Aboriginaland Torres Strait Islander children by providingeducation about Aboriginal Australia.

Curriculum–based programs educated all studentsabout Aboriginal history, culture and current AboriginalAustralia. Stages 1 and 2 visited BrewongleEnvironmental Education Centre to learn aboutsustainability and develop an appreciation of theecosystems and natural resources that were managedby the Darug Aboriginal people for thousands of years.All classes celebrated a combined NAIDOC andHarmony Day Celebration to highlight our Indigenousculture and meet outcomes in History and Geographyfocused on our shared heritage and history. During2018 as part of Environmental Education childrenexplored the importance of caring for the land and theimportance the environment has to Aboriginal people.In 2018, 100% of Personalised Learning Pathwayswere completed in consultation with the teacher andstudent, encouraging parent collaboration. Thesedocuments were discussed in mid Term 2 during parentteacher interviews and goals were reviewed at the endof the year. 2018 also marked the third phase of afour–year longitudinal research study by the NSWDepartment of Education in collaboration with theAustralian Catholic University (ACU) aimed atidentifying factors and strategies that optimise thewellbeing and academic functioning of high–abilityAboriginal and non–Aboriginal students. The title of theresearch is 'Cultivating Capability: explicating criticalpsychosocial drivers of educational outcomes andwellbeing for high–ability Aboriginal students.' Theproject is also known as the 'Ngara Wumara Project.'Five students from our school were selected toparticipate in the program with a total of 1054participants across 307 NSW schools. Preliminaryfindings in primary school students outline thatAboriginal and non–Aboriginal students report relativelysimilar levels of psychological wellbeing, self wellbeing,physical wellbeing and social wellbeing. Non–Aboriginalstudents reported significantly higher levels ofacademic wellbeing than Aboriginal students, whilstAboriginal students report higher levels of culturalwellbeing than their non–Aboriginal peers. Our schoolwill be provided with a final report in mid–2019.

Multicultural and anti-racism education

There are 53% students from non–English speakingbackgrounds at Schofields Public School and theycome from a diverse range of backgrounds and are wellcatered for in their educational experience. All studentsattending our school are involved in a differentiatedcurriculum, with special support to our EAL/D studentsin small group work as well as individual support withinthe classroom. Throughout all teaching programs thestaff have embedded the principles of MulticulturalEducation and Anti–Racism. Positive behaviour forLearning is an important aspect of our school and this

supports inclusiveness and respect of the rights ofothers. During the year we have a variety of excursionsand incursions which are open to all students. HarmonyDay was an opportunity for teachers and students toacknowledge and respect differences throughout ourschool and local community. We aim to developpositive community relationships to promote aharmonious multicultural society with mutual respectfor, and understanding of, cultural diversity.


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