2016 holsworthy public school annual report · great honour of being selected to perform at the...

Holsworthy Public SchoolAnnual Report

2016

4288

Printed on: 10 May, 2017 of 25 Holsworthy Public School 4288 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Holsworthy as an account of the school's operations andachievements 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.

Peter Ward

Principal

School contact details

Holsworthy Public SchoolInfantry PdeHolsworthy, 2173www.holsworthy-p.schools.nsw.edu.auholsworthy-p.School@det.nsw.edu.au9825 1479

Message from the Principal

The 2016 school year was characterised by tremendous effort from our school community, resulting in outstandingachievements by our students. This report gives me the opportunity to describe some of these achievements. We can allbe very proud. Our academic programs continued to be developed and improved with increased opportunities for ourstudents to participate in a variety of high quality extra–curricula activities. These programs, the highly professional anddedicated people who implement them, the great students who participate and the enthusiastic community who supportthem result in an exemplary school. This maintains a continued focus on academic excellence whilst we continue toensure the development of the whole child.

The second year of our three–year school plan saw the further development of 21st Century Learning skills. FormativeAssessment has been a very successful initiative and was fully embedded into all class programs. Self–OrganisedLearning Environments (SOLE) were introduced with intensive staff training and the acquisition of new informationtechnology resources. The expansion of community involvement and effective community partnerships continued.

High expectations and academic success have been and will always be our core business and top priority. We have hadsome marvellous achievements as a result. Our Naplan results were again outstanding. Our school average was againabove the state average in every subject in both Years 3 and 5 and in some cases significantly above. The number ofstudents placed in the top bands were also well above the state average in all subjects, in many cases double. Thenumber of our students offered placement by the High Performing Students’ Unit this year was markedly increased.Thirty seven of our Year 6 students were offered selective high school placement. Of the 15 places offered for Year 5into our OC class, twelve places were gained by students from HPS. More of our students were offered OC placement atother schools. We also had three students: Kaitlin O’Dwyer; Ava Demeril; and Ashley Louis de Villiers receive RegionalAboriginal Student Awards. Results in academic competitions were again excellent. In ICAS competitions many studentsreceived high distinctions and distinctions. Mithilesh Lekhi was rewarded the ultimate prize of the medal for first place inNSW for Year 6 Digital Technologies. This was presented at a special ceremony held at University of NSW.

We also had teams enter various academic competitions and perform extremely well. This year we again entered thehighly prestigious Tournament of Minds and had three teams compete. They achieved the marvellous result of winningtwo of the regional finals and going on to compete in the state championships. In the Mind Marathon Challenge our teamwas placed first. Students also competed in the regional finals of the Premier’s Spelling Bee. Kellie Miller representedHPS at the state debating championships.

Student engagement in cultural activities has continued to increase. A school drama group was formed and earned thegreat honour of being selected to perform at the Ultimo Drama Festival at NIDA. This was a tremendous feat for a groupin its first year. We had great representation at the Ultimo Dance Festival with our Senior Dance Group performing, as


well as many students in the COS and Cross Network groups. Piper King was selected for the state dance ensemble toperform at the Schools Spectacular.

The tradition of high levels of participation and excellence in sport at HPS has continued. The school fielded many teamsin the zone PSSA and in other competitions. Many students represented the school at regional and state level. Severalteams were placed first.

Our very dedicated P&C was again extremely active, organising a wide variety of events and fundraising activitiesthroughout the year. A highlight was their successful application for a NSW Government grant resulting in our school hallbeing air conditioned and the installation of a new sound system. I thank them for their efforts.

As principal of Holsworthy Public School I am proud to report on these outstanding achievements which are the result ofdedication and effort by many people. I would like to thank our staff, both teaching and non–teaching, my executive, ourwonderful community and our tremendous students. This makes our school a place of which we are all proud. Strive toachieve!


School background

School vision statement

Our school provides an innovative 21st Century education in an inclusive, engaging and supportive environment. Ourteaching and learning practices enable successful, creative, confident and active learners. We nurture collaborativepartnerships and celebrate our diverse community.

School context

Holsworthy Public School is in the Liverpool area. The school has a diverse and multicultural community. There are 58students from Defence Force families. 58% of students are from non–English speaking backgrounds, the most significantethnic groups being Indian (30%) and South East Asian (11%).

At Holsworthy Public School we have: • An experienced, dedicated staff committed to achieving improved student outcomes. • An OC class and enrichment classes in Stage 2 and Stage 3. • Specialist programs including, English as an Alternate Language or Dialect, Reading Recovery, Early School

Support Program and a Learning and Support Teacher Program. • A Student Parliament that contributes to the decision making process of the school, peer support and peer tutoring

programs. • A history of high level academic achievement and the school maintains an emphasis on academic excellence. • An extensive range of extra curricula activities including dance, choir, debating, public speaking, Tournament of

Minds and sport.A very well established and effective Community of Schools group with high quality joint programs, particularly inPerforming Arts. There is a firm commitment from the leadership of all four schools to develop and extend thispartnership.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the annual report outlines the findings from self–assessment using the School Excellence Framework, ourschool achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework.

The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description ofhigh quality practice across the three domains of Learning, Teaching and Learning.

In 2016 staff at Holsworthy Public School (HPS) discussed the elements of the School Excellence Framework in relationto informing, monitoring and validating school strategic directions. Through whole school, executive and managementmeetings staff determined which elements of the framework our school plan most strongly delivered. We evaluated theprogress made across the three domains.

Learning

In the area of Learning the key elements targeted were curriculum and learning; and assessment and reporting.Teachers have been involved in professional learning related to their Performance and Development Framework goals,the effective implementation of syllabus documents and Positive Behaviour for Learning. Staff continued to engage inprofessional development through team meetings for collaborative planning and sharing of professional practice.

Formative assessment has been a focus ensuring consistent school wide practices. The staff analyse schoolperformance data including NAPLAN, PLAN and Probe; and use work samples to monitor, plan and report onachievement. Teachers meet with parents in planned and spontaneous sessions to explain student needs. Studentreports are easily understood by parents. Student transition from grade to grade is monitored.


Teaching

The focus areas have been effective classroom practice, data skills and use; and collaborative practice. Through theimplementation of the Performance and Development Framework Policy teachers worked with executives to determinetheir own professional learning goals. Teachers collaborated with peers through the planning of programs at staff andteam meetings, and classroom observations, to improve teaching and learning strategies. They provided and receivedconstructive feedback.

Teachers incorporated data analysis from NAPLAN, Best Start, PLAN and Probe (using pre and post testing), into theirplanning for learning. Formative assessment strategies helped to monitor student learning progress and informedteaching. This ensured that classrooms are well managed with effective teaching that focuses on providing explicit,specific and timely feedback.

There are high expectations for improving student learning.

Leading

In line with the school strategic directions, leadership; and school planning, implementation and reporting; have been thesignificant areas across the domain of Leading. Leadership development is fundamental to the school’s focus oncapacity building and succession planning. Through the implementation of the Performance and Developmentframework, staff set their own goals to develop leadership capabilities. Staff were given opportunities to assumeleadership through relieving in executive positions, grade supervision, leading school plan management committees,leading professional learning sessions, mentoring peers and school based initiatives coordination. Executive andaspiring executive also participated in mentoring and leadership coaching programs.

Through committee participation, all staff are involved in clarifying their understandings of the school strategic plan whichis focused on achieving identified improvements.

Planning and implementation includes processes for resource allocation, professional learning and collection andanalysis learning data.

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 Excellence Framework:

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


Strategic Direction 1

21st Century Learning

Purpose

Our school is committed to enhancing student outcomes through 21st Century pedagogy. Students will participate inprograms that are differentiated and engaging to become lifelong learners.

We provide meaningful learning opportunities for students to develop creative, collaborative, communication, criticalthinking and information technology skills.

Overall summary of progress

SOLE was successfully implemented across the school using 21st century pedagogy. All staff participated in intensivetraining to enable them to effectively carry out the program. All staff understand the program and have confidently utilisedit in their teaching, learning and assessment. Students demonstrated the ability to work collaboratively, developedimproved research skills and communicated their findings confidently.

Formative assessment has been the main strategy used in classrooms increasing educational success. This has beenachieved through a variety of practical techniques including clarifying student understanding of what they were intendingto learn and eliciting evidence of learner achievement through questioning and sharing.

Stage teams confidently understand and analyse the data and use it to inform planning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Classroom observations andsurveys show 100% ofclassrooms involved in 21stCentury teaching and learningprograms.

Completed whole school professional developmenton SOLE.

Teams created SOLE questions to match aScience unit of work.

Teachers implemented these SOLE units of workinto teaching and learning programs.

Units evaluated and determined as successful.

Teachers confidently understand the concept ofSOLE and have embedded it into their programs.

Students collaboratively engaged in critical thinkingand problem solving.

Teacher release

4 days x $420 = $1,680(TPL tied)

AP release

3 days x $420 = $1,260 (TPL tied)

Staff utilise formativeassessment strategies which areevident in teaching and learningprograms.

Staff reflected individual understanding of the 5strategies for formative assessment.

Staff selected an area requiring furtherdevelopment and collaboratively designed an actionplan to build on their knowledge and understanding.

Group sharing of action plans to support continuedimplementation.

Evaluation shows that the areas of learningintentions and success criteria are successfullyembedded into teaching practice.

Student use of self–monitoringstrategies to measure theirperformance against set criteria.

Students continued to develop skills using peerand self–monitoring strategies of assessmentthrough the areas of learning intentions and





Student use of self–monitoringstrategies to measure theirperformance against set criteria.

success criteria to determine levels of achievementand improvement.

An increased number of studentsachieving outcomes along theteaching and learning continuum.

At the end of each term teachers entered PLANdata. Data was analysed to indicate gradebenchmarks.

Literacy and numeracy committees also analysedthe data which showed consistent improvementalong the continuum.

Future directions include continuing to developconsistency of teacher judgement to align studentplotting on the continuum especially in the area ofmathematics to develop a deep understanding ofthe difference between numeracy and mathematics.

School data will equal or exceedstate norms for the Focus onLearning survey in areas of:

· Effective Learning

· Expectations of success

· Relevance

82% of students in Years 4–6 rated effectivelearning time, where important concepts are taughtwell, class time is used efficiently, and homeworkand evaluations support class objectives, equal toNSW norm rate.

84% of girls and 80% of boys.

82% of students found that classroom instruction isrelevant to their everyday lives. This exceeded theNSW norm of 79%.

87% of students rated that teachers emphasiseacademic skills and hold high expectations for allstudents to succeed at 87%, equal to the NSWnorm rate.

89% of girls and 85% of boys.

Next Steps

• Team leaders to monitor the continued implementation of formative assessment strategies with their grades. • School refocus on strategy 3 – effective feedback to students that includes analysis and discussion of professional

reading. • Evaluate use of technology including accessibility and resourcing. • Revisit General Capabilities framework focusing on critical and creative thinking and learning continuum. • School team to attend informal professional learning at Casula PS to view their implementation of “Transforming

Learning through the 4Cs”.



Development and Performance

Purpose

To develop leadership capacity and expertise by implementing professional learning programs which are individualised,current and collaboratively formulated.

These programs will enhance quality teaching and learning practices which will be reflected in student success.


All teaching staff have been involved in the implementation of the Performance and Development Framework Policy.Through this system staff, with executive support, devised individualised goals. These goals supported their owndevelopmental needs, in line with the school’s strategic directions and the Australian Professional Standards forTeachers, as well as the growth of their leadership skills. External and school based professional learning wereincorporated into personalised professional development plans. School systems that allowed for sharing of professionalpractice, peer observation, feedback and self–evaluation continued.

An aspiring leaders program involving mentoring and leadership coaching was formalised. This program continued toencourage staff to take on leadership roles within the school including the management of committees, budgets, wholeschool events and team leadership and coordination. Aspiring leaders attended leadership professional learning tosupport their management roles.




All teachers actively engaged inthe Performance andDevelopment Framework.

Performance and Development Framework Policydeveloped and implemented.

Executive staff engaged in individualisedprofessional dialogue with team members to:

– determine professional goals, learning plans andstrategies; and

– create personal growth, reflection and feedback ofteaching practices against the standards.

Staff determined external TPL courses relevant toindividual professional learning plan.

Executive release

4 days x $420 =$1,680

(School budget)

Teacher release

12 days x $420 = $5,040

(School budget)

Teacher/Executivementoring release

6 days x $420=$2,520

(School budget)

Increased number of teachers inschool leadership roles.

Built capacity

Teachers:

– shadowed executives/committee leaders

– drove new school initiatives e.g. White Ribbonday;

– led staff meetings (Positive Behaviour forLearning – PBL, Student well –being, curriculum,regional drama);

– developed whole school scope and sequences forcurriculum (Geography and History);

Attendance at external TPLcourses

(TPL budget–tied)

See TPL section of ASR

Attendance at external TPLcourses (White Ribbon,STEM, Geography)

3 days x $420 = $1,260

(TPL budget–tied)





Increased number of teachers inschool leadership roles. – led parent forums (PBL);

– led new initiatives from external TPL e.g. writing;and

– coordinated school events.

Attendance at external TPLcourses for PBL

5 days x $420 = $2,100

(TPL budget–tied)

Collegial planning for PBL

5 days x $420 = $2,100(School budget)

School data will equal or exceedstate norms for the Focus onLearning survey in areas of:

Collaboration

School leadership

In the area of school leadership school dataexceeded state norms for helping to developlearning goals for students, creating safe andorderly learning environments, lesson observationand support.

In the area of collaboration school data exceededstate norms for teachers developing cross curricularlearning opportunities and peer collaboration forstrategies to increase student engagement,assessment strategies, student learning problemsand learning goals.

6 days x $420= $2,520

(TPL budget–tied)

Next Steps

• Develop and implement peer mediation program with students. • Executive and staff to continue to develop structures that are strategic, systematic and timely for the successful

implementation of PDP goals. • Establish regular parent forums and training to support teaching and learning programs. • Develop productive relationships and partnerships with external agencies to improve educational opportunities for

students e.g. National Disability Services. • Increase staff purposeful leadership opportunities to ensure the successful implementation of the whole school

plan and strategic directions where staff collaboratively drive the achievement of milestones.



Community and Engagement

Purpose

To promote a positive and productive learning culture that engages with the broader community in order to establisheffective partnerships.

To provide students with rich learning, personal development and citizenship opportunities.


The focus of promoting a positive and productive learning culture was successfully implemented through our qualityteaching and learning programs which are ensuring student engagement and teacher professional development.Teacher professional learning was purposeful and in line with the school strategic plan. PLPs developed through thePerformance and Development Framework facilitated personal and professional growth.

For students the integration of 21st learning strategies e.g. improved differentiation, helped to inform teaching.

In the wider community, the implementation of the SKoolbag app, the online newsletter and improvements to the schoolwebsite greatly improved communication to parents.




School engagement data fromthe Tell Them from Me survey willequal or exceed state norms.

Twenty parents, students from Years 4–6 and allteachers completed Tell Them from Me surveys.Teacher and student survey data matched orexceeded state norms. Parent survey data wasbelow state norms. (As only 20 parents completedsurvey, sample was too small for valid results).

Areas of survey data and administration of parentsurveys will inform future planning.

Teacher release

1 day x $420 = $420

(School budget)

Increased student involvement inleadership opportunities in theclassroom and across the school.

Continuation of Student parliament, includingAboriginal student representation.

Student minister’s attendance at Young Leadersconference.

Implementation of Years 1– 6 Peer Supportprogram.

Update Kindergarten Play Pals program to focus ongross motor and social skills.

Attendance at YoungLeaders conference.

1 day x $420 = $420

(School budget)

$100 studentluncheon (School budget)

Increased communityinvolvement and attendance atschool events.

Grade based meet the teacher evening held.Parents informed of grade procedures – feedbackindicated the need for a class based approach thatwas informal and personal.

SLSOs supported individual students moreeffectively through ongoing training with LaSteacher.

Mobile Skoolbag app was introduced to allowparents to instantly retrieve information in relation toschool events and as a system for communityaccess to notes.

SLSO salaries

(Equity funding – Low leveladjustment for disability andSocio–economicbackground)

1 day x $420 = $420

(Equity funding – Low leveladjustment for disability)

Skoolbagsubscription $700





Increased communityinvolvement and attendance atschool events.

Dance groups, school choir and indigenous choirperformances at the Community of School’sconcert.

(School budget)

4 days x $420 = $1,680

(School budget)

Positive school involvement incommunity projects and globalissues.

White Ribbon Day event held. Included classroomactivities, assembly cupcake sale for White RibbonAssociation. Well supported by parents.

School involvement in Mil–Pra art competition.Three students from HPS received prizes.

Continued school mufti days to support WorldVision.

School Defence aide:

worked with small groups of students from defencefamilies to help the building of resilience duringdeployment; assisted with student learning needs;supported with transition to new school; andcontinued parent coffee club to support networkingand linking to outside services.

Writing of PLPs for aboriginal students with parents– liaison with Aboriginal School Liaison Officers.

Cross network CAPA project

3 days TR x $420 = $1,680

(TPL tied)

1 day TR x $420 = $420

(RAM Equity: Aboriginalbackground)

Defence Aide position –salary funding

6 days TR x $420 =$2,500

(RAM Equity: Aboriginalbackground)

10 days TR x $420 =$4,200

(School budget)

Next Steps

• Implement a community liaison position initiative to develop greater linkages and partnerships between school andcommunity and facilitate community involvement in decision making.

• Continue with the changed format for parent information evenings – meet and connect. • Make connections with Ingleburn Military Museum to investigate the military history of the school, to support our

ANZAC traditions and to raise awareness of our connections to the past. • Investigate social media as a form of parent communication. • Create a term/annual parent planner of school based events to provide early notice of upcoming excursions etc.

and support their financial planning. • Survey Community to determine parent expertise and decide topics for parent forums. • Hold curriculum evenings for developing parent understandings and expertise in the areas of English and

Mathematics. • Investigate ways to encourage more parents to complete surveys.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Parent/teacher afternoon tea held. Parentsand teachers met together to collaborativelyshare understandings and determine goals forstudents.

Teachers with Aboriginal students released towrite personalised learning plans that areculturally relevant, support strategicdirections, maximise innovative practices andsupport transition points.

SLSOs were employed to work in classroomswith targeted Aboriginal students.

Increased knowledge and understanding ofAboriginal histories, cultures and experiencesthrough specific events, e.g. Reconciliationweek assemblies, NAIDOC week activities,Indigenous literacy day, Aboriginal studentachievement awards and entry into theMil–pra art exhibition.

Aboriginal backgroundloading $6,690.24

$2,520

Salaries for teacher relief towrite and evaluate PLPs

$3,500.24

SLSO salaries.

$200

Acquisition of resources forNAIDOC week.

$50

Catering for afternoon tea.

$420

1 day TR to developcultural awareness program

• Aboriginal backgroundloading ($0.00)

English language proficiency SLSOs were employed to support studentsneeding language development and studentstargeted through speech programs.

One refugee student was given targetedclassroom support.

A speech pathologist was employed to speakat a parent information forum with the aim topresent strategies for language development.

EAL/D teacher support was used to developEnglish language proficiency to allowcommunication, participation and curriculumaccess.

Teacher attendance at EAL/D networkmeetings and TPL courses. Informationgained led to successful strategies beingimplemented to support EAL/D students inmainstream classrooms.

English languageproficiency

$28,457.12

$22,046.62

SLSO salaries.

$100

Purchase of resources forlanguage learning.

$5,890.50

Speech Pathologist toimplement Languageprogram –LiverpoolCommunication PartnersSchool Program

$420 Speech Pathologist–Kindergarten Orientation,classroomscreening.

Low level adjustment for disability Employment of SLSOs to provide assistancefor targeted students who have additionallearning needs. This allowed for effectivegroup work within the classroom minimisingdisruption and ensuring an engaging learningenvironment for all students. This processsupported student achievement along the

Low level adjustment fordisability $38,385

$34,355

SLSO salaries.


Low level adjustment for disability continuums for literacy and numeracy, andimproved equal access to the curriculum.

Teachers attended specific TPL sessionsrelated to autism, hearing impairment andreading difficulties.

Mini Lit Program established and funded for 3hours per week for identified students.

$1,260

3 days TR to work withexternal agencies /personnel

$300

Purchase of resources tosupport programs.

$330

SLSO conference fees

$880

Teacher attendance atMiniLit TPL.

$2,520

Purchase of MinLit

Quality Teaching, SuccessfulStudents (QTSS)

Teachers as leadership mentors werereleased to work with and support beginningteachers to develop programs and observelessons. Follow–up discussion includedraising awareness of concepts and languageof the quality teaching framework. Releasetime was also given to teachers tocollaboratively plan and reflect on practice.

Teachers noted that they felt more confidentin their practice and the accreditation process.

Quality Teaching,Successful Students

$12,467.71

2nd Semester Staffingallocation of 0.507

Mentor release to supportbeginning teachers

Socio–economic background Employment of SLSOs to work individuallyand with groups in classrooms in the areas ofliteracy and numeracy and to ensure targetedstudents are engaged and on task.

Provision of release time for teachers allowedthem to corporately develop individualisedlearning plans with LAS teacher and externalagencies. This resulted in strategies focusedon individual student developmental needs.

Relevant TPL allowed teachers to developchallenging and rich learning experiences.

Socio–economicbackground

$23,956.22

$22,346.22

SLSO salaries.

$1,260

3 days TR

$350

Purchase of resources tosupport programs.

Support for beginning teachers 4 beginning teachers received 2 hours extrarelease per term.

Mentors received 1 hour release asneeded for collaboration.

Professional needs were identified andpersonal professional learning plans weredeveloped collaboratively with mentors.These plans were supported and fundedthrough professional learning opportunitiesboth in school and those specifically designedfor beginning teachers.

Support for beginningteachers $53,511.56

$3,520

Salaries for teacher relief

$840

Mentor Relief

$3,360

Salaries TR


Support for beginning teachers Courses included classroom and behaviourmanagement and strategies to build studentengagement.

Beginning Teachers were provided withongoing support and mentoring foraccreditation.

Time was provided for lesson observation,team teaching, collaborative practice andstructured feedback.

Progress was monitored and emerging needssupported.

$1,848

Course fees – Beginningteachers workshop

$1,260

Salaries TR

$264

Course fees – AccreditationTPL

$42,419.56

Employment of teacher 2days per week for 50 weeksfor beginning teacherrelease.

Disability Data Collection Grant Release of teacher to develop schooldatabase K–6, tracking students receivingsupport and program modifications.

This has improved information sharing,increasing staff understanding of studentneeds and providing systems foraccountability, consistency and studenttransition. All students receiving fundingsupport receive relevant provision.

$650

Salaries for teacher relief.

ASC Sporting Schools ProgramGrant

This funding was used for the implementationof an orienteering program to support schoolsporting activities. This involved theorienteering association setting up a fullymapped orienteering course.

$1,108

Fees for OrienteeringAssociation


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 296 318 341 336

Girls 301 315 336 354

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.8 97.1 94.6 94.6

1 96.7 96.4 94.2 94.8

2 95.9 96.6 94.9 96

3 96.7 96.3 94.9 95.4

4 95.9 96.2 93 95.8

5 96.3 96.1 94.5 93.7

6 95.5 95.5 92.8 93.1

All Years 96.1 96.3 94.2 94.8

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

HPS complies with Department of Education andCommunities (DEC) guidelines in regard to studentnon–attendance. Students are monitored closelythrough:

– expectation that parents provide a written explanationgiving the reason for absence;

– reminder letters sent home after two days ifexplanation has not been provided;

– parent contact if there is still no response;

– contact by the Principal and/or Deputy Principal forcontinual non–attendance, patterns of non–attendance

or failure to provide written explanations;

– regular contact with the Home School Liaison Officer(HSLO) to discuss concerns in relation to studentattendance, patterns of absences, and students whohave less than 85% attendance;

– meetings between HSLO, Principal and parent/s todiscuss areas of concern and ways the school cansupport improved attendance; and

– use of Lateness and Attendance Monitoring Program(LAMP).

Positive programs are implemented to improve andsupport student attendance at school. These include:school based interest and enrichment groups; and peersupport and leadership programs.


Class sizes

Class Total

KA 19

KS 18

KL 17

KCR 18

KB 19

1/2W 24

1M 23

1J 24

1H 24

1C 24

2N 23

2K 22

2D 23

2/3S 23

3/4A 30

3W 28

3B 30

3/4C 30

4/5B 28

4J 30

4F 30

5/6T 30

5/6O 30

5/6H 30

5S 30

6P 24

6A 27

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 25.32

Teacher of Reading Recovery 0.84

Learning and Support Teacher(s) 0.8

Teacher Librarian 1.2

Teacher of ESL 1

School Administration & SupportStaff

4.26

Other Positions 0

*Full Time Equivalent

Two teachers at HPS are from an Aboriginalbackground.

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 29


Professional learning and teacher accreditation

Teacher Professional Learning in 2016 supported theimplementation of the school strategic directions of 21stCentury learning, Development and Performance andCommunity and Engagement. One of the key focusareas was the effective implementation of syllabusdocuments with teachers attending external teacherprofessional learning sessions in relation English(writing, spelling, grouping, critical comprehension),Technology, Mathematics, Geography, PhysicalEducation and Science. Teachers also attendedexternal courses for positive behaviour and discipline.

All teachers identified their own learning needs anddeveloped Personal Development plans with theirgrade supervisor to determine and negotiate lessonobservations with follow–up collegial discussion andprofessional learning directions.

Staff were given opportunities to assume leadershipthrough grade supervision, school plan management,and school based initiatives coordination.

Staff continued to engage in professional developmentthrough team meetings for collaborative planning andsharing of professional practice.

All staff participated in school development days thatincluded: mandatory requirements of Code of Conduct,Child Protection, Ant–racism CPR and Anaphylaxis;syllabus documents of History, Geography and English;assessment and reporting; Self Organised LearningEnvironment(SOLE); and Positive Behaviour forLearning (PBL).

The total expenditure on teacher professional learningwas $30 145.

Eight teachers are in the process of gainingaccreditation at the Proficient stage of AustralianProfessional Standards for teachers.

Fourteen teachers are maintaining accreditation at theProficient stage of Australian Professional Standardsfor teachers.

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.

Income $

Balance brought forward 332 033.04

Global funds 501 999.23

Tied funds 341 508.44

School & community sources 264 205.83

Interest 7 763.16

Trust receipts 15 178.95

Canteen 0.00

Total income 1 462 688.65

Expenditure

Teaching & learning

Key learning areas 132 298.02

Excursions 74 367.21

Extracurricular dissections 126 567.53

Library 46 192.50

Training & development 0.00

Tied funds 189 070.38

Short term relief 84 087.05

Administration & office 70 284.91

School-operated canteen 0.00

Utilities 41 072.47

Maintenance 19 742.08

Trust accounts 21 470.35

Capital programs 0.00

Total expenditure 805 152.50

Balance carried forward 657 536.15

The information provided in the financial summaryincludes reporting from 1 December 2015 to 12October 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 760 235.26

(2a) Appropriation 688 832.91

(2b) Sale of Goods andServices

5 734.17

(2c) Grants and Contributions 65 146.79

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 521.39

Expenses -211 136.53

Recurrent Expenses -211 136.53

(3a) Employee Related -141 120.99

(3b) Operating Expenses -70 015.54

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

549 098.73

Balance Carried Forward 549 098.73

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.

HPS financial management is based upon intendedexpenditure as detailed and budgeted for in schoolplans, historical data relating to utilities, maintenanceand administration and intended asset replacement andcapital programs. This is managed and monitored bythe finance committee led by the principal. Financialmanagement on a daily basis is done by the SAM andprincipal in strict accordance with the DoE financialpolicy requirements. A significant amount of thebalance carried forward has been allocated toadditional asset replacement. This includes: replacingold photocopiers; completion of a three year plan toreplace old air conditioners in classrooms; refit andupgrade of the school's original strong room; andcontinued purchase of IT resources for use in theclassrooms.

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 4 212 398.28

Base Per Capita 36 533.06

Base Location 0.00

Other Base 4 175 865.22

Equity Total 281 126.16

Equity Aboriginal 6 690.24

Equity Socio economic 23 956.21

Equity Language 130 478.00

Equity Disability 120 001.70

Targeted Total 63 250.86

Other Total 92 327.54

Grand Total 4 649 102.84

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

School performance

NAPLAN

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

The NAPLAN results show consistent improvements inaverage reading scores and significant improvementsand above average growth in spelling and grammarand punctuation scores for Year 3 students over thelast four years. Year 5 students average scores forspelling have remained consistent over the last twoyears. Average scores for Year 5 reading havedecreased over the last four years.


In numeracy Year 3 students’ average scores havecontinued to increase significantly over the last fouryears.

In numeracy Year 5 average scores have decreased.

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.

In accordance with the Premier’s priorities: Improvingeducation results, schools are required to report ontheir student performance for the top two NAPLANbands in reading and numeracy.

The percentage of Year 3 students in the top two bandsfor reading was 60.2%. This is a 0.4% increase on2015 results and 8.4% above state results. The resultsfor grammar and punctuation (3.6%) and spelling (6%)have also increased.

The percentage of Year 5 students in the top two bandsfor reading was 39.3%.

The percentage of Year 3 students in the top two bandsfor numeracy is 57.1%. This is a 1.9% improvement on2015 results and 18.4% above state results.

The percentage of students in the top two bands fornumeracy was 34.4%. This is a 15.1% decrease on2015 results.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. In2016 Holsworthy Public School (HPS) used the TellThem from Me (TTfM) survey to provide feedback.

Parents

Parent responses related to the extent parents feel theschool welcomes them, keeps them informed, supportspositive behaviour and learning, and whether HPS is aninclusive school. It also involves how safe students feelat school and to what degree parents support learningat home.

An average of 73% believe teachers listen to theirconcerns, find communication clear and that theschool’s administration staff are helpful.

80% find that progress reports are written in terms theyunderstand, while an average of 54% would like moreinformation relating to behaviour, lack of progress andsocial/emotional development.

64% of parents supported learning at home and 73%encourage their child to do well and take an interest intheir assignments.

An average of 72% believe the school supports positivebehaviour and learning.

Students

Student surveys related to social and emotionaloutcomes and drivers of student performance.

86% of students have a high participation rate in sportsand 52% have a high participation rate inextracurricular activities.

95% believe education will benefit them and impact ontheir future.

90% of students think they display positive behaviour atschool and 79% are motivated and interested to learn.

93% try hard to succeed at their learning; and studentsrated effective classroom learning and relevance toeveryday lives at 82%.

28% of students feel they have been victims of bullying,8% lower that the government norm. Positiveteacher–student relations were rated at 82%.

Teachers

Teacher survey questions focus on the most importantdrivers of student learning and classroom and schoolpractice.

An average of 72% of teachers believe school leadershave helped improve their practice and providedsupport.

80% of teachers work collaboratively with others todevelop teaching skills and increase studentengagement.

An average of 82% provide a learning culture thatsupports and engages students in learning; setting highexpectations, being effective working with behaviourissues and monitoring progress.

79% use data to inform practice using relevantassessments to determine planning.

82% use a range of effective teaching strategies thatare linked to previous skills and knowledge and providefeedback to students.

80% believe our school is inclusive, catering forstudents with different learning needs.

Policy requirements

Aboriginal education

Aboriginal education continues to be a priority at HPS.The school supports collaborative decision making withfamilies, the local Aboriginal community and AboriginalSchool Liaison Officers (ASLOs) to support andimprove the educational outcomes and wellbeing ofAboriginal and Torres Strait Islander students.

Personalised Learning Pathways (PLPs) are developedfor each student with specific learning goals inconsultation with Aboriginal families and ASLOs.

75% of students were in the top 3 bands for the Year 3and 5 NAPLAN reading and writing assessments and25% in the top 3 bands for numeracy. Aboriginalstudents have received tutoring at school in literacy andnumeracy through the RAM Equity funding.

Teachers have attended meetings of the LiverpoolLocal Aboriginal Education Consultative Group (AECG)for professional learning in Aboriginal education.Teachers continued to share knowledge with newteaching staff and apply the Eight Ways of AboriginalLearning to promote quality teaching and the inclusionof Aboriginal perspectives and content in their teachingprograms. Traditional Indigenous games continue to beimplemented successfully in grade sporting programs.

All students learnt about and developed theirknowledge and understanding of the histories, culturesand experiences of the First Peoples of Australiathrough: • the teaching of Science and HSIE units where

students learned about Aboriginal culturalpractices and customary lore, the stolengenerations and reconciliation;

• celebrating the contributions of IndigenousAustralians during Reconciliation and NAIDOCweeks. The school held a Red, Black and YellowDay on Friday, July 1 to celebrate NAIDOC week.The students were involved in a variety of culturalactivities including Aboriginal art, dance, drama,


Dreamtime stories and Traditional Indigenousgames.

• appreciating and creating Aboriginal artworks forthe school’s Holsworthy Art Competition. Selectedartworks from each class were exhibited in the25th Annual Mil–Pra AECG Exhibition and ArtAward at the Casula Powerhouse Arts Centre.Prizes were awarded to three of our entries.

The attendance rate for Aboriginal students was 95%for semesters 1 and 2. The school’s engagementcommittee promotes attendance by presenting 100%attendance certificates.

Aboriginal students in Years 3 to 6 have continued tobe active student representatives in our 2016 StudentParliament. This has been effective in improvingstudents’ confidence in public speaking and leadershipwithin our school.

Three of our Aboriginal students were recognised at the2016 Regional Aboriginal Student AchievementAwards. Aboriginal students at our school madeconnections by being part of an Indigenous choir for theCommunity of Schools concert, singing the AustraliaNational Anthem in Dharawal language and otherIndigenous songs. Talented ATSI students were alsoengaged in extra–curricular dance workshops includingan Aboriginal dance workshop.

Aboriginal students effectively led the Reconciliationweek assemblies. Significant days were recognised atmorning assemblies and by raising the Aboriginal flag.

Multicultural and anti-racism education

Multicultural education is a key focus at HPS. TheEAL/D teacher’s role includes working with individualand groups of students targeting specific languagelearning needs and developing teaching and learningplans with classroom teachers. These plans are aimedat increasing English language and literacy skills,supporting student participation in schooling andfostering the achievement of equitable educationaloutcomes. The curriculum is differentiated and targetedteaching and learning programs are implemented toaddress the specific learning and wellbeing needs ofstudents from culturally diverse backgrounds, includingnewly arrived and refugee students.

Teaching programs are also developed to promoteintercultural understanding, promote positiverelationships and enable all students to participate asactive Australian and global citizens. These areincorporated in all KLAs but are specifically linked tocontent in our History and Geography syllabusdocuments introduced in 2016. We ensure inclusiveteaching practices which recognise and respect thecultural, linguistic and religious backgrounds of allstudents and promote an open and tolerant attitudetowards cultural diversity, different perspectives andworld views.

We promote positive community relations througheffective communication with parents and communitymembers from diverse cultural, linguistic and religiousbackgrounds and by providing opportunities for theiractive engagement in the life of the school. In 2016Diwali was celebrated through a school assembly ledby the Hindu community group.

HPS has one trained ant–racism contact officer who iscalled upon as needed.

Interpreting and translation services are available onrequest.


Other school programs

Student leadership

HPS continued to run a strong student parliamentbased on the operation of Australian state and federalparliaments.

Twelve students are elected at the end of Year 5 torepresent the school as ministers for the following year.Two ministers represent each portfolio area. Theministerial areas are – Prime minister, Grounds andTechnology, Welfare and Safety, Technology, Eventsand Fundraising, and Sports and Leisure.

2016 Minister achievements • Attending 2016 National Young Leaders Day

conference – participating in various workshops torecognise and develop leadership skills.

• Running of parliament where ministers informedStage 3 of any actions taken and future events.

• Participating in lunchtime Play Pals program tosupport kindergarten students.

• Leading ANZAC and Remembrance day services. • Promoting Clean Up Australia Day. • Managing school sports shed equipment and

preparing rosters. • Coordinating the No Waste Lunch program. • Organising Years 3–6 handball competition. • Developing PowerPoint presentations for weekly

assemblies, parliamentary sessions andpresentation day.

• Promoting school events e.g. created posters,made announcements at assemblies.

• Assisting in the operation of school eventsincluding Year 6 mini–fete, Holsworthy You’veGot Talent, Sport–a–thon, peer support, schoolphotos, school carnivals, discos, book and Easterparade, Kindergarten open day and the Year 6farewell.

• Environmental education and sustainability

In 2016 Holsworthy Public School engaged in a varietyof programs and initiatives across the school as part ofour focus on Environmental education. Our ongoingprograms included: • environmental rangers program – two students

were chosen each semester to represent eachclass from Years 2–6. They met on a Monday tomanage the school vegetable gardens and wereresponsible for food scrap collection from theirclasses

• Bring Back the Bush – 500 Schools PlantingProgram. In July a group of 25 environmentalrangers from the Years 3–6 went to WesternSydney Parklands and planted over 300 nativetrees as part of an ongoing initiative to regeneratethe Parklands;

• food scrap program – a daily collection of foodscraps from ‘Munch and Crunch’ are used forcomposting and feeding the school’s worm farm;

• Low waste lunch initiative – students areencouraged to reduce the amount of packagedfood they bring to school by competing in weekly

class based primary and K–2 competitions. TheGrounds and Environment Ministers announcedthe low–waste lunch winners each week atmorning assembly;

• recycling program – Year 6 has maintained therecycling program where paper waste is collectedand put in the recycling bins. Year 6 classes wereresponsible for collecting the bins each week tobe emptied;

• maintenance of school grounds and gardens – acommunity member volunteered one day a weekto assist with the care of school native gardensand mentor the environmental rangers;

• Clean Up Holsworthy Day – students K–6 cleanedup targeted areas in the school with gloves andbags provided by Liverpool City Council; and

• garden market stalls – fresh vegetable producegrown by the environmental rangers washarvested and sold to members of the schoolcommunity before school. The money raised wasused to purchase new plants for our gardens.

•

Creative and Performing Arts

In 2016 HPS students participated in a range ofactivities and performances. These included:

• Cross Network Project, Creative Arts Program • Workshops and rehearsals leading to the concert

in September. These consisted of: • Girls Dance Ensemble – 5 students • Boys Dance Ensemble – 1 student • Drama – 1 student • Band – 3 students • Visual Arts – Battle of the Arts – 4 students • Drama Ensemble • 26 Students from Years 3–5 participated in this

new school initiative for Primary play day (term 2),and were selected for the Ultimo Drama Festival(term 3).

• Ultimo Dance Festival (term 2) • Two Senior dance groups from Years 4–6,

involving 56 students. • Community of Schools Concert • Senior (2 groups from Years 4–6, 56 students)

and Junior (32 students from years 1–3) dancegroups

• Choir from Years 1–6, involving 38 students • Indigenous choir, including 15 students • Carols by Glowlight • Boys Hip Hop, involving 4 students • Presentation day • Education Week concert

Sports achievements

In 2016, HPS continued to provide involvement in arange of sporting programs. These includedparticipation in: • Swimming, Cross Country and Athletics carnivals

and placing 2nd, 5th and 2nd respectively inLiverpool Zone competitions. HPS placed 2nd inthe Sydney South West swimming carnival.

• summer and winter PSSA competitions in T–ball,softball, cricket, Oz–Tag, AFL, Newcombeball,


soccer, Rugby league, hockey and netball. Thejunior hockey, the senior cricket, girls’ and boys’softball and junior B netball teams won theircompetitions.

• Stage 2 and Stage 3 Milo Cup cricketcompetitions. The Stage 2 competition goal wasfor all students to have fun and develop cricketskills. In the Stage 3 competition the girls’ teamplaced 2nd and the boys’ teams placed 1st and2nd respectively. They progressed to theRegional competition, finishing 3rd.

• Bulldogs All Schools Knockout Competition withan U10 and U13 team.

Individual student achievements included: • twenty–three students representing Liverpool

Zone in AFL, basketball, Rugby league, touchfootball, football, Rugby union, softball, cricket,hockey and netball;

• thirteen students representing Sydney SouthWest (SSW) Region in cricket, Rugby league,water polo and basketball;

• one student representing NSW in softball; • ten students representing Liverpool Zone at

the SSW Swimming Carnival; • seven students representing Liverpool Zone at

the SSW Cross Country Carnival; • nine students representing Liverpool Zone at

the SSW Athletics Carnival; • six students representing SSW at the State

Swimming Carnival; • one student representing SSW at the State Cross

Country Carnival; and • one student representing SSW at the State

Athletics Carnival.The ongoing range of sporting programs providedwithin the school included: • school based sporting programs; • Tri Skills Gymnastics program for students K–6; • Swimming and Water Safety program for 120

students from Years 2–6; • free clinics run by AFL AusKick and Cricket NSW

for students K–6; • recreational sporting activities – tennis, Zumba,

gymnastics, circus skills and hip hop for studentsfrom Years 3–6;

• SSW Orienteering Tournament for 20 students;and

• Year 5 sports gala day in collaboration withHolsworthy High School and Hammondville PublicSchool.

Teachers continued to attend network meetings andprofessional development courses to further theirknowledge and understanding of sporting initiatives andprograms for primary schools.

Sporting Schools grant money was used to enrich ourathletics and orienteering resources and programs.


2016 holsworthy public school annual report · great honour of being selected to perform at the...

Documents