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Rossmore Public School2019 Annual Report

2999

Printed on: 29 May, 2020 of 22 Rossmore Public School 2999 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Rossmore Public School as an account of the school'soperations and achievements throughout the year.

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

School contact details

Rossmore Public SchoolBringelly RdRossmore, 2171www.rossmore-p.schools.nsw.edu.aurossmore-p.school@det.nsw.edu.au9606 5551

Message from the principal

Great schools are built by great teachers and support staff and we have both here at Rossmore. We all remember them;those educators that had a profound impact on our lives, who helped us make memories that last a life time. Teachersand SLSOs here at Rossmore strive to help students discover their talents and create opportunities for them to shine.They build curiosity, encourage students to wonder, question and think deeply. They give students courage to challengethemselves even when students think they can't do it; and hold the powerful belief that every child matters. I thank themall for their dedication and support. It is an honour to work with such a caring and professional group of people who showselflessness on a daily basis to ensure the students thrive.

It was wonderful to have so many of our community members work alongside us this year, supporting both their childrenand the school. I thank them all for the work they do each and every day to shape the lives of our fantastic students,guiding them and supporting them to become the best they can possibly be. It is their support and commitment to theirchildren and the school that helps us to strengthen the hopes and dreams we hold for them. We have had recordnumbers of parents turn out for special events this year, many of whom gave their time and enthusiasm to support therunning of whole school events and initiatives. It is such a special moment when we experience the students' excitementwhen they see their family participating and contributing to school events. I thank the parents and carers for allowing usthe privilege of working with them and their children to play a part in shaping who they are and who they will become. It isa responsibility that all of us cherish and none of us take lightly.

I would like to recognise all of our students who share so many similarities but are also so unique. After another year oflearning, they have all shown growth in one way or another and we could not be prouder of each and every one of them.I encourage them to take the time to stop for a moment and remember the challenges and the successes of this schoolyear, to think about their goals and what they have achieved. I hope they feel pride and a sense of self–respect for theirefforts, show kindness and stay true to who they are. Our students are the spirits that embody our school and Iencourage them to keep striving to challenge themselves in all they do and thank them for the many smiles that welcomeme each day.

2020 is a year full of possibilities. I look forward to our continued learning journey and I'm excited to see what amazingthings we will achieve together.

Sandy Juleff (Principal)


School background

School vision statement

A place of inspiration, empowering respectful citizens within an innovative learning community.

A place of inspiration to: • stimulate achievement and success • promote excellence and engagement • foster critical and creative problem solving

Respectful citizens to: • take an active role within local and global communities • build positive relationships • develop respect and empathy for others

An innovative learning community to: • meet the challenges of a rapidly changing world • strengthen connections within and beyond • nurture the entrepreneurial mindset

School context

Rossmore Public School is located in a semi–rural community situated in the South West Sydney Priority Growth Areaand is undergoing rapid development to roads and local infrastructure.

Our purpose is to provide a safe, happy, inclusive and caring school environment, where teachers and parents workharmoniously together, while giving opportunities which allow all students to develop to their potential.

Parent participation is highly regarded and valued in our learning community. Links between home and school areessential for a child's education and we invite parents into partnership with the school.

At Rossmore, we aim to provide a broad and balanced program of learning in a stimulating and caring environment. Theaim is to equip each student with the skills to meet the challenges of the future and become respectful citizens, confidentindividuals, successful learners and effective contributors to society. The individual needs of each child is catered for andequity is offered to all.

in 2018, the school has 98 students with four mainstream classes and three support classes catering for students withautism or similar needs. 34.7% of students are from a Language Background other than English and the school has anAboriginal population of 13.2%.

The school is participating in the Early Action for Success initiative in which a part–time Instructional Leader worksdirectly with our executive and classroom teachers to support the learning and outcomes of our K–2 students in literacyand numeracy.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Delivering

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Delivering

LEARNING: Reporting Delivering

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Delivering

TEACHING: Learning and development Delivering

LEADING: Educational leadership Delivering

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Delivering

LEADING: Management practices and processes Delivering


Strategic Direction 1

Wellbeing

Purpose

To create a safe and nurturing environment where stakeholders feel valued and develop their own and others' self worth.

Improvement Measures

Behaviour data indicates a reduction in disruptive classroom incidences.

Increased % of stakeholders indicate a positive outlook towards school–life.

Decreased number of student partial absences.

Progress towards achieving improvement measures

Process 1: Implement research informed evidence based whole school wellbeing practices.

Evaluation Funds Expended(Resources)

As a result of the continued implementation of Positive Behaviour forLearning, the Expectation Matrix was finalised and communicated after inputfrom all key stakeholders. This, along with extensive professional learningand the successful implementation of 'fast and frequent' awards, promotedpositive behaviour and reduced the frequency of recorded classroom andplayground incidences.

The School Chaplain and Learning and Support Teacher, delivered theSPARC program to students in years 3 to 6 to improve students' capacity toproblem solve, enhance positive friendships and other relationships, andbuild resilience. 100% of students indicated that the program had helpedthem with their social skills and overall wellbeing, reporting improved teamwork and strengthening their positive outlook towards school life.

Student attendance data for 2019 showed a small reduction in the number ofpartial absences, indicating an improvement on the 2018 data.

Total expenditure 2019:

$2500 (RAM equity funding)

$10200 Chaplain engaged 2 days perweek (National School ChaplaincyProgram)

Process 2: Staff maintain a healthy balance between work and home.


The strategic ongoing professional learning undertaken collaboratively duringthe school day, provided consistent educational practices across the school,with 100% of staff feeling more confident in their practice and supported todeliver effective teaching and learning programs.

75% of staff feedback reflected that the initiatives implemented to support animproved work life balance resulted in positive improvements. This willremain a focus in 2020.

Programming Support Initiative (0.4FTE)

Funding Sources: • Quality Teaching SuccessfulStudents ($24038.00)

Next Steps

In 2020, the new student reward system and updated 'Wellbeing Policy Implementation Procedure' will be finalised andcommunicated, following consultation with the students and community.

The Wow cards will be updated and linked directly to the Restorative Justice and Positive Behaviour for Learningexpectations of 'Being Safe', 'Being Respectful' and 'Being a Learner'. A formalised monitoring system will ensure theawarding of Wow cards is increased as per school procedures.

With a significant turn over of staff in 2020, all new staff will be inducted, with a focus on the Learning and Support


processes and structures, including referrals and PLaSPs.

The SPARC wellbeing program will be offered to students in years 5 and 6 and run collaboratively by the Chaplain andthe Learning and Support teacher.

To support staff wellbeing and work life balance, teacher will continue to be released from face–to–face duties regularlyeach term to undertake strategic collaborative professional learning and to work on school initiatives, highlighting theimportance of and to enhance engagement in the learning and support a healthier work life balance.

A 'Being Well' wall will be established in the staffroom to promote strategies for wellbeing, work life balance, etc. with allstaff taking ownership and contributing to the wall (ongoing).



Quality English and Mathematics Programs

Purpose

To apply evidence based pedagogy to promote quality learning in English and mathematics that improve outcomes andmeet the needs of diverse learners.


Increased % of students performing in the top two NAPLAN bands for reading and numeracy (>20%).

80% of students achieving expected benchmarks in Creating texts, Understanding texts, Quantifying numbers andNumber patterns and algebra.

Increased confidence of staff in the delivery of quality teaching and learning programs in English and Mathematics.


Process 1: Research and implement whole school informed pedagogy practices in literacy and numeracy.


In 2019, the staff at Rossmore Public School have worked hard towardsdeveloping a deeper understanding of quality pedagogical practices.Classroom programs are demonstrating greater depth of differentiation tocater for the needs of students and staff have shown greater flexibility in howthey deliver content to their students. Staff demonstrated in surveys that theyfelt their ability to plan for quality learning cycles in English and mathematicshad improved since the beginning of the school year and that the strategicdevelopment sessions held throughout the year had given them a strongerunderstanding of how data can be used to support the needs of theirstudents.

For reading, our students in years 4–6 performed particularly well with 100%of students achieving the bench mark level set for those grades. OurKindergarten students showed marked improvement with a 71% increase inthe number of students achieving targeted levels in Kindergarten. Students inyears 1 and 2 did not achieve the desired 80% mark, however, all of thestudents did show significant growth in reading levels. In the K–2, we saw agrowth rate of approximately 20% more students achieving the desiredreading levels when compared with baseline data collected at the start of thescholastic year. While the overall number of students achieving the readinglevel was less than the stated 80% goal, the growth and improvement of thestudents was pleasing. Years 3–6 students demonstrated a 36% growthdifference with just over 86% of students achieving the required reading leveldata over the course of the year.

PLAN 2

Learning Progressions

Funding Sources: • Socio–economic background($20000.00)

Process 2: Implement a whole school integrated approach to data analysis and assessment in English andmathematics.


80% of students demonstrate number flexibility at stage appropriate levels.Final assessment data in number flexibility saw significant increases for allstages. After reflecting on the assessment data taken in week 10, thecommittee established what we believed to be reasonable expectations forstudents by the end of the school year. The benchmark levels were stageappropriate, however the percentage of students expected to meet thesevaried, as the data indicated some students were significantly behind theirexpected. The expectation for these students was reviewed to ensurerealistic and achievable growth goals were established.




The performance of the years was as follows:

Kindergarten – 100% of students reached benchmarks established by thecommittee. This demonstrated a growth of 75% beyond the bench mark.

Year 1 – 50% of students reached the end of year benchmark. Thispercentage was less than expected, however, these students demonstratedgrowth of two full years of scholastic development when measured againstthe syllabus document.

Year 2 – 15% of students reached the benchmark. Although this represents asmall percentage of students, the growth in this year was exceptional withthese students demonstrating 18 or more months growth in number fluency.

Stage 2 (years 3 and 4) – 65% of students achieved the benchmark,demonstrating a significant growth rate over base line data with these 65%showing 24 months of scholastic growth over a six month period.

Stage 3 (years 5 and 6) – 60% of students achieved the stage expectation,representing 24 months of scholastic growth over the six month period.

Next Steps

In 2020, Rossmore Public School will be under going a significant change in staff, with professional learning designed toupskill new and early career staff in the Learning Progressions and how to support the implementation of the syllabusdocuments.

To facilitate improvements in the number of students performing in the top two bands of reading and numeracy theschool will be re evaluating the role of the learning and support team to provide enhanced targeted support to thosestudents who are placed in the middle of their cohort groups.

The school is receiving targeted professional support in numeracy which will be used to help improve school processesin the identification of student needs, developing stream lined programming guides and the introduction of acomprehensive scope and sequence that is implemented across the school.



Positive Learning Culture

Purpose

To cultivate a culture focused on high expectations and transparency, promoting a collective discovery of learning.


100% of relevant stakeholders are supported through induction programs designed to meet specific needs.

Increased number of parents indicate through feedback an understanding of school initiatives.

100% of teachers provide learning opportunities that promote broad and/or real–life application of skills andknowledge.


Process 1: Research and implement a whole school induction program incorporating the individual needs of theschool community.


Executive staff reviewed the new Department of Education induction checklistfor New Teachers and New Starter Induction Checklist for Principals andSchool Executives and led new staff through the process. School inductionprocesses were refined to ensure alignment with the Department ofEducation's procedures.

The school's leadership team reviewed current external contractors andagency policies including mandatory Working With Children Check (WWCC)procedures to ensure compliance and up–to–date practices.

Induction checklist for New Teachersand New Starter Induction Checklistfor Principals and School Executives.

Principal, Managers and SupervisorsYammer Induction Group.

Questionnaire.

Funding Sources: • School Operational Funding($1900.00)

Process 2: Build a learning culture where parents and community are provided a variety of opportunities to engagewith school life.


After community consultation, the canteen was put to tender and becameoperational in Term 2. The canteen has been a successful and welcomedaddition to Rossmore Public School, supported by students, families andstaff.

The Wellbeing Expectation Matrix was finalised and implementedsuccessfully across the school and supported by all stakeholders. This willremain a focus in 2020 and beyond as we continue to build and strengthenwellbeing practices at Rossmore Public School.

In recognition of the valuable and ongoing contributions of a member of theparent body, a submission for the Regional South Operational Directorate –Principals Network Awards – Macarthur in the Parent or Community Membercategory was made. The parent was presented with the overall Macarthuraward and received a plaque in recognition of their dedication to RossmorePublic School and the students.

Funding Sources: • School Operational Funding($1500.00)

Process 3: Establish a rich environment that benefits the learner by exposing and enabling students to developconcepts and critical thinking skills.

Evaluation Funds Expended



Evaluation (Resources)

Stage 2 and 3 teachers engaged in formal and informal professional learningin Minecraft for Education and implemented this program into learningexperiences with a focus on mathematics, design and engineering. Allstudents indicated they were motivated to apply their existing knowledge andskills in new ways to solve problems and felt a sense of achievement.Teachers indicated students were able to better articulate their problemsolving processes as a result of their deeper knowledge and ability to transferskills.

Staff undertook professional learning with a focus on the technology andgeneral capabilities components of the Science and Technology Syllabus.Following on from this professional learning, teachers engaged students incomprehensive coding and robotics lessons and the school purchased $35000 worth of robotics/coding technology.

Robotic and coding lessons andpurchase of school kits.


Next Steps

A questionnaire will be designed and provided to 2020 kinder parents about the information pack received the previousyear at orientation as well as the orientation presentations. Staff will seek feedback around what information is mostessential for parents and the best mode of delivery.

The school will continue to promote ongoing positive engagements between staff and the community to strengthen linesof communication and to build relationships in order to work towards better engaging parents more deeply in school life.

Stage 3 teacher to engage in professional learning using resources from the STEM share robotics kit on thedepartment's T4L website. Stage 3 teacher to plan and program robotics/coding lessons and utilise STEM share andschool robotics kits with students and upskill other staff.

All classes will utilise Life Skills Go and professional learning will be planned around the use of this wellbeing programand how it links to PBL and the PDHPE curriculum.

The leadership team will review current student voice, participation and leadership practices and plan professionallearning for staff, with a focus on enhancing student voice across the school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding Sources: • Aboriginal backgroundloading ($11 715.00)

Comparison data for Aboriginal students inYear 5 demonstrates performancecomparative to that of their peer group.Comparison data for Aboriginal studentachievement in Year 3 places 33% abovetheir peer group.

In 2019, Rossmore Public School continuedto be a proud and active member of theCowpasture Community of Schools (CCOS)Aboriginal Education Committee whichoversaw the implementation of the CCOSReconciliation Action Plan (RAP). A pivotalpart of the RAP implementation was theestablishment of a CCOS Junior AECG whoplayed an active part in highlighting culturalevents that staff would acknowledge andembedd in their teaching and learningprograms.

Our Aboriginal and Torres Strait Islanderstudents, along with a friend participated inthe annual CCOS NAIDOC Day celebration.The event was held at Bringelly Public Schoolwith experiences ranging from dancing toIndigenous games, cooking and learningabout Bush Tucker plants from the BringellyPublic School garden. This was followed byan additional learning experience for allAboriginal and Torres Strait Islander studentsacross the CCOS with an excursion to theCasula Powerhouse where they participatedin art lessons and learnt about the culturaland historical heritage of the Aboriginalpeople.

The school supplemented the Learning andSupport teacher allocation by 0.05 FTE perweek to support the learning of our Aboriginaland Torres Strait Islander students.

Teachers were released to meet with parentsand students to develop PersonalisedLearning Pathway (PLP) plans for allAboriginal and Torres Strait Islander students.The PLPs were successfully implemented,monitored and reviewed.

English language proficiency ALAN data plus additionalevidence.

Funding Sources: • English languageproficiency ($12 292.00)

The school supplemented the Learning andSupport teacher allocation by 0.073 FTE perweek to support teachers to identify andsupport the needs of English as an AdditionalLanguage/Dialect (EAL/D) students.Professional learning was provided for staffso they could best meet the needs of EAL/Dstudents.

Adjustments were made for individualstudents in order for them to successfullyaccess the curriculum.

Year 3 and Year 5 NAPLAN data indicatesEAL/D student performance is concentratedin the middle bands. In the area of writing,25% of Year 3 students with developing


English language proficiency ALAN data plus additionalevidence.

Funding Sources: • English languageproficiency ($12 292.00)

needs and 100% of Year 5 students withconsolidating needs, scored in the second topband.

Low level adjustment for disability (0.4 FTE) – Learning andSupport Teacher staffingallocation

Funding Sources: • Low level adjustment fordisability ($42 686.00) • Low level adjustment fordisability ($18 143.00)

In 2010, a 0.4 FTE Learning and Supportteacher (LAST) was employed using thestaffing allocation. The flexible fundingallocation was utilised to employ a SchoolLearning Support Officer two and half days aweek to support the needs of students in themainstream requiring low level adjustmentsfor disability.

100% of students requiring adjustments andlearning support have personalised learningand support plans collaboratively developedwith parents/carers and students.

Students were very well supported in theclassroom with programs and interventionsdesigned collaboratively between classroomteachers/the Instructional Leader and LAST,and supported by the SLSO. Theseinterventions included whole classadjustments to learning, differentiated groupwork and personalised learning and supportplans.

All staff have taken part in professionallearning in trauma informed practice,supported by the Assistant Principal Learningand Support through School Services' tailoredsupport initiative. As a result, staff knowledgewas enhanced and school practices refined.

Quality Teaching, SuccessfulStudents (QTSS)

Quality TeachingSuccessful Studentsflexible funding $24438

In 2019, the school received funds for QualityTeaching Successful Students which wereutilised to provide strategic and ongoingsupport to teachers, aspiring executive andexecutive.

The Early Stage One teacher undertookschool visits to observe phonics programs inanother setting. The teachers was supportedto trial, evaluate, refine and implement theprograms in the Rossmore Public Schoolsetting. Student learning outcomes weredifferentiated more effectively and teacherfeedback indicated greater understanding ofand confidence in the delivery of theprograms.

100% of teaching staff participated in thestrategically designed Programming SupportInitiative which involved one–to–one andwhole staff professional learning led by theprincipal. The initiative provided teaching staffwith the capacity to design and developNESA and Department of Educationcompliant programs in a consistent andsupportive manner (with differentiated PL).Timetabled sessions provided staff theopportunity to engage in the collection andanalysis of a range of student evidence(including but not limited to data), undertake


Quality Teaching, SuccessfulStudents (QTSS)

Quality TeachingSuccessful Studentsflexible funding $24438

evaluation of the impact of teaching andlearning programs, annotate programs,complete the register of lessons, be reflectivepractitioners and receive feedback.

Supervisors undertook regular reviews ofteaching programs and provided feedback toteachers to ensure that quality teaching andlearning was taking place across the school.Supervisors indicated that programs andclassroom practice reflected feedbackprovided.

100% of staff successfully completed the PDPprocess and all staff achieved or madesubstantial progress towards their goals.Following the PDP final review meeting,feedback was provided to all staff around theirachievements and highlighted the futuredirections for professional development for2020.

Socio–economic background (0.1 FTE) Classroomteacher funded through thePSFP staffing allocation.

Funding Sources: • Socio–economicbackground ($10 672.00) • Socio–economicbackground ($106 221.00)

An identified Classroom Teacher was paidhigher duties as an above establishmentAssistant Principal to support the principalwith leadership, administration and wholeschool management.

Funding from socio–economic backgroundwas used by the school to employ casuals torelease teachers to allow them to engage inongoing strategic development sessionsthroughout the year, working closely withexpert teachers in the areas of literacy andnumeracy. This initiative allowed staff toimprove their understanding of how ourstudents learn and to better plan learningpathways for all students helping them toachieve improved success.

Student assistance was provided to familiesin the community to support the costsassociated with educational programs,excursions and uniforms to ensure theparticipation and inclusion of all students.

A range of learning experiences includingincursions and excursions were fully fundedto enable each and every student to attendinvaluable lessons on healthy living,responsible choices, curriculum, wellbeingand technology, free of charge. Theseincluded coding with SCOPE IT, sportsprograms with SportsPro, Life Education visit,Life Skills Go wellbeing program, and anexcursion to the Science Museum inWollongong.

Early Action for Success Funding Sources: • Initiative funding – EarlyAction for Success –Instructional Leader (0.4FTE) ($65 302.00)

In 2019 Rossmore Public School hascontinued on it's Early Action for Successjourney. The program focuses on learning inliteracy and numeracy in the early years ofschooling (infants K–2). 2019 has been ayear of staff growth and developmentespecially in the area of English andmathematics. The continued support with theNational Learning Progressions has providedthe staff with the opportunity to build



knowledge and skills in these key learningareas.

In the focus area of reading, the early stage 1teacher began attending the LanguageLiteracy and Learning Professional LearningProgram, which represents a significantcommitment of both the staff and school tosupport this program. Our younger classeswere split across two classes with a K–1 anda 2/3 class.

Reflection on data from the previous yearmade it clear that staff at Rossmore requireda persistent focus on comprehension as areading skill. While students were meetingbenchmarks in reading (levels) this data wasnot being supported with the students' levelsof understanding. The Instructional Leaderdesigned a series of workshops which formedthe strategic development sessions for 2019.Staff shared examples of how they wereteaching reading comprehension skills in theirclassrooms and the staff exploredprofessional readings about differentpedagogical approaches to comprehension.Staff designed plans, implemented newstrategies and then shared videos of theirteaching methodology for critical reviewwhere the staff we able to broaden thelearning experiences of all students. This hasseen a slight decrease in the levels attainedby students, however, the levels ofcomprehension has improved with 89% ofstudents able to confidently comprehend thelevel of the texts they are reading comparedto 61% at the end of 2018.

Staff continued their journey supporting thestudents in developing stronger numeracyskills and a more complete understanding ofearly number sense. Data gathered throughassessments in the second term highlightedthat our students were showing the need foradditional support in problem solving becausethey lacked the number sense to interpret andapply knowledge beyond a limited context.That is they could add, subtract, divide andmultiply but they didn't really understand howthese related to real world problem solving.Impressive improvements were noted in earlynumber sense as students began to makeconnections between real world applicationsand mathematics lessons. It is planned that2020 will continue to see this trend of positivegrowth.

In 2019 the Instructional Leader DeputyPrincipal attended a 3 day conference inSydney to help build knowledge of howstudents acquire knowledge in literacy andnumeracy. This professional learning wasthen shared with staff at 2 staff meetingswhere future directions for 2020 wheredeveloped and it is anticipated in 2020 theschool's strategic development sessions willincorporate more of this learning into theprogram.



Early Action for success is closely linked tothe second strategic development area withfocuses on mathematics and Englishdevelopment. For information regarding theperformance and improvements in theseareas please refer to the second strategicdevelopment area.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 52 57 61 52

Girls 47 36 27 20

Student attendance profile

School

Year 2016 2017 2018 2019

K 94.9 92 94.3 95.4

1 90.3 93 91.7 87.4

2 96.6 88 96.7 90.2

3 95.5 93.2 94.6 95.1

4 88.6 91.2 91.6 97

5 93 95.3 93.3 92.5

6 93.6 93.9 91 94.4

All Years 93.2 92.2 93.4 93.4

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 1

Classroom Teacher(s) 5.92

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.4

Teacher Librarian 0.2

School Administration and Support Staff 4.61

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 349,009

Revenue 1,783,888

Appropriation 1,749,426

Sale of Goods and Services 6,717

Grants and contributions 26,592

Investment income 1,153

Expenses -1,671,240

Employee related -1,513,183

Operating expenses -158,058

Surplus / deficit for the year 112,648

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 564,805

Equity Total 201,728

Equity - Aboriginal 11,715

Equity - Socio-economic 116,892

Equity - Language 12,292

Equity - Disability 60,829

Base Total 794,438

Base - Per Capita 24,482

Base - Location 0

Base - Other 769,955

Other Total 156,447

Grand Total 1,717,418

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

In 2019, the Tell Them From Me survey, along with formal and informal consultation was used to collect information fromthe students, parents and staff about the school's progress in regards to school life and wellbeing.

Parents and staff indicated that the school has a strong focus on wellbeing and supporting students. This is supported by84% of students indicating they have a positive sense of belonging at school, which is slightly above the NSWgovernment average. Students believe that schooling is useful in everyday life and they are interested and motivated bythe learning experiences provided which will have a strong bearing on their future. The majority of students indicatedfeeling valued at school and they have positive relationships with both staff and peers. 86% of students indicated theyhave friends at school they can trust and encourage them to make positive choices, reflecting an increase of 6% from thesemester one survey. In 2020 we will continue to build on sense of belonging, positive relationships and valuing schooloutcomes.

The parents who participated in providing feedback throughout the year overwhelmingly indicated the school is a placethat provides a variety of opportunities for parents to contribute and/or participate and this was reflected in recordnumbers of parents attending and supporting special events and helping run school initiatives. 100% of parents engagedin the process of Personalised Learning and Support planning and annual reviews (for those students requiring PLaSPs)and indicated they welcomed the opportunity to contribute to their child's goal setting and the majority of parents felt theirinput was valued. A number of parents indicated that the award system was not always implemented consistently acrossthe school and welcomed the opportunity to support the school in reviewing, refining and streamlining the reward processand the monitoring of award achievement.

Teachers indicated they work alongside school leaders to create a safe and orderly school environment. 94% of teachersindicated they regularly help and support students with additional learning needs. Teachers report having a positiveoutlook in regards to parent engagement with 81% of staff engaging in regular parent contact in regards to their child'sprogress. Two areas where teachers are seeking additional support in 2020 are enhanced guidance in monitoringstudent progress and strengthening the practice of explicit feedback to teachers.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

As a member of The Cowpasture Community of Schools we are committed to providing quality education to all Aboriginaland Torres Strait Islander (ATSI) students. We believe that to achieve this we need to ensure appropriate steps aretaken; to demonstrate respect to all our ATSI community members, we develop meaningful relationships with thecommunity and provide a range of educational opportunities to our Aboriginal and Torres Strait Islander students.

In 2019 we participated in a range of cultural experiences that were designed to give our students a taste of theirtraditional heritage and broaden their knowledge of culture. Students attended two excursions. To complement ourNAIDOC events, our students went to Bringelly PS to participate in many different cultural experiences from dancing,cooking and learning about Bush Tucker plants from the garden. Students reflected the day's events in the YarningCircle. In November, students went to Casula Powerhouse, participating in art lessons and speaking with the AboriginalDevelopment Officer from Liverpool AECG, discussing cultural and historical heritage of the Aboriginal people.

The performance group for ATSI students participated in the annual Cowpasture Community of Schools Concert,performing four dances for both boys and girls. All students within the CCOS continued to sing the Australian NationalAnthem in Dharawal language, which was performed by the ATSI students and the choir at the concert.

In November the CAEC met and reviewed the CCOS Reconciliation Action Plan (RAP) for 2019. In the RAP review, theCAEC made the following recommendations to our schools:

• Each school will continue to work to build stronger links to the ATSI community, utilising parents, elders, the AECGalong with other consultants.

• All staff will be responsible for making contact with parents/carers before, during and for the review of PersonalisedLearning Pathway plans.

• The Junior AECG will finalise an annual calendar that will highlight cultural events that all staff will acknowledgeand include in classroom programs to meet the requirements of Department Aboriginal Education Policies. TheJunior AECG will continue in 2020 meeting twice a term to allow student voice opportunities for our ATIS students.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


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