2016 minto public school annual report - amazon s3€¦ · acknowledge and thank the school...

Minto Public SchoolAnnual Report

2016

2572

Printed on: 9 May, 2017 of 19 Minto Public School 2572 (2016)

Introduction

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

Ms Vicki Craze

Principal

School contact details

Minto Public SchoolPembroke & Redfern RdsMinto, 2566www.minto-p.schools.nsw.edu.auminto-p.School@det.nsw.edu.au9603 2406

Message from the Principal

It is with great pleasure that I present this report to the Minto Pubic School community. I am enormously proud of theachievements of our students and community and the ongoing success of the strategies being implemented by theschool to create high quality learning experiences for our students.

Our dedicated staff continued their commitment to the implementation of quality teaching and learning programs toimprove the learning outcomes of our students. The students are to be commended for their achievements at all levels inthe classroom, on the sporting fields and in the arts as well as in their endeavours as students of our school and ascitizens of the community. Our students are motivated to learn and participate in a range of educational opportunitiesprovided for them at the school.

The school community is welcomed into the school and a strong partnership exists between school and home. Theschool enjoys the support of many parent helpers and families take the opportunity to participate in many school eventsheld during the year. The Minto school community supports teaching and learning through their involvement with theP&C, in fundraising and through attendance at assemblies and school functions. I would like to take this opportunity toacknowledge and thank the school community for their commitment in 2016.

Ms Vicki Craze, Principal

Message from the school community

2016 has been a busy and productive year. I would like to thank each and every person who has volunteered to help outat the functions our Minto Public School P&C has run, or assisted the school to run, during 2016. To the P&C membersand family members, thank you for all your time, dedication and donations. To the canteen volunteers, thank you for all ofthe hours you have given up every week to keep the canteen open for our students. P & C members will agree with mein thanking our Canteen Manager, Mrs Ingrid Dick, for not only running one of our major fundraisers, the canteen,exceptionally well but also keeping it operating for 4 days a week during most of the year. ‘Many hands do make lightwork’ when it comes to our other major fundraisers – the Easter raffle, Mother’s and Father’s Day stalls, school bankingand school discos.

I would also like to take the opportunity to thank the dedicated team who have given their precious time to attend theAGM and twice termly meetings to discuss the P&C's aim to support the students of Minto Public School and organiseany fundraisers. All of our fundraisers in 2016 were very successful and the funds raised were distributed directly for thebenefit of the students of Minto Public School. We continue to purchase wreaths for the ANZAC Day ceremonies. Everyyear our students represent the school very proudly at both the school and Dawn service at the Ingleburn RSL club. TheP&C paid for the purchase of 14 school blazers in 2016. Students will be able to use these blazers when they are


representing the school at functions both at school and in the community. In 2016, the school needed replacement ofsome sports equipment such as portable soccer goals, which the committee has purchased. One of our majorcontributions to the school was towards the 3D printing project. This included supporting two teachers to attendprofessional learning as well as the purchase of a 3D printer. For this project, $5000 was donated.

Our P&C continued the school banking program, a Commonwealth Bank initiative. The students were able to bank everyTuesday and receive tokens which they can trade for rewards. Thank you to our parent representatives who volunteertheir time to run the program.

It is also important for our P & C to recognise parents for their contribution and support of our school. The P&C's‘Appreciation Certificates’ were again handed out to families for their support as part of a special assembly at the end ofthe year.

My experience as a member of the P&C has made me realise that our committee functions as a forum for thecommunication between the school principal and staff and parents/caregivers. Whilst we aim to raise funds which can beused to benefit the students of the school, it is also a means of communication. This communication is a two–way flow.Parents who attend our meetings are able to gain a greater understanding of the operation of the school and itscurriculum. The staff are also very open to any feedback or suggestions from the parents/caregivers. One of the things Ilearnt through the involvement in the P&C is how dedicated the teaching and support staff are in helping our children.

To the incoming executives and members of the P&C 2017, I wish you the very best. I look forward to continuing thegreat partnership between the P&C and the school in 2017.

Mrs Sunita Cheal, Minto P&C President 2016

Message from the students

First we would like to say thank you for everything the school has ever done for us and thank you for a great year. Wehave enjoyed all the fun things here at Minto Public School such as mini fair, end of year movie, NRL clinic, EndicottCup, Grip Student Leadership conference and much more. We particularly liked performing in ‘Minto’s Got Talent’!

Throughout the years we have always felt very welcome and, even though we are a small school, I think we are the mostwelcoming school. We both enjoyed everything that Minto has provided us and we will miss Minto a lot. Next year is highschool and it will be really different, but we know we can always come back to Minto and say ‘hi’ and tell you all how weare going.

We would like to say congratulations to the incoming school captains, Ashleigh and Jacob. We hope you enjoy your roleas school captains. To the new SRC, we say ‘be at your best all the time and have a great year’ – just like we did. ToYear Six – enjoy high school and thank you! Best wishes to everyone.

Lidija and Geneva, School Captains


School background

School vision statement

Minto Public School aims to create a welcoming, collaborative and challenging environment where all members of theschool community are supported and valued.

Minto Public School is a school that seeks new teaching practices and technologies to improve student engagement andachieve educational outcomes. We prepare students for the future by providing a safe, caring environment wherestudents feel comfortable taking risks with their learning and value their learning and education. This is supported byquality teachers implementing excellent teaching and learning programs and experiences that are differentiated to caterfor individual needs.

School context

Minto Public School is located in the south west Sydney Region of NSW and is one of four public primary schoolsproviding educational services within the Minto Community of Schools.

Minto Public School was originally opened in 1867 and has been at its present site since 1954. It has a number oforiginal buildings, beautifully refurbished, and an historical train museum. The school has a population of 201 studentswith 72% of students identify as coming from a non–English speaking background. Minto Public School currently has 8classes organised into two stage teams led by two Assistant Principals. The education of these students is supported bya four day per week English as an Additional Language or Dialect (EAL/D) teacher, a five day per week Learning andSupport Teacher (LaST) / Reading Recovery teacher and a two day per week teacher librarian. The staff is comprised ofa mix of experienced teachers and New Scheme Teachers (NST), with 5 NST in a cohort of 13. Administration staff iscomprised of very experienced personnel.

The school is a dynamic learning community with dedicated staff committed to continual improvement of learningoutcomes through quality teaching practices and programs. The school, its students and their families benefit frompositive, collaborative relationships. Our parent community highly values education and the school has a very committedand hardworking Parents and Citizens' Association (P&C).

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,our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW inthe pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning,Teaching and Leading.

This year, our school undertook self–assessment using the elements of the School Excellence Framework. Ourself–assessment process will further assist the school to refine the strategic priorities in our School Plan leading tofurther improvements 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

Learning

In the domain of Learning our efforts have continued to be primarily focused on curriculum and learning; andassessment. The school is striving to have a strong integrated approach to quality teaching, curriculum planning anddelivery so that it is responsive in meeting the learning needs of all students. A school–wide data wall was establishedmid–way through the year and ‘Planning and Data Days’ for each stage team commenced. The focus on data hasenabled more accurate information being gathered on students, and teachers are deepening their understanding of thelearning continuum. The first year of our formative assessment professional learning approach, authored by DylanWiliam, was undertaken with highly engaging and rigorous learning experiences, based on these assessment practices,being implemented in all classrooms. This will continue in 2017 to ensure we embed key strategies. Focusing in the early


years, we continue to implement the highly successful Language, Learning and Literacy (L3) Kindergarten and Stage 1approach. The Reading Recovery program complements this priority. Increased student engagement and thedevelopment of learning capabilities through participation in open–ended activities was supported under the banner offuture–focused learning. All class teachers’ trialled a future–focused pedagogy and shared their learning. This willcontinue in 2017 with most teachers identifying STEM education as their focus.

Teaching

Our major focus in the domain of Teaching continues to be on collaborative practice; and learning and development forstaff members. In 2016, more regular, planned opportunities were given for staff to discuss, reflect and share teachingand learning strategies and teachers have participated in professional learning targeted to the school priorities.Classroom observations were undertaken throughout the year, supporting the implementation of formative assessment inall classrooms. Importantly, staff members are developing evidence based practice through their reflections andevaluations of collective work. Through the ‘Action Learning for Innovation’ (ALfI) project, the team has had theopportunity to engage in professional learning and conversations with teachers and academic partners about bestpractice, current research and trends in education. Further work will be undertaken in teacher understanding andimplementation of professional standards, making direct links to their own professional practice and professional learningplans.

Leading

In the domain of Leading, our priorities have been to progress leadership; and management practices and processes.The school leadership team supports a culture of high expectations and school improvement and we are striving toincrease community engagement with a particular emphasis on strengthening our communication with our families. Tothis end, we have improved the use of our school’s application (Skoolbag), ensuring communication is more frequent.The new approach to school planning is making our work in the pursuit of excellence to be increasingly strategic andfocused. The review of our school plan and milestones reflect an increased use of evidence based practice.

The achievements and identification of next steps are outlined in the following pages of this report.


Strategic Direction 1

Challenging, engaging and inclusive curriculum

Purpose

To build stronger relationships as an educational community by leading and inspiring a culture of collaboration, deepreflection, engaged communication, empowered leadership and organisational practices.

Overall summary of progress

Professional learning to ensure best practice in Literacy and Numeracy whilst developing critical, creative, collaborativeand analytical learners has continued to be a key strategy to ensure the success of this strategic direction in 2016.

Professional learning was guided by the collection and analysis of data and undertaking evidence based professionallearning programs in Language, Learning and Literacy (L3) in Kindergarten and Stage 1 (Years 1 and 2) and in theAction Learning for Innovation (ALfI) project. These priorities have specifically developed knowledge of, and effectivetracking of, PLAN data, through the use of a data wall, to inform teacher practice. Staff have worked at deepening theirknowledge of formative assessment strategies as well as the new syllabus documents, particularly in Geography. All staffhave undertaken a future–focused approach to their teaching and learning programs trialling Genius Hour and STEM.The impact of these priorities can be seen in results outlined in the table below.

The school has engaged with the Tell Them From Me surveys for students in Years 4, 5 and 6 which has provided usefuldata to track student attitudes towards school, learning and peer relationships.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Improved school literacy andnumeracy performanceevidenced by regular movementof all students along the relevantcontinuums and pathways ofPLAN; Language, Learning andLiteracy (L3 Kindergarten andStage 1); and Reading Recovery.

Language, Learning and Literacy (L3) datasupports excellent progress of students in K – 2.

In Kindergarten, 53% of students are working at theexpected level, within the reading levels of 9 and 16plus. Of these, 9% of students are working abovethe expected level, in reading levels of 17 or more.47% of students are working below the expectedlevel however, of that group, 38% have stillachieved well and are at reading levels 6, 7 or 8.

In the targeted Stage 1 classes, 81% are at readinglevel 22 or above and 16% are reading between thelevels of 16 – 21. 3% of students are working belowthe expected level.

Reading Recovery data

Seven students participated in the ReadingRecovery program. Of the 7 students, 5 finished theprogram at reading level 16 or above and weresuccessfully discontinued. Two students madereading gains, however they were referred from theprogram and recommended for additional support.

$6930.98

Literacy and Numeracyfunds

$7000

Action Learning forInnovation (ALfI) project

Improved proficiency in literacyand numeracy measured throughincreased NAPLAN trend dataand a minimum of 60% ofstudents displaying appropriatelevels of growth (value–added).

Average progress between Year 3 and 5 inReading and Numeracy was 87. This is above thestatistically similar school groups (SSG) of 84.4(School Excellence Framework Data).

Average Scaled Growth Score in 2016 NAPLANReading between Year 3 and 5 is 103.7 comparedto 80.1 at State. 61.9% of students have greaterthan or equal to expected growth.

As above





Improved proficiency in literacyand numeracy measured throughincreased NAPLAN trend dataand a minimum of 60% ofstudents displaying appropriatelevels of growth (value–added).

Progress measured from Best Start Kindergartendata to the average of Reading and NumeracyNAPLAN scores for Year 3 is above average.Compared to the average school, this issignificantly different. (School ExcellenceFramework Data).

Average progress between Year 5 and 7 inReading and Numeracy was 51.5. This is above thestatistically similar school groups (SSG) of 44.7(School Excellence Framework Data).

Next Steps

• Continue professional learning focus for staff in relation to literacy and numeracy development and improvement,with particular planning around new staff in the areas of L3 and TEN to ensure quality, evidence based practiceacross the school, supporting students to be literate and numerate.

• Investigate mathematics as an area requiring greater attention, particularly supporting teachers to provide learningopportunities to ensure students are meeting syllabus outcomes and are progressing on the numeracy continuum.

• Continue the second year of professional learning in the area of formative assessment with staff beginning toembed the strategies that underpin this pedagogical approach, focusing specifically on improving the use ofLearning Intentions, Success Criteria (LISC).

• Continued focus on modern teaching and effective pedagogies to ensure 21st century learners are being cateredfor appropriately, with a particular focus on Science, Technology, Engineering and Mathematics (STEM).

• There has been a small adjustment made to the School Plan within the improvement measures. This includes theaddition of a measure in the area of formative assessment and future–focused learning.



Building teacher and leader capacity

Purpose

To build stronger relationships as an educational community by leading and inspiring a culture of collaboration, deepreflection, engaged communication, empowered leadership and organisational practices.


Staff professional learning was a key focus in 2016 with all staff having developed personal professional learning plansfocusing on their own needs and those related to the school’s strategic directions. Staff have gained a deeperunderstanding of the Performance and Development Framework and were supported in this area through stagemeetings; discussions with their supervisor; collaboration, reflection and discussion in staff meetings; and visiting otherclassrooms within and beyond our school gate, to view practice and quality teaching in the school’s priority areas.




100% of teachers have anunderstanding and knowledge ofthe strategic directions within theschool plan and have aprofessional learning goalreflecting this.

All staff had a performance development planbased on the Department policy and all staff had atleast one goal reflecting on one of the school’sstrategic directions and priorities. Staff aredeveloping an understanding of how to best drivetheir own plans and how to engage in each of theelements of the plan to actively seek feedback andmentoring as an important part of their ongoinggrowth.

All staff have engaged in peer observationsthroughout the year as part of the formativeassessment and future–focused learning priorities.

$5800

Supporting classroomobservations both in schooland at neighbouringsettings

100% of teachers will engagewith the Australian ProfessionalStandards for Teachers and theTeacher Performance andDevelopment Framework, andself–report a positive impact onprofessional practice, and 10%(or greater) of teaching staff havecompleted or are activelyengaged in seeking higher levelsof accreditation.

All staff engaged with the Australian ProfessionalStandards for Teachers through professionallearning.

The school supports staff in working towards andmaintaining accreditation. Five staff members, whoare new scheme teachers, are maintainingaccreditation at Proficient level. Several teachershave looked into voluntary accreditation at HighlyAccomplished or Lead and have participated inworkshops to gain a further understanding of thisprocess. Currently no teachers have taken on thisvoluntary accreditation.

N/A

Next Steps

• The implementation process of the Performance and Development Framework and Professional Learning Planswill incorporate the opportunity for staff to continue to engage in a much deeper reflective process that guides theongoing development of all staff, at an individual and collective level. Regular and effective monitoring andfeedback processes will continue to be put in place to discuss progress, support and plan for growth. All goals willbe underpinned by the Australian Professional Standards for Teachers.

• Engage in deeper understanding and to confidently apply the Australian Professional Standards for Teacherswithin teacher professional learning. This will involve reflection of the standards against professional learning.

• Continue the Action Learning for Innovation project, introducing ‘Improvement Sprints’, initially within the ALfI team,as a basis of differentiated professional learning relating to making an impact on student learning outcomes.



Enhancing community engagement and partnerships

Purpose

To build stronger partnerships by nurturing a culture of collaboration through enhanced communication and consultation.To provide opportunities for the community to engage with the school for a variety of purposes.


The school has continued its focus on communication with families and actioned strategies to support the regularexchange and update of information. This included the Skoolbag application and the school website, as well as classnewsletters issued each term.

Parents as Teachers of Children Program (PaTCH) ran for the first time in 2016 with six sessions delivered over thirteenweeks. The program was a mix of fortnightly training sessions and hands–on classroom experiences with the support ofmentor teachers. Each training session covered a key area of the literacy and mathematics curriculum, preparingparticipants for small groups in the K – 2 classroom. The program gave each participant 25 hours of training andexperience. We are proud to have five PaTCH graduates in 2016, three of whom gained advanced standing in a TAFEcertificate course.

The planned student leadership initiative, in the areas of student representation and student voice, did not progress in2016. See next steps.




‘Tell Them From Me’ and othermeasurement tools will indicateincreasing levels of positiveconnection and engagement withthe school.

The full suite of the Tell Them From Me surveys,students (April and October collection), teachersand parents, were undertaken. Some of the resultshave been reported in the parent / caregiver,student, teacher satisfaction section of this report.

N/A

A supportive school communityevidenced by the number ofparents attending P&C, assistingat school and attending schoolevents.

Baseline data on attendance and involvement ofparents at school functions and activities wascollected. Attendance at P&C meetings is good. Asmall group of regular parents (11) may attend.Meeting attendance has ranged from 6 to 10people, with an average of 7 attending.

Five parents graduated from the PaTCH program.125 training hours were dedicated to training andworking within the K – 2 classrooms.

$1500

Casual relief for PaTCHteacher trainer

Next Steps

• Actions supporting increased student representation and student voice will be undertaken, specifically with thedevelopment and commencement of a school Student Representative Council. Additional teacher professionallearning has been sourced for early 2017 to support this priority.

• Continued focus on communication with families. Evidence will be collected on the impact of improvements madeto the Skoolbag application and school website, as well as class newsletters, and these processes will continue tobe refined. A two–way communication tool between home and school, such as the See Saw application, will beinvestigated and a trial undertaken in a focus class with their classroom teacher.

• The PaTCH program will continue in the new year with interested parents, providing an avenue for increased,authentic parent involvement in classrooms.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Home–school partnerships

During 2016, five students with an Aboriginalbackground attended Minto Public Schoolfrom Kindergarten to Year 6. Afterconsultation with students and their parents /carers, a Personalised Learning Pathway(PLP) was written. These plans weremonitored and updated throughout the year.

Three teachers attended professional learningentitled 'Leading Aboriginal Education in yourschool', supporting the importance ofimproving outcomes for Aboriginal students.

Learning and understanding more aboutthe culture and histories of Indigenouspeople for both Indigenous andnon–Indigenous students.

Indigenous students and non–Indigenousstudents were provided a number ofopportunities to engage in cultural activities –the Community of Schools NAIDOCcelebrations and the school’s NAIDOCcelebration.

Additionally, the Indigenous students and theschool captains and SRC engaged in aprogram provided by the Opportunity Hub,called the Aboriginal Education andLeadership program.

$2446

Aboriginal backgroundloading

English language proficiency Employment of an EAL/D teacher andsupporting students to be successfullearners of English

Additional teacher time of one day per weekwas provided to boost the Departmentallocation of 0.6 (3 days per week position).This allowed for additional support time to beallocated to all classes. Combined with our‘Low level adjustment for disability staffing’and the Reading Recovery program, theschool’s support programs' timetablerepresents 9 days per week. A combination ofteam teaching, small group and individualstudent teaching is undertaken. Thetimetables are delivered by two veryexperienced and highly skilled teachers. Allclasses receive 3 – 4 hours of support timeper week. All EAL/D students have beenplotted against the EAL/D progression andare updated as required.

See Strategic Direction 1

$20734

English languageproficiency loading

Low level adjustment for disability Supporting students with additional needs

All students requiring adjustments andlearning support are catered for within classprograms and other whole school strategies.Relief for the Learning Support Team wasgiven, supporting programs and

$17592

Low level adjustment fordisability


Low level adjustment for disability accountabilities. A School Learning SupportOfficer (SLSO) was engaged to supportlearning programs and targeted students inclassrooms.

$17592

Low level adjustment fordisability

Socio–economic background Supporting students to be successfullearners

Achievement of targets in literacy andnumeracy have been evaluated andmeasured against predicted targets for 2016.

With a significant focus on professionallearning and a high priority given to evidencebased teaching strategies, as referred to inStrategic Directions 1 and 2, teachers arecommitted to identifying, understanding andimplementing the most effective teachingmethods for all students.

Student assistance was extended to familiesto support students to fully engage with theschool / class teaching and learning program.

$14098

Socio–economicbackground of which $72course fees, $9176.14casual relief coveringteachers at professionallearning and $214.90supporting individual /family student assistance.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 86 89 97 101

Girls 93 92 96 100

Enrolments slightly increased in 2016, taking the schoolto over 200 students for the first time in many years.

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.9 94.2 93.2 91.6

1 94.1 95.1 94.8 71.5

2 95.4 95.4 92.7 95.3

3 93.4 96.6 95.5 92.7

4 96.5 96.2 95.4 95

5 95.5 94.2 93.4 95

6 92 94.8 91.7 90.3

All Years 94.5 95.2 93.9 90.3

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

Student attendance is monitored by classroomteachers, the Assistant Principals and the Home SchoolLiaison Officer (HSLO). Attendance is also supported atLearning Support Team meetings. Attendancepercentages are impacted by the number of familiestaking holidays and the period of time applied for thisextended leave.

Class sizes

Class Total

KV 20

K/1T 19

1/2B 22

1/2T 24

3/4M 30

3/4B 29

4/5E 27

5/6T 29

Structure of classes

All classes were established according to theDepartment of Education’s guidelines of: Kindergarten– 20 students, Year 1 – 22 students, Year 2 – 24students and Years 3 – 6 – 30 students.

There were 8 roll classes in 2016. Classes were formedtaking into account grade numbers and the differinglearning needs and learning styles of students. Allclasses were mixed ability in composition. Class sizesremained stable throughout the year.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 2

Classroom Teacher(s) 6.64

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.4

Teacher of ESL 0.6

School Administration & SupportStaff

2.42

Other Positions 0.07

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

There are currently no members of staff at Minto PublicSchool who identify as Aboriginal or Torres StraitIslander.


Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

Teacher Professional Learning funds are allocated toall schools annually. During 2016, teachers participatedin numerous professional learning activities based onschool needs and initiatives being implementedthroughout the year, supporting the School Plan. Theimplementation of the school’s strategic directionsreflected the commitment of all staff to continuoustraining and development to improve the quality ofschool programs and support student achievement ofoutcomes. Professional learning opportunities wereprovided for all staff including School AdministrativeStaff and the Learning Support Officer. Fundsexpended in this area are for course fees and forproviding relief for staff members from their regularduties in order that they can attend professionallearning sessions. Teachers participate in weekly staff /stage meetings focusing on areas of need in support ofthe school plan. Staff Development Days in 2016provided opportunities for staff to participate inworkshops targeting Quality Teaching, including aspecific application on future–focused learning;formative assessment; school planning and updatingmandatory training.

Minto Public School supports staff in working towardsand maintaining accreditation. Five staff members, whoare new scheme teachers, are maintainingaccreditation at Proficient level. Several teachers havelooked into voluntary accreditation at HighlyAccomplished or Lead and have participated inworkshops to gain a further understanding of thisprocess. Currently no teachers have taken on thisvoluntary accreditation.

See also Strategic Directions 1 and 2.

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.

Our school budgets according to Department ofEducation guidelines. When using the Oasis financesystem, the finance committee monitored the school'sfunds and budgeted through the use of H1 and H2reports. On deployment to LMBR in October 2016, newprocesses are being learnt and will be applied tobudgeting and financial management processes.

part of the retained income which has been carriedforward is allocated to supporting the school's priority ofimplementing 'Positive Behaviour for Learning' (PBL),including professional learning, consultation andworking with the community as well as signage aroundthe school to support the program and our values. Anamount has also been set aside to support the school'ssesquicentennial celebration in 2017, which will includea significant grounds improvement project.

Income $

Balance brought forward 129 549.77

Global funds 230 121.71

Tied funds 87 018.82

School & community sources 27 922.12

Interest 2 573.80

Trust receipts 5 557.90

Canteen 0.00

Total income 482 744.12

Expenditure

Teaching & learning

Key learning areas 17 099.32

Excursions 5 604.64

Extracurricular dissections 17 687.37

Library 3 798.34

Training & development 42 180.69

Tied funds 63 979.33

Short term relief 45 035.75

Administration & office 22 699.95

School-operated canteen 0.00

Utilities 24 562.53

Maintenance 22 210.25

Trust accounts 7 847.61

Capital programs 0.00

Total expenditure 272 705.78

Balance carried forward 210 038.34

The information provided in the first financial summarytable includes reporting from 1 December 2015 to 17


October 2016 and is the Oasis financial systemsummary table. The second and third summary tablesrepresent reporting from when the school rolled over toLMBR on 17 October 2016

2016 Actual ($)

Opening Balance 0.00

Revenue 204 714.18

(2a) Appropriation 194 144.43

(2b) Sale of Goods andServices

248.73

(2c) Grants and Contributions 10 148.48

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 172.54

Expenses -63 688.08

Recurrent Expenses -63 688.08

(3a) Employee Related -31 367.42

(3b) Operating Expenses -32 320.66

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

141 026.10

Balance Carried Forward 141 026.10

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 1 422 350.92

Base Per Capita 10 423.73

Base Location 0.00

Other Base 1 411 927.19

Equity Total 187 496.83

Equity Aboriginal 2 445.97

Equity Socio economic 14 097.69

Equity Language 81 946.55

Equity Disability 89 006.62

Targeted Total 11 681.74

Other Total 40 373.04

Grand Total 1 661 902.52

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 achievement scale representsincreasing levels of skills and understandingsdemonstrated in these assessments.

Year 3: from Band 1 (lowest) to Band 6 (highest forYear 3)

Year 5: from Band 3 (lowest) to Band 8 (highest forYear 5)

The My School website provides detailed informationand data for national literacy and numeracy testing.Click on the link http://www.myschool.edu.au and insertthe school name in the Find a school and select GO toaccess the school data.

NAPLAN – Literacy (including Reading, Writing,Spelling and Grammar and Punctuation)

Thirty two Year 3 students sat the literacy aspects ofNAPLAN. Of these students, one identified asAboriginal or Torres Strait Islander and 22 were from alanguage background other than English (LBOTE).

Twenty five Year 5 students sat the literacy aspects ofNAPLAN. Of these students, three were Aboriginal orTorres Strait Islander and 18 were from a languagebackground other than English (LBOTE).


NAPLAN – Numeracy

Thirty two Year 3 students and twenty five Year 5students sat the numeracy component of NAPLAN. Theareas assessed are number, patterns and algebra,measurement, data, space and geometry.


Minimum Standards

The Commonwealth Government sets minimumstandards for reading, writing, grammar andpunctuation, spelling and numeracy for Years 3, 5, 7and 9. The performance of the students in our school inthe National Assessment Program – Literacy and

Numeracy is compared to these minimum standards.The percentages of our students achieving at or abovethese standards are reported below.

Year 3

Reading: 97% Writing: 97% Spelling: 97% Grammar and Punctuation: 100% Numeracy: 94%

Year 5

Reading: 96% Writing: 96% Spelling: 92% Grammar and Punctuation: 92% Numeracy: 100%

Parent/caregiver, student, teachersatisfaction

In 2016, the school sought the opinions of parents,students and teachers about the school through the TellThem From Me surveys. Some of their responses arepresented below.

Parents

The Partners in Learning Parent Survey is based on acomprehensive questionnaire covering several aspectsof parents’ perceptions of their children’s experiencesat home and school. There were 35 respondents. Thescores for the Likert–format questions (i.e. stronglyagree to strongly disagree) have been converted to a10–point scale, then averaged and reported byquestion and by topic. A score of 0 indicates strongdisagreement; 10 indicates strong agreement; 5 is aneutral position (neither agree nor disagree). 1. Parents feel welcome – 6.62. Parents are informed – 6.33. Parents support learning at home – 74. The school supports learning – 7.25. The school supports positive behaviour – 7.16. Minto Public School is a safe school – 6.97. Minto Public School is an inclusive school – 6.5

Of the parents surveyed, 83% talked with a teacher‘two or three’ or ‘more’ times a year and 80% of parentssurveyed attended meetings ‘two or three’ or ‘more’times a year.

Where available, the school results are compared withthose of other NSW government schools. In thiscomparison, the school’s profile is somewhat similar toother government schools with our strengths in theareas of parents supporting learning at home and thatthe school is inclusive and supports learning.

Ensuring parents feel welcome and keeping parentswell informed will continue to be an area of focus andimprovement.

The full Partners in Learning Parent Survey was tabledand discussed at the 16 November 2016 P&C meeting,supporting reflection and generation of ideas for futuredirections.


Students

The Tell Them From Me student survey measures 20indicators based on the most recent research on schooland classroom effectiveness. There were two surveysconducted during 2016. The first survey was in Aprilwhere 76 students from Years 4, 5, and 6 participated.The second survey was in October where 77 studentsfrom Years 4, 5, and 6 responded.

From the second survey data, in the area of ‘studentsthat value schooling outcomes’, 99% of studentsbelieve that education will benefit them personally andeconomically, and will have a strong bearing on theirfuture. The NSW Government norm is 97% of girls and94% of boys.

In effort, ‘students try hard at their learning’, 99% ofstudents in the school try hard to succeed. The NSWGovernment norm is 90% for girls and 85% of boys.

Teachers

The Focus on Learning Survey is the self–evaluationtool for teachers. There were 12 respondents.

The scores for the Likert–format questions (i.e. stronglyagree to strongly disagree) have been converted to a10–point scale, then averaged and reported byquestion and by topic. A score of 0 indicates strongdisagreement; 10 indicates strong agreement; 5 is aneutral position (neither agree nor disagree).

Research on classroom and school effectivenessshows the following eight factors, called Drivers ofStudent Learning, to be strongly correlated to studentachievement.1. Leadership – 7.42. Collaboration – 7.93. Learning Culture – 8.44. Data Informs Practice – 85. Teaching Strategies – 8.46. Technology – 6.87. Inclusive School – 8.58. Parent Involvement – 6.8

Overall, the Teacher responses were very positive and,excepting ‘Technology’ and ‘Parent Involvement’ whichwere the same as the State norms, the other six areaswere all ranked above State norms.

The school will utilise the results in ‘Parent Involvement’to strengthen home – school partnerships.

Policy requirements

Aboriginal education

In 2016, five students identified as Aboriginal andTorres Strait Islander (ATSI). Activities and programs toraise awareness, understanding and appreciation ofAboriginal culture, history and contemporary AboriginalAustralia were provided for all students and includedteaching and learning activities embedded in curriculumunits, Acknowledgement of Country at all assemblies

and formal gatherings and celebrating Harmony Day.

Minto Public School staff implemented PersonalisedLearning Pathways for each ASTI student at the school.These programs were established through jointconsultations with parents / caregivers, students,classroom teachers and support staff.

We had a successful NAIDOC Day, focusing on thetheme of ‘Songlines: the living narrative of our nation’.Students participated in a formal assembly thenrotations that included Dreamtime story readings, pinpricking art, Aboriginal games and a boomerangthrowing demonstration. Students also explored arange of Aboriginal artefacts and bush tucker.Concluding the day, there was a special performanceled by Matthew Doyle. Matthew is a descendant of theMuruwari people and grew up in Southern Sydney onDharawal land. During his visit, Matthew sharedDreamtime stories and his personal experiences. Healso played the didgeridoo and showcased a range ofdance skills.

A Community of Schools (CoS) made up of surroundingschools gathered again in 2016. The participatingschools organised and ran a NAIDOC celebration atSackville Street Public School. This day included aformal assembly, performers and hands–on workshopsfor all students.

Stage 3 Aboriginal students, as well as the six studentleaders, participated in an exciting opportunity calledthe ‘Opportunity Hub Aboriginal Education andLeadership program’. This ten week program ran duringTerm 3. Opportunity Hub is a key initiative underOCHRE: the NSW Government plan for Aboriginalaffairs. Opportunity Hub’s aim is to provide Aboriginalpeople with the confidence and knowledge to follow asupported pathway between secondary school andfurther education and/or employment. Throughparticipation, the students developed their awarenessand appreciation of traditional and modern Aboriginalculture. Students also developed and extended theirleadership skills and abilities as they graduallytransition from upper primary to high school.

Multicultural and anti-racism education

Our school has an inclusive culture that values andcelebrates difference and ensures flexible learning forall students. Seventy two percent of students are fromlanguage backgrounds other than English.

This year teachers have continued to profile EALstudents, under the guidance of the EAL/D (English asan Additional Language or Dialect) teacher. Theseprofiles give teachers the opportunity to analyse anddiscuss student ability and progress in order to placestudents on the progression of learning for listening,speaking, reading and writing. This, in turn, assists allteachers at Minto Public School to successfully planteaching and learning activities for the EAL/D studentsin their class. The EAL/D teacher delivered a refresherprofessional learning session in understanding theEAL/D learning progression, further supportingteachers and their students.


As part of Harmony Day, multiculturalism wascelebrated by dressing in orange, the Harmony Daycolour, or by wearing cultural dress. We also playedsome very enjoyable games in the hall at lunchtimewith students from all grades, as well as teachers,playing together.

The Sinhalese Community Language School wasavailable after school hours.

Minto Public School has an Anti–Racism ContactOfficer. No formal reports were made in 2016.

Other school programs

Creative, Practical and Performing Arts

The school has continued to provide a focus on the artsduring 2016 and is committed to presenting studentswith opportunities to participate in a wide variety ofprograms in visual arts, music, dance and drama.

The Operation Art program continued with threestudents having their artwork chosen to represent theschool in the Operation Art competition, an initiative ofThe Children’s Hospital, Westmead. Each of theartworks was exhibited at the Armory Gallery at SydneyOlympic Park.

The Choir, made up of over 40 members, performed atthe Anzac Day Ceremony, Education Week andPresentation Day. Additional special performancesincluded ‘Fire in the Fields’ and caroling at PembrokeLodge and Minto Marketplace Christmas Carol evening.Their collective voice is simply beautiful.

Students had the opportunity to participate in publicspeaking in 2016. In September, students preparedspeeches which saw class winners sharing their workat a special assembly. Following, one Stage 1, oneStage 2 and one Stage 3 student then went on torepresent Minto Public School at the CampbelltownNetwork Public Speaking Competition.

Whole school assemblies and Book Week wereavenues where students were given the opportunity tolead and perform in the creative and performing arts.

Sport

The school has continued its commitment to thepromotion of sport and fitness across all stages. InTerm 3, ‘Dance2BFit’ was once again engaged and allclasses participated in the eight week program. Thisprogram is high energy and motivating and equipsstudents with skills and self–confidence while improvingupon their fitness and coordination.

In Term 3, ‘Be Skilled, Be Fit’ was engaged for allstudents from K – 6 to participate in a specialOlympic–themed program. The day started with thestudents being put into different countries. Studentsthen marched in an Opening Ceremony with theircountry’s flag and national anthem before the arrival ofthe Olympic Torch. Students then participated in a wide

variety of sporting games, skills and drills beforecoming back together at the end for a closing ceremonyand the announcement of the winners. This sportingexperience was thoroughly enjoyed by students,teachers and parents.

The school participated in winter ‘The Fields’ ZonePrimary School Sports Association (PSSA) gala days.In 2016, we fielded teams in newcombe ball, netballand soccer.

Successful sporting carnivals were held for swimming(part of the Community of Schools carnival), CrossCountry and Athletics. Students in K – 2 participated innon–competitive Cross Country and Athletics. Allcarnivals were well supported by students and parents.A school team was fielded in each of the Zonecarnivals; swimming, athletics and cross country.

There were many notable team and individual sportingperformance in 2016. Nine students represented theschool and The Fields Zone at the Sydney South WestRegional level in 4 sports. One student was awarded11 year Girls Zone Swimming Champion. A wonderfulachievement.


2016 minto public school annual report - amazon s3€¦ · acknowledge and thank the school...

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