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Dudley Public SchoolAnnual Report

2016

1778

Printed on: 5 May, 2017 of 16 Dudley Public School 1778 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Dudley 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.

The purpose of this report is to provide parents and interested members of the school community with information aboutDudley Public School, its programs, achievements and strategic directions for the coming year. It also examines the keyaspects of the school and identifies areas for future improvement.

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

Relieving Principal Mr John Costolo

School contact details

Dudley Public SchoolOcean & Boundary StsDudley, 2290www.dudley-p.schools.nsw.edu.aududley-p.school@det.nsw.edu.au4944 7203

Message from the Principal

Every parent wants to find a school in which their child will receive the very best education along with developing strongvalues and good character– a school in which their child will be cared for and respected and a school that their child isproud to attend. We strive to create that atmosphere at Dudley Public School every day.

This year we completed the second year of our three year School Plan to implement the school strategic directions ofconsistent, high quality student learning, teaching and leadership and collaborative processes. I would like tocongratulate students, staff and parents for their excellent efforts to create a school community that constantly strives forimprovement.

Dudley Public School has a strong tradition of delivering inspired high quality teaching and learning programs. 2016 wasanother exciting year of learning and teaching with our students distinguishing themselves in a wide range of sporting,academic and cultural pursuits.

Relieving Principal Mr John Costolo


School background

School vision statement

At Dudley Public School, we promote honesty, integrity and resilience to ensure well–rounded, enquiring students whostrive to succeed academically, socially and emotionally.

School context

Dudley Public School was established in 1892 and is located in the beautiful Awabakal bushland setting in the beachsidesuburb of Dudley. It provides a nurturing environment where there are currently 262 students who access qualityeducational programs within a varied and balanced curriculum delivered by highly qualified staff. In recent years majorinitiatives in the areas of literacy,numeracy, student well–being, student engagement, technology basedexperiences,sport and the performing arts ensured students are provided with relevant skills to become 21st Centurylearners. Leadership opportunities are an important aspect of the senior years at Dudley Public School with all studentsaccessing mentoring and leadership programs. Dudley Public School is an active member of the Whitebridge Communityof Schools and works collaboratively to provide quality education for every student and relevant teacher training anddevelopment to ensure professional teaching standards are maintained.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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.

The staff at Dudley Public School have discussed the School Excellence Framework and its implications for informing,monitoring and validating our journey of excellence. Time was dedicated at our stage and staff meetings to thoroughlyexamine the school plan to determine the elements of the School Excellence Framework that the plan most stronglyaddressed. Staff reflected on the progress being made across the school as a whole based on the expectations identifiedin the Framework. This provides an important overview to ensure our improvement efforts align with these high levelexpectations. In the domain of Learning, our efforts have primarily focused on wellbeing, curriculum and learning. Thereis a demonstrated commitment within the school community to strengthen and improve student learning. A positive andproductive learning culture amongst staff and students has been a feature of our progress. We are designing a learningenvironment which is purposeful and engaging for each student, which is directly related to each student’s stage oflearning and which is personalised to their individual needs. In the area of Wellbeing, our school has commenced aspecial focus in implementing the KidsMatter Primary framework that aims to improve children’s mental health andwellbeing. It is a way for our school to nurture happy, balanced children through mental health promotion and awareness.Our focus in the domain of Teaching has been incorporating data analysis to planning for learning, utilising assessmentschedules to effectively monitor student learning progress and to identify areas for improvement. Collaborative practicesamong teachers are expanding as they work together to improve teaching and learning in their stage groups. Teachersare actively sharing learning from professional development, with a particular focus on improving teaching methods inliteracy and numeracy.In the domain of Leading, we are committed to the development of the leadership skills of staffand students and to build purposeful leadership roles based on professional expertise. The consistency andeffectiveness of the implementation of our key strategic directions throughout the year has been due to strongleadership capacity building across the school. Parent and student surveys, through KidsMatter and the “ Tell them FromMe” programs, are providing opportunities for constructive feedback on school practices and procedures.This newmethod of planning and assessing our school achievements has had a positive impact on our school. Details of ourachievements in 2016 for our School Plan 2015 –17 goals are outlined on the following pages.

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

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


Strategic Direction 1

Consistent, high quality student learning

Purpose

To design a learning environment which is purposeful and engaging for each student; which is directly related to eachstudent’s stage of learning; which is personalised to their needs; and which develops them as both learners and leaders.

Overall summary of progress

Developing engaged learners has been increased through the creation of individual education plans for identifiedstudents focusing on learning adjustments. Stage teacher teams have shared successful practices in literacy andnumeracy to increase student engagement, resulting in a more supportive learning environment for classrooms.Keyliteracy and numeracy programs of L3, Targeting Early Numeracy (TEN ) and Focus on Reading were successfullyimplemented to increase teacher expertise in developing learning programs to extend student engagement.The LASTframework was effectively reviewed and adjusted to target increased learning support needs for students which resultedin more focused learning for an increased number of students. I–pad technology training for all teachers has resulted ingreater use of technology to engage learners across more curriculum areas.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

To design a learningenvironment which is purposefuland engaging for each student;which is directly related to eachstudent’s stage of learning; whichis personalised to their needs;and which develops them as bothlearners and leaders.

In 2016 we achieved 50% of Kindergartenachieving L3 reading text level 9.In 2016 weachieved 65% of Year 1 achieve reading text level16.

$49,961 funding wasallocated to supportStrategic Direction 1. Thisincluded resourcespurchased, programsdeveloped & teacherprofessional learning.

To increase the number ofstudents achieving in the topthree bands for NAPLAN literacyand numeracy by 7% for Years 3,5 & 7 for reading and numeracyfor reading and numeracy forreading and numeracy forreading and numeracy forreading and numeracy by forreading and numeracy the end of2016 as compared to 2015results.

Sustained percentage of Kinderand year 1 students achieved L3reading targets of 80%.

Progress achieving in the top 3 bands from 2015 –2016 shows some improvements as follows: Year3 Literacy 2015 – 82%, 2016 – 75% Numeracy2015 – 72% , 2016 – 81%Year 5 Literacy 2015 – 75%, 2015 – 73.5%Numeracy 2015 – 50%, 2016 – 78%Year 7Literacy 2015 – 81%, 2016 – 59% Numeracy2015 – 49%, 2016 – 60%

L3 training $6,700 TEN$3,000Focus on Reading$800Resources $8,400

Next Steps

• Continue to implement the KidsMatter Primary program to support student wellbeing and further develop students asengaged learners.• The L3 reading program will be extended to Year 1 and Year 2 classes and there will be continued training for thoseteachers.• Focus on Reading continued for Years 3–6 teachers with training and support through 2017 and student growthtracked.• TEN numeracy program for K–2 students continued and implemented in all K–2 classes and student growth tracked.• The LAST framework developed to support the learning needs of all students, with a focus on literacy and numeracy


skills. Individual education plans developed to support adaptions to learning for identified students.• Incorporating the Communication In Schools speech program to assist students with language delays and learningdelays to be identified and supported.



Consistent,high quality teaching and leadership

Purpose

To improve student learning and outcomes through the development and delivery of consistent high quality teachingpractice in all curriculum areas. To build and enhance the professional learning and leadership of all staff members.


The focus was on the Literacy Continuum benchmarking student progress. Teacher professional learning onunderstanding the literacy continuum, critical aspects, clusters and markers was completed. Assessment schedules forall stages were developed and implemented to support student learning. The literacy continnum was completed for allstudents K–6 throughout the year.Leading and managing the school involved developing the school budget with RAMintegration and outlining this to staff and parent groups. Work Health and Safety training for staff was conducted andtracking and evaluating the school plan milestone progress achieved. Teacher professional development plans wereintroduced and professional observations developed to provide feedback and reflection. The Learning ManagementBusiness Reform ( LMBR ) was started halfway through the year with varied results.Implementing the Australiancurriculum focused on reviewing the Mathematics scope and sequence and delivering it without a textbook. Always achallenge and never easy to change school culture around the Maths Textbook. The History/Geography scope &sequence was created for the even years in stage groups.




1. Reduction of time spent in theadministrative and financialorganisation in the school due toimplementation of the LMBR andSALM systems.

2. Evaluation of teacherprofessional learning will confirmincreased levels of teacherconfidence and implementation ofprograms.

3. All students tracked using theLiteracy and NumeracyContinuums and processesdeveloped for regular updating.

All staff completed their Performance andDevelopment Plan (PDP) using DoE Performanceand Development framework template by Week 7 ofTerm 1. These goals were developed by individualteachers and reviewed and discussed in terms ofachievement by teacher supervisors.

29,600 funding wasallocated to supportStrategic Direction 2.

Next Steps

The next steps in Building Staff Capacity include:– from Kindergarten to Year 6. In 2017, the goal is to further developpeer mentoring and peer observations in relation to quality teaching thus spreading the responsibility and accountabilityfor the pedagogy. This will include AP's meeting with their Stage teachers to discuss, strategise and plan according toeach teacher’s identified area of need. We will use RAM funding to facilitate teacher release for professionaldevelopment in regard to Quality Teaching. This will allow for peer grade teachers to increase the opportunity forcollaborative planning and the sharing of warm up specific resources both digital and non–digital. The goal being to againachieve reading level goals as per the improvement measure in this Strategic Direction.– to strengthen partnershipsbetween like–minded schools.



Cultivate consistent, high quality collaborative processes within the Whitebridge Community of Schools to enhance thequality of teaching, learning and leadership.

Purpose

To ensure learning for all students across the WCoS iscontinuous K–12, and is based on quality educational delivery andconsistent,high standards and shared professional practices.

To engage in meaningful shared learning experiences througha collaborative approach.

To extend upon: • K–12 pathway • Developing the whole child • Mentoring – staff and students (staff to staff,student to student) • Networking • Sharing expertise • Growing active citizens • Fostering a sense of belonging to a widercommunity.


Strategic Direction 3 was formulated in conjunction with the other five primary schools within the Whitebridge Communityof Schools. It was agreed that each school shared the common goal of cultivating the collaborative practices within theWCoS so as to enhance the quality of teaching, learning and leadership. There is no doubt during 2016 that the linksbetween schools have been extended and enlarged. This has been achieved not only by the expansion of opportunitiesto share and collaborate, but also by deepening student, staff and community relationships between schools.Whitebridge High School has also been a key player in this growth as it is often the ‘meeting place’ for student activitiesthat foster collaborative practices.




Commence a common unit ofmaths for Stage 3 that will betaught in all WCoS primaryschools based upon theidentifiable needs as highlightedin the 2014 Year 6 WHSassessment and NAPLAN.

Review and critically analyseeach event in determining futuredirections.

At the completion of each Whitebridge Communityof Schools event a review took place whichincluded formal surveys, student feedback anddiscussions and analysis at both Principal andAssistant Principal termly meetings. In 2016 it wasunanimously agreed that all events should continueand teams running each event to be reviewed inTerm 1 of 2017 via negotiation at the Term 1Combined WCoS Staff Meeting.

In conjunction withimprovement measure 1 inStrategic Direction 3,$3,650 was allocated tofacilitating the achievementof this improvementmeasure.

Next Steps

The key focus for 2017 in continuing to cultivate the collaborative processes between the Whitebridge Community ofSchools will be to create pathways for the further strengthening of the links and relationships between schools. Early in2017 Principals, Assistant Principals and teachers will meet in Term 1 to review all combined events and existingprograms with the goal of enhancing the impact each one has on learning, teaching and leadership. One of the keymandates for 2017 for Principals and Assistant Principals, will be the facilitation of greater leadership opportunities forteaching staff across the Community of Schools. Some of these opportunities in 2017 will present themselves via theTerm 3 Combined Staff Development Day and the Termly Combined Staff Meetings. Since the establishment of theseevents in 2014, there has been a gradual increase every year of classroom teachers presenting and leading workshopsfor teachers from other schools within the WCoS. In 2017 we aim to increase this number again by 10%. We also aim todeepen the connections of Teacher Librarians, Information Technology Teachers, Learning and Support Teachers andSchool Administration Officers by having them participate in the Termly Combined Staff Meetings.Another target for all


schools will be to establish more consistent combined events for Aboriginal students and their families that celebrate notonly their culture but also inspire our Stage 2 and 3 Aboriginal students to see themselves, and become the culturalleaders of tomorrow. One of the WCoS goals for 2017 will be to deepen the link between Aboriginal students from the sixprimary schools and the students already enrolled at Whitebridge High School. By facilitating this, it is hoped that whenthe Stage 3 Aboriginal students commence Year 7 they will already have built relationships and therefore more easilybecome part of the local Junior AECG. One of the signature programs of the Community of Schools for the last 10 yearshas been the Year 5 Enrichment Programs. These programs have allowed many Year 5 students to attend the HighSchool on a regular basis to experience involvement and be exposed to learning opportunities in areas that are moredifficult to facilitate in a primary school setting. The facilities, expertise and resources at Whitebridge High School haveallowed subject areas such as Robotics, Photography, Drama, Dance, Music, Information Technology, Food Technology,Languages and Science Laboratory work to be offered to our primary students. New courses every year are added to thelist. This has allowed not only new experiences for our primary students in the WCoS, but has also assisted thetransitioning to High School for Stage 3 students as they become more familiar with the setting and establishrelationships with students from other primary schools.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading As per the School 3 Year Plan, achievementof annual and termly milestones is a keyindicator of impact. Some of the milestonesrecorded and achieved throughout the yearincluded: Personalised Learning Planscreated for every Aboriginal student through acollaborative process which involved thestudent, parent and teacher. Teachingresources to inspire all to be motivated towardbecoming more informed about the incrediblerichness, diversity and excellence of theindigenous culture.

$2,892

English language proficiency Funding supported the employment of aSchool Learning Support Officer to supportstudents with limited language proficiency.English stage readers were purchased totarget these students.

$2,908

Low level adjustment for disability Funding supported the employment of aSchool Learning Support Officer to supportstudents requiring adjustments andaccommodations in the classroom.

$12,105

Quality Teaching, SuccessfulStudents (QTSS)

The flexible use of the QTSS funding resultedin staff being able to participate in stafftraining and attending courses outside ofschool along with time for observations andPesonalised Development Plans to beimplemented.

20,112

Socio–economic background As per the School 3 Year Plan, achievementof annual and termly milestones is a keyindicator of impact. Some of the milestonesrecorded and achieved throughout the yearincluded: the development andimplementation of Individualised EducationalPlans for identified students requiringadjustments.

$11,239

Support for beginning teachers One beginning teacher received additionalsupport in professional development andmentoring time. This assisted strongly tosupport this teacher.

13,377.89


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 141 135 136 135

Girls 131 122 130 127

In 2016 Dudley Public School had an enrolment of 262.Of these there were 39 kindergarten students.Aboriginal students represented approximately 2% ofthe school population.

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.1 97.1 96 96.4

1 95.4 96.2 96.6 92.7

2 96.1 95.9 94.9 95.3

3 95.2 96.4 95.4 94.9

4 95.9 95.6 95.5 92.6

5 94.7 95.9 95.8 93.4

6 93.2 95.9 93.6 95.9

All Years 95.3 96.1 95.4 94.5

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

The student attendance rate at our school is above thestate average and has proved consistent over the past4 years. Dudley Public School strongly believes regularschool attendance helps to establish patterns ofresponsibility for a child's entire life. Every absence issupported by a written or verbal notification. Where astudent is absent for two days or more(withoutexplanation), parents and carers are contacted as acourtesy check. This is also a safety measure. Where

absenteeism is causing concern, the issue is discussedwith parents or carers. Where necessary, the HomeSchool Liaison Officer may be requested to lendsupport to a family.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 8.96

Learning and Support Teacher(s) 0.5

Teacher Librarian 0.6

School Administration & SupportStaff

2.52

Other Positions 0.1

*Full Time Equivalent

At this point in time there are no members of staff thatidentify Aboriginal but we hope that will change in thenear future. Schools are always a place of change andtransition in regards to staffing. In Term 2 the wellorganised Michele Stokes retired. The very talentedLuke Elsely replaced Mrs Stokes. At the end of Term 4Luke applied and secured a permanent position atWaratah PS. Peter Adams (principal) went on LongService Leave starting Term 4 and John Costoloreplaced Mr Adams. Ian Sargent (a veteran teacherand outstanding ecucator of 37 years) replaced MrCostolo. In Term 4 a permanent job (Open MeritSelection procedure) was necessary to fulfill the retiredMichele Stokes. Applications were undertaken inaccordance with the Merit Selection Procedure andRachel Murray secured that position.

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

Professional learning and teacher accreditation

The teaching staff at Dudley Public School participatedin a number of professional learning activities designedto build the capability of staff to support key strategic


directions as set out in our School Plan. Staff have alsobeen involved in professional learning programs thathave developed the capabilities of early careerteachers, experienced teachers and aspiring andcurrent school leaders. Teachers had professionallearning in the following areas:• All teaching staffcompleted training on the new History Syllabus anddeveloped units in stage groups.• All staff attended theTrauma & Neglect management strategies workshop.•All staff completed the updated CPR training at thebeginning of the year.• Several KidsMatter Primaryworkshops were presented to introduce this newprogram to teaching staff.• One teacher completed theBest Start Kinder Assessment training day.• All staffcompleted the Preparing and Responding to Bushfiresonline training.• Our Librarian completed the Librariesfor Future Learner training.• The Principal attendedtermly Lake Macquarie Principal Learning Networkstraining days.• Several staff completed Sentral Webinarsessions to support programs in the school.• All staffcompleted the Anaphylaxis face to face..• All assistantprincipal’s received training on the Literacy Continuumand presented this to all teaching staff.• K–2 Staffcompleted regular workshops on the Targeting EarlyNumeracy (TEN) program to implement within theirclasses.• Year 3–6 staff had a Focus on Readingworkshop to implement this within their classes.• All 3assistant principals completed a Primary LeadershipConference • All staff completed a special WCoSSchool Development Day workshop training session onmultiple training events.• The principal attended theregional Connected Conference for principals and theBusiness Intelligence Training programs.• Staffattended the Understanding Autism SpectrumDisorders training.• Several staff attended new EnglishK–6 training on Teaching Reading & Writing andAssessing English.• Three teachers were trained in theLanguage, Learning & Literacy program and completedworkshops for other K–2 teachers• One of our teachersbecame accredited at proficient.• The principal andfront office staff were trained in the new financialmanagement system (LMBR)

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

This summary covers funds for operating costs anddoes not involve expenditure areas such aspermanent salaries, building and majormaintenance.

In 2016, professional learning undertaken by the staffaligned with the school plan and staff goals within theirPDP's (performance and development plans). Teachers attended 5 Staff Development Days

throughout the year and attended fortnightly TeacherProfessional Learning meetings on Thursdayafternoons. In addition many staff attended courses andconferences at local and regional levels. Approximately$28,000 was spent on professional learning. In 2016,professional learning focused on L3 (Literacy,Languageand Learning), TEN (Targeted Early Numeracy), 7Steps to Writing, BOSTES Maths Course unpacking theSyllabus, KidsMatter Primary Framework, LearningSupport, Australian Teaching Standards, Accreditationwith BOSTES, Quality Feedback, LMBR, AnalysingSMART data, Stronger Smarter AboriginalEducation,Professional Development Framework,learning technologies, Understanding Autism SpectrumDisorder and unpacking the various syllabuses. All staffparticipated in compliance training that was conductedin CPR, Emergency Care and Anaphylaxis in additionto Workplace Health & Safety compliance.

Income $

Balance brought forward 75 935.02

Global funds 145 511.65

Tied funds 110 309.93

School & community sources 113 644.28

Interest 1 853.22

Trust receipts 4 721.54

Canteen 0.00

Total income 451 975.64

Expenditure

Teaching & learning

Key learning areas 45 420.92

Excursions 20 648.03

Extracurricular dissections 65 314.35

Library 8 745.56

Training & development 12 851.00

Tied funds 105 324.56

Short term relief 45 274.32

Administration & office 53 456.21

School-operated canteen 0.00

Utilities 26 358.95

Maintenance 8 954.93

Trust accounts 4 793.35

Capital programs 12 291.46

Total expenditure 409 433.64

Balance carried forward 42 542.00

The information provided in the financial summaryincludes reporting from 1 Jan 2016 to 31 Dec 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 308 955.35

(2a) Appropriation 174 168.39

(2b) Sale of Goods andServices

6 174.50

(2c) Grants and Contributions 128 257.09

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 355.37

Expenses -266 413.10

Recurrent Expenses -266 413.10

(3a) Employee Related -94 770.24

(3b) Operating Expenses -171 642.86

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

42 542.25

Balance Carried Forward 42 542.25

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

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

2016 Actual ($)

Base Total 1 859 711.28

Base Per Capita 14 284.63

Base Location 0.00

Other Base 1 845 426.65

Equity Total 79 254.19

Equity Aboriginal 2 891.63

Equity Socio economic 11 238.72

Equity Language 2 908.40

Equity Disability 62 215.44

Targeted Total 8 400.00

Other Total 12 883.09

Grand Total 1 960 248.55

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 skills and understandings demonstrated in these assessments.

Year 3 reading, writing, spelling and grammar were allhigher than state and regional averages. Year 3Spelling showed an increase in student achievementcompared to 2015 results. Year 5 reading and spellingwere higher than the state and regional average.Writing and grammar were on the State average.


Year 3 numeracy results were considerably higher thanstate and regional average and trend data wouldsuggest a slight increase in school results compared to2015. Year 5 numeracy results were similar to 2015and were marginally above state average.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Dudley Public School had only 1 Aboriginal studentstudent in year 3 and none in year 5. The student inyear 3 scored at or above state and regional average.They improved upon 2015 Spelling by 1 band (Band 32015 Band 4 2016). They also improved in numeracyby 3 bands. (Band 2 2015 Band 5 2016)

Parent/caregiver, student, teachersatisfaction

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

Parents

Parents were surveyed about our School Production‘Wild Things’. We had over 100 responses and theaverage rating was 4.7 out of 5 stars!

Parents and caregivers of students were surveyedthrough the “Tell Them From Me Parent Survey”. Thissurvey included 8 separate measures of satisfaction,which were scored on a ten– point scale. We had 12parents complete the survey.

· 7.9 out of 10 parents feel welcome when theyvisit the school.

· 6.5 out of 10 parents say reports on their child’sprogress are written in terms they understand.

· 5.6 out of 10 parents support learning at home.

· 6.9 out of 10 parents believe their children areencouraged to do their best work.

· 8.1 out of 10 parents believe the school supportspositive behaviour.

· 7.3 out of 10 parents rank safety at the schoolhighly.

· 6.7 out of 10 parents feel teachers help studentsdevelop positive friendships.

Students

In Years 4 – 6 we had 81 students complete the “ TellThem From Me Student Survey”. This survey measuredsatisfaction across various measures.

· 83% of students in our school had a high senseof belonging and 91% of students had positiverelationships.

· 91% of students valued school outcomes and84% of students had positive behaviour.

· 92% of students tried hard to succeed and 87%of students rated classroom learning as effective time.

· 88% of students had a high rate of participation


in extracurricular activities and 86% of girls and 85% ofboys had a high rate of participation in sports.

Teachers

All teaching staff completed the “Tell Them From MeTeacher Survey”. The following results provide aninsight into satisfaction levels at the school:

· 9.2 out of 10 teachers indicated they work withschool leaders to create a safe and orderly schoolenvironment.

· Teacher collaboration was ranked as 8.2 anddeveloping an effective learning culture was rated as8.8.

· 8.8 out of 10 discuss with students ways ofseeking help that will increase learning.

· 8.2 out of 10 believe we are an inclusive schoolenvironment.

· 9.2 out of 10 work with parents to help solveproblems interfering with their child’s progress.

· 8.8 out of 10 feel school leaders have supportedthem during stressful times.

· A very high majority of teachers indicated theyreceive support to improve teaching quality.

Policy requirements

Aboriginal education

Dudley Public School is committed to improving theeducational outcomes and wellbeing of Aboriginalstudents so that they excel and achieve in every aspectof their education.

In 2016, we had 5 students identified as Aboriginal andreceived $2,892 in RAM Aboriginal funding. This wasutilised in the following projects:

· Release to develop personalised learning plansfor our 5 students and meetings with parents;

· Funding towards a combined WCoS NAIDOCWeek activity;

· Funding towards a Harmony Day Aboriginalperformance group; and

· Aboriginal library book resources.

During 2016, our school continued to implement theAboriginal Education Policy that promotes theeducational achievements of all Indigenous studentsand aims to enhance the knowledge about AboriginalAustralia.

One Aboriginal student completed the 2016 NAPLANtests and achieved above the national benchmark

scores in literacy and numeracy.

Aboriginal perspectives were taught throughout variousKey learning Areas across all stages throughout theyear. All classes included Indigenous–themed texts aspart of their literacy programs and NAIDOC weekactivities included a variety of learning experiencesacross a variety of subject areas to enhance studentknowledge and appreciation of indigenous culture.

Our school actively attended and supported theMinimbah AECG meetings. Their input and planning isdirecting our engagement of students and targeting ofresources within the school.

Multicultural and anti-racism education

Dudley Public School has 13 students who haveidentified from different cultural backgrounds. Thesestudents bring enrichment and diversity to our schoolcommunity.

All teaching staff provided lesson programs thatpromoted respect for other cultures and recognition ofthe contributions that have been made to our society bydifferent cultural groups. Our programs foster students’understanding of culture, cultural diversity, racism andactive citizenship within a multicultural society.

Teachers participated in professional learning andincluded strategies for embedding multiculturalanti–racism education into teaching and learningprograms.

A Harmony Day focus was integrated into classlearning and students learnt about racism and itseffects on us.

An Anti–Racism Contact Officer has trained andsupported students who have experienced incidents ofracism by individual students. The ARCO role involvespromoting the values of respect for all races and


2016 dudley public school annual report - amazon s3...at dudley public school, we promote honesty,...

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