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Casuarina Street Primary School – An Independent Public School Annual Performance Report to the School Community 2016 (Aligned to the Department of Education Strategic Plan 2016 – 2018)

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Casuarina Street Primary School

Annual Performance Report to the School Community

2016


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School Overview Our School Casuarina Street Primary School is located in the town of Katherine, 315km south of Darwin. Casuarina Street Primary School (CSPS) is located on Casuarina Street in Katherine East, Katherine. The school first opened in 1998 and our grounds contain four general learning areas, each with four classrooms and communal working spaces for additional work with students; as well as a library, multi-purpose hall and stage, canteen and single unit preschool set amongst well maintained grounds with a combination of shaded and open playing areas. The vision for our school – ‘We strive to achieve’ is reflective of a community where all learners can identify aspirational goals for ongoing improvement and can articulate a plan to achieve this, demonstrating growth towards and beyond their potential. Our Staff In 2016, Casuarina Street Primary School maintained a team of teaching, administrative and support staff with a business manager, administrative officers, preschool, early years and ‘Student Support Team’ (Leaders and Mentors), a Defence School Transition Aide (DSTA) and a Physical Maintenance Officer. The school also utilised 3 Impact Coaches as part of an expanded Leadership Team and identified Big 4 Project teams across the school to support the Assistant Principal and Principal as a key part of the leadership portfolio. All teaching staff achieved registration with the Teacher Registration Board of the Northern Territory with three members identified as either Highly Accomplished or Lead in their level of achievement aligned to these standards. All staff achieved working with Children clearance (Ochre Card) in line with departmental and national expectations.

Positions

School Council Chair Sara Potter

Principal John Cleary

Assistant Principal Pamela Dixon

Administration/Business Manager Julia Knight

Across 2016 Full time Part Time

Total number of teaching staff 17 5

Total number of Executive Teachers 2 0

Total numbers of HALTs 3 0

Total number of support staff 5 0

Total number of Indigenous staff 1 0

School Council staff 0 10

Staff retention for the 2016 schoolyear was a significantly high 92.6%. This is also coupled with an average attendance rate of 94.4%.


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Retention relates to contracted members of the CSPS team and does not

include School Council employees

Our Students In 2016, Casuarina Street Primary School averaged 344 students in Effective Enrolment calculations, attending school with an adjusted attendance of 92.3% (Calculations prior to final collection period displayed below). The final period provided an effective enrolment of 354 students attending school for 92% of the time. The number of students enrolled at the school can vary as over 32% of the students at CSPS come from families who have moved to Katherine as part of the Australian Defence Force, based both in Katherine itself and at RAAF Base Tindal. Movement between bases for many of our families can happen every 1-3 years. 12.7% of the students attending CSPS are Indigenous. 11.6% of students have been identified with Either High Support or Special Educational Needs which require additional targeted support to meet their learning and engagement goals.

Enrolment and Attendance Summary

This report shows enrolment and attendance for each validation

period. The final two periods for 2016 resulted in a final Effective

Enrolment of 346.5 at 92.3% for the school year.


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Principal's Report Firstly, I would like to thank you for your support, time and energy in what has been

an extremely successful year. Both in terms of our continued improvement across all

curriculum areas, the development of our school as both a leading school in the

Katherine region and as a leader within the Northern Territory as a whole; and in the

leadership and sporting achievements of our students, 2016 has been a year to

celebrate.

The commencement of our work as an Independent Public school, one of only 13 in

the NT and the only IPS in the Katherine region, provided leaders at CSPS across

the school community with the chance to work alongside other educators and leaders

to share their ideas and initiatives while seeking to improve outcomes for all students

in the township of Katherine. Our work in building the inaugural NT Learning

Commission and the design of this work with experts from across the country will see

the work of CSPS shared at a system level in the year to come. This is a very

exciting development for all members of our community and a credit to the hard work

of the team who lead a culture on continuous improvement in our school.

The continued implementation of a ‘Visible Learning’ approach continued at CSPS

with the team commended nationally by Professor John Hattie and with important

partnerships continuing to build improvement in student achievement across the

school. For the first time, students in Year 3 achieved above ‘national mean’ in

reading, writing and numeracy and with students retained at CSPS between Years 3

and 5 achieving above national mean in reading and numeracy and at national mean

for writing.

These achievements coupled with an increase in students achieving at and above

national standard across a range of benchmarks utilised across CSPS and our

students confidence in both articulating where they are in their learning, where they

aimed to be and where they want to go next- are a significant cause for celebration in

2016.

Our continued role as a Northern Territory School of Excellence, in recognition of this

work, also provided recognition for a number of our team with Ms.Renez Lammon

being named as the NT Indigenous Educator of the Year, formal recognition of Ms.

Sharon Griffey as a ‘Highly Accomplished’ teacher and the commendation for our

Preschool as Meeting National Standard overall and exceeding in more than one

area following a service rating visit; and NT award nominations for a number of the

team in recognition of their significant contribution to both their profession and our

school.


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The quality and rigor of practice and the collaboration across our whole school

community is something I feel we should be very proud of and the role of our

community; both in terms of exceptional School Council engagement and

commitment, parent and community volunteers, partnerships across the Katherine

Region and also with our Defence Community has been an incredibly rich source of

ideas, energy and improvement.

A thank you to the CSPS School Council who worked throughout the year to enable

our transition towards the formation of our inaugural CSPS Board, with the revision of

our constitution and engagement in interim school reviews and the formation of

priorities for our upcoming Strategic Plan, only the start of the incredible volume of

work undertaken by our council in 2016, both across a range of fundraising

opportunities, but also in being the voice for our school and families in important

forums as we engaged in an valuable implementation of our work as an Independent

Public School.

I would like to thank all members of our community who participated in this process

and provided such important reflections on the future of our school but who also

provided affirmations of the progress currently being made.

An acknowledgement also for our Student Representative Council and House

Captains/Vice Captains whose leadership and energy across the school this year

was instrumental in achieving in our goals.

In events such as: our Engagement with National and Territory Sporting Associations

and teams, Harmony Day, Walk to School, Book weeks, Anzac Day

Commemorations, Character Day, CSPS School Fun Run, Jump Rope for Heart,

School Camps, Excursions, our School Athletics Day, Swimming and Water Safety

programs, ‘Pop, Drop, Rock and Roll’- our End of Year Concert and in each of our

Achievement Assemblies and Team Assemblies, the strong community spirit and

ethos of collegiality within the school community was clear to see. This is something I

know all members of the CSPS community are very proud of and I thank you again

for your continued support and investment in our wonderful school.

I certify that the information in this report is the result of a detailed school self-evaluation process and it is a true and accurate account of the school’s achievements, operations and focus for improvement moving into the New Year.

John Cleary

Principal

13th February 2017


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Goal 1 – A great start for children Casuarina Street primary school undertook a number of strategies and reviews in 2016 with significant success in this goal, particularly in line with a target to meet all 7 quality areas, standard and elements throughout the National Quality Standard (ACECQA 2013). Following work to review progress towards these standards, a further review was requested for Semester 1, 2016 with an outcome of CSPS Exceeding in Quality areas 1 and 3 and meeting all other areas recorded. This led to the service being rated as ‘Meeting National Standard’ overall, but with a clear demonstration of provision above this standard and a target for ‘Exceeding National Standard’ in place for the coming school year.

A key element of meeting and exceeding national standard in this case is the ongoing training and development of our Early Years team. In 2016, CSPS successfully engaged all Preschool teaching team members in departmentally supported scholarships to formalise their Early Childhood qualifications in partnership with Charles Darwin University. This will continue in 2017, with all members of the Preschool team holding or working towards further and specific qualifications for their continued work in our Preschool service. Implementation of the NT-wide Preschool Curriculum took place with CSPS connecting with both regional mentors here in Katherine, but also in Darwin and Palmerston to build an implementation plan and begin to include this important initiative as part of their day to day delivery. Our Preschool team also travelled to Melbourne to participate in the ‘Early Life Foundation’ National

Conference and to review the principals and philosophies of a ‘play-based learning’ approach in line with the developmental expectations of our NT Preschool Curriculum and its milestones for Preschool aged students. A continued focus on building Learning Journeys and establishing clear starting points for Transition aged students in line with our 47 Assessment of Student Competencies, used in the first formal year of schooling to measure student progress towards expected and developmentally appropriate behaviours in this first year, was coupled with outcomes of the 2015 Australian Early Development Census to provide clear areas of focus for this goal. The following are outcomes from these assessments and their implications for future strategic focus in Goal 1 for Casuarina Street Primary School.


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The AEDC reviews students’ performance in 5 key areas: Physical Health and Wellbeing, Social Competence, Emotional Maturity, Language and Cognitive Skills (School-based assessment) and Communication Skills and General Knowledge. The assessment is designed to review the performance of students at national levels of expectation and is an early measure conducted within the first term in 2015 for Transition students at CSPS. It reflects the progress

made towards milestones within our community between the ages of 0-5 and provides direction for both our Preschool, but also information and support programs for families before they commence life at CSPS.

CSPS progress in the areas of Physical health and Wellbeing with CSPS increasing the number of students identified as developmentally on track from 66.7% in 2012 to 82.3% in 2015. This is also representative of a larger intake of students measured (34 in 2012 as comparative to 51 in 2015). This also aligned with a reduction in students identified as developmentally at risk or vulnerable in this domain. Key initiatives at CSPS such as ‘Healthy Eating Programs/Policies’ and work with our partners in the Department of Health (Nurse visits and health screening opportunities); as well as ongoing Perceptual Motor Programs (PMP) in Preschool and Transition with our Health and PE specialists team and training opportunities for teachers and swimming program provision for all Early Years students (P-2), contributed to progress in this goal.


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A small reduction in student performance in the area of ‘Social Competence’ was noted, with this decrease mirroring trends both in the Northern Territory and Nationally.

A slight increase from 66.7% to 67.7% was identified in the domain of ‘Emotional Maturity’ which was in contrast to a decline noted at both an NT and National level.


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A significant growth of 15% was noted in students identified as ‘developmentally on track’ in the domain of Language and cognitive skills (school-based). This exceeded both NT and National growth by 11.4% and 13% respectively. A growth of 7.8% was also identified in the domain below.


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CSPS

performance in all areas of the ASC was noted as particularly

strong with more than 95%

of students achieving in all but two of the 8 key domains.

A mean of 95.7% was

achieved overall with significant

growth achieved in the area of RW5 from an initial result of 75% (April) to 97% by the end of

term three (September).

Personalised Learning Plans for all Preschool students, as well as the introduction of FELA (Foundations of Early Language Assessments) in our Transition year as part of a NT-wide trial; led to our school wide ‘Personalised learning’ approach extending more deeply within our Early Years and the availability of performance and progressional data to families, students and between teachers more common and developed than in previous target setting cycles.


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Goal 2 – Every student a successful learner Our team at CSPS worked to identify 4 key ‘design thinking questions’ which form the basis of our Big 4 projects across the school year. In 2016, these questions were: ‘How might we connect with colleagues both in school and across the region?’, ‘How might we ensure

consistency in the delivery of our Reading programs at CSPS?’, ‘How might we ensure

validity / accuracy with our Baseline Data?’ and finally, ‘How might we develop an effective use of success criteria across CSPS?’ Throughout 2016, reading provision, assessment and delivery was identified as a key focus for our work across the school and many of the prototypes designed to respond to our ‘Big 4’ questions used this focus as a lens to work through across our teams. The continued development of our Whole School Curriculum and Assessment Plan and Programming, Assessment and Reporting guides included the implementation of further Australian Curriculum areas in Health and Physical Education, The Arts and Technologies as well as the restructuring of content in English and Mathematics to align with version 8.1 of the Curriculum itself. The development of our EAL/D Progression@CSPS approach also included significant work to build processes for both identifying the Modes and Phases in a student’s development, but also then responding with precision in terms of our work to support students who are moving through a process of second or third language acquisition. Whole school professional Development opportunities to introduce the ‘Super Six’ reading strategies and also components of the Teaching Handwriting, Reading and Spelling Strategies (THRASS) approach across the school were very successful in providing support to teachers, mentors and more importantly students to access a range of resources and approaches to building their confidence and understanding in language development. Student achievement in A-E grades represented a significant improvement across the year in all subject areas taught in both semesters, as detailed below:

2016 A B C D E Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2 Sem 1 Sem 2

English Reading and Viewing 1 41 61 59 106 98 54 34 15 11 Writing 6 13 17 58 98 108 98 52 17 12

Speaking and Listening 4 23 40 59 142 132 47 25 4 4

Mathematics Number and Algebra 3 31 44 70 99 100 84 40 7 2 Measurement and

Geometry 0 28 30 63 130 120 72 30 5 2

Statistics and Probability

2 26 30 74 150 118 50 22 5 3

Science 1 6 69 82 159 149 5 5

Health 7 8 93 79 114 133 14 21

Physical Education 23 19 88 100 114 112 10 12

An increase of students performing above nationally expected standard (in line with our Achievement Standard) was noted with a mean of 34% achieving above standard in English, 39.6% in Mathematics, 36% in Science and 35% in Health and Physical Education (49%). This demonstrated an improvement of +4.4% from 2015 in English, +7% in Mathematics overall and +11.2% in Science; with a further performance target of an increase of students achieving A-B grades in English and Mathematics to a mean of 35% in English and to maintain a 39% score in Mathematics. In History a 24% A/B grades Baseline (2016) to increase to 30% in 2017 and in Health 24% (2016) - 30% established for 2017.


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Work to further develop our CSPS Baseline data collection toolkit included the development of our work in using Progressive Achievement Testing from the Australian Council of Educational Research in Reading and Mathematics. CSPS partnered with ‘The Learning Project’ in Melbourne to introduce Student PAT reports for the first time which now form an important part of our student ‘Personalised Learning Planning’ cycle. This also aligned with further training and implementation of the GradeXpert data management system across the school to provide teachers, students and families more visibility in their progress measured in our baseline data alongside comparisons to national and NT expected means and the actual growth achieved between reporting periods. As part of this partnership, CSPS also developed and was successful in an application to establish a regional ‘Katherine Transition Project’ to improve the transfer of student data between town primary schools and Katherine High School. This project is funded by the team at ‘Schools Plus’. CSPS performance in the National Assessment Program in Literacy and Numeracy (NAPLAN) in 2016 was particularly pleasing with the mean performance of matched students in Years 5 (those retained from Year 3) above the national mean in Reading, Writing and Numeracy, with significant gain in Year 3 across all areas and our Year 3 cohort performing at or above national mean in key performance areas. This growth in performance when compared to Year 3 performance in 2015 demonstrated significant growth, but also a value add which far exceeded both the expected growth at national standard but also the national improvement between 2015 and 2016. This was a significant achievement for the school and the strongest CSPS performance in this format since recent comparisons as far back as 2010 (see below). This also marked an outcome of targeted improvement in ‘Building an Assessment Culture’ which had been a focus for the school and central theme to the schools nomination as a NT School of Excellence in 2014.


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See longitudinal CSPS NAPLAN performance across years 3-5 below:


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The school also worked with Instructional Coaching leader Jim Knight, Visible Learning leader Mrs Helen Butler and Dr Stephen Brown to further develop the ‘Leadership@CSPS’ model to include specific trend and data analysis, program feedback and Micro teaching observational models for all teaching staff. A coaching relationship with our regional Data Literacy Coach Mrs Kylie Ousey continued with Kylie based on site at CSPS and building data literacy and analysis skills across our teams as well as providing the opportunity for a range of smaller remote schools to spend time working with the team at CSPS. The Student Support Team at CSPS grew also during the 2016 school year with a nominated SST Leader in Preschool to Year 2 and also in Years 3 to 6 being appointed to improve the provision and support available throughout the school for students with identified educational needs and also those requiring adjustment and support to enjoy success in full and part time schooling. This was also in response to a growth in students identified as being in need of an Educational Adjustment or intervention requiring support from our regional. This number reached 45 in 2016 in comparison to a high of 26 in the previous year (NCCD: Nationally Consistent Collection of Data of Students with a Disability). Partnerships with specialist providers in the areas of Autism, Dyslexia and the implementation of a Social Emotional Learning Curriculum worked closely with all members of the CSPS team (including specialist masterclasses for parents) across the year to deepen our knowledge of an effective response to the variety of student need in our community. The Northern Territory Learning Commission (NTLC) Casuarina Street Primary School led a significant and region wide initiative in 2016 as a key component of our work as an Independent Public School. The NT Learning Commission was designed and developed as an undertaking which would enable student voice and agency to exert a real and measureable impact on the way we work both in our classrooms, school, as a region and finally as a system as a whole. CSPS partnered with Commissioners from Katherine High School, Macfarlane Primary School, Katherine South Primary School, Clyde Fenton Primary School and Katherine School of the Air as well members of the Student support, regional and executive team (including both Deputy Chief Executives and our Chief Executive) to deliver an exceptional 2016 NTLC. This is detailed in the pages following documents as an overview of our work and future commitments to action. These can found on our website; http://web.ntschools.net/w/Casuarinast/Pages/default.aspx and also as an addition to this annual report.

http://web.ntschools.net/w/Casuarinast/Pages/default.aspx


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Goal 3 – Quality leaders, quality educators The development of a Leadership model built around the Highly Accomplished and Lead Teacher National Standards (HALT) continued in 2016 with 3 Impact Coaches working across the school as well as further candidates identified for the coming year. The school Strategic Improvement Plan (2014-2018) target of an accredited HALT leading each of our 4 teams is on track to be achieved in 2017. Renez Lammon and Principal John Cleary were also invited to attend and present at both National and NT HALT summits in Adelaide (March) and Darwin (October) respectively. The outcomes of this work and the summit itself were presented to School Principals from 154 schools across the NT at the Leaders Conference in April. As part of this initiative, CSPS committed further resources to leaders and emerging leaders completing the National Excellence in School Leadership Initiative (NESLi) colloquium, formal Growth Coaching training and accreditation. This also aligned with formal opportunities in Visible Learning role development and an ongoing coaching relationship with the Principal and visiting experts, including Helen Butler. Sharon Griffey was also invited to attend the Australian Council for Educational Leaders’ (ACEL) National Conference in September as part of the IPS initiative led by CE for all schools identified as developing future leaders. Casuarina Street Primary School team members participated in ‘National Writing Marking Panel’ training and returned with this expertise to CSPS. This work has resulted in the school now sharing several accredited markers across our team and developing a specific understanding of success criteria and development of student writing with their colleagues.

Along with formal trainer accreditation for two staff members in the THRASS approach, members of our Transition team also participated in Jolly Phonics training and established coaching relationships with an Impact coach which was ongoing throughout 2017. Training opportunities were also put in place for Science, Health and PE and Special Education Specialist teachers with ongoing coaching and mentoring relationships in place with regional and system advisors. The WSCAP team at CSPS also conducted a review of all curriculum maps and connections with the support of the leader of the NT Middle Years review, Megan McKenzie to ensure our work was in line with the recommendations of the Zbar review at system level

As an Independent Public School, HR delegation was transferred to the Principal for the first time in 2016. This allowed the school to make contract offers for the first time to existing staff during the June/July mid-year break and extending 9 CSPS team members long before previously possible. This alignment of contract renewal in line with the meeting of performance and development expectations as part of the CSPS Professional Target Setting Cycle played a significant role in the very pleasing retention rate of 92.6% for the 2016/2017 school year.


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All teachers at CSPS participated in Professional target Setting and Development cycles with tracker students identified and used across the school to inform data and program conversations. The place of our National Professional Standards was also important in the accreditation of three teachers who moved from Graduate to Proficient standard in achieving their full Teacher Registration Board registration. Probation and induction processes for all new members of the team to CSPS were undertaken in line with school and system expectations with ongoing mentoring and panel relationships and evaluations to ensure all members met and exceeded expected probationary standards. 2016 also saw the continuation of our partnership with the ‘Resilience Institute Australia’ and support for our team both in identifying areas of focus for them in building their own resilience but also in understanding and responding to the needs of others. A target of improvement for our school ratio had been set to progress above 2:1 from a previous score of 1.69:1. This target was exceeded with the school scoring a ratio of 2.03:1 and demonstrating significant growth in our assets as a team when considering the way in which we work to build and invest in our resilience and the resilience of others.


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Goal 4 – Coherent and capable organisation Casuarina Street Primary engaged both the regional team in the Department of Education and also our coaching partner Helen Butler to support the school in conducting an ‘interim review’ (29th and 30th August) as we approach the end of the life of our Strategic Improvement Plan. The interim review (conducted by Regional Director Laurie Andrew, Teaching and Learning Leader Samantha Brannelly, Students at Risk Advisor Christine Sutherland and Finance Advisor Dianne Scannell) included the review of school data and performance across the previous 4 years, lesson observations, meeting and working with student and school leadership teams and also learning walks to find out more about our school and how we work. Feedback and recommendations from the review identified CSPS as Outstanding in more than 2 domains with significantly positive feedback overall. This review will be followed by a formal school review as an Independent Public School in the year ahead. Recommendations for the interim period provided a focus for the school in the development of our work in the areas of provision for Gifted and Talented students and our ongoing Inclusion practices (SST intervention), with the place of ‘Languages’ and the teaching of Science, Technology, Engineering and Mathematics (STEM) combined approaches and methodology, being investigated in response. Significant work was undertaken to establish the CSPS Board positions, with an interim board and working party being formed from our existing school council to develop a clear ‘Vision, Duty Statement and Overview’ of the role and responsibilities of board members. This was accompanied by work to identify potential risk and areas of need for the school in the immediate future which determined the skills and requirements of board members that the school would hope to attract. An ‘Expression of Interest’ and recruitment process was undertaken to establish a strong and qualified board with members reflecting the needs of the initial risk audit conducted by the CSPS school council. This board and its membership will be confirmed as part of our school Annual General Meeting in 2017 with all processes being undertaken in line with our renewed and ratified CSPS Constitution, which was also developed in the second half of the 2016 school year. The development of our financial and procedural strength, in line with auditor recommendations resulted in the commencement of a Certificate IV in Business provided through Charles Darwin University by our Business Manager, Mrs Julia Knight. Regular reports were also made to The Chief Executive of the Department of Education in line with our expectations as an Independent Public School. These reports provided both updates and reflections on our commitments made as an IPS but also the impact of our work at both a school and regional level. This was in line with the grant proposal made in the 2015 school year and the acquittal of these funds


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as a directed initiative of the Department of Education and more broadly, the NT Government. See the Casuarina Street IPS Grant Progress report on the following pages for more information on this work.


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Goal 5 – Working together The role of student leadership and its development at CSPS became a key focus for our work it he 2016 school year. This commenced with our Student Representative Council attending GRIP training to support in their development in Darwin during term 1, but also multiple opportunities to work with leaders from across the country, the NT and our region as part of the inaugural Northern Territory Learning Commission (NTLC). Work to develop our role in leading improvement in the region and our system resulted in continued relationships and partnerships with the teams at the ‘Queensland Educational Leaders Institute (QELi)’ and ‘Agile Schools’, as well as forming new connections with our partners at ‘Education Changemakers’. Our continuation as a Charles Darwin University Teaching School (CDU) also led to the participation of our team in Recruitment Roadshows on behalf of the Department of Education where by members of the CSPS team travelled to Universities and providers across the ACT, New South Wales, Victoria, South Australia and Queensland to share about life in the NT and also to meet with potential candidates to join our team at CSPS. Partnerships with our friends at RAAF Tindal remained a central and important part of our work in 2016 with a number of opportunities for students to learn alongside RAAF personnel, but also for students to visit members on base and learn more about life in the Defence force. This took the form of both ‘Race to the Base’ opportunities, Anzac day and Remembrance Day visits and assemblies, Leadership and Resilience award assemblies for our SRC and students whose family had been deployed during the year, but also in information and curriculum focused visits which provided students with project and developmental support in meeting our WSCAP goals and expectations. Casuarina Street Primary School also continued its participation in the Defence School Transition Aide Program (DSTA) with support and intervention for students transitioning into and out of the school community during the school year and across school years in preparation for 2017. John Cleary (Principal) also joined members of the Defence community in participating in a Northern Territory Defence Roadshow, visiting personnel at RAAF Amberley and RAAF Williamstown to meet with families making the move to Katherine in the New Year and to answer questions and share information about education in the town itself and at CSPS. A partnership with the Northern Territory Music School continued, with CSPS students participating in the inaugural ‘Katherine Beat Festival’ and also as a choir in the Darwin BEAT festival’ throughout the year. Both these events provided students at CSPS with opportunities to rehearse, master and share their talents with a wide variety of audiences throughout the year, culminating in our performances at the Darwin Entertainment Centre during term 3. Significant consultation also occurred with the Department of Lands and Planning throughout 2016 to draft, finalise and begin a project to improve the traffic flow and parking options for families and community members ta CSPS. This project will see a new bus lane introduced


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and additional ‘drop and go’ and angled parking bays to support the growing number of families joining the CSPS community in recent years. With a growth in school community greater than 40% in the period between 2012-2016, the development of a site master plan and ways to respond to the continued growth we will see in the Katherine East area, has been identified as a priority for 2017. CSPS was also successful in a ‘Minor New Works’ application for a Playground Equipment upgrade and Oval Development for 2016/2017 Financial Year. This will see an upgrade to existing playgrounds and the introduction of a further playground in between B and C blocks in this grassed area. This project will begin in term 1, 2017 and is due to be completed prior to the end of Semester 1.


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Student Enrolment, Attendance and Learning


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Casuarina Street Primary School – School Survey Results (Parent, Student and Staff Surveys) Conducted August 2016 via My School Survey Site

The following information provides a snapshot of parent reflections and whole school mean score

responses to selected questions consistent across our school surveys in 2015 and 2016. For a full

collection of responses and additional information, please contact our administration team who will be

happy to provide this to you.


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The following information provides a snapshot of student reflections

and whole school mean score responses to selected questions

consistent across our school surveys in 2015 and 2016. For a full collection of responses and additional information, please

contact our administration team who will be happy to provide this

to you.


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The following information below provides a snapshot of staff

reflections when thinking about question as related to the Bryk

and Schneider scale of ‘Measuring Relational Trust’

which the school uses in its work each year.


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