2016 mona vale public school annual report vale public school annual report 2016 2593 page 1 of 19...

Mona Vale Public SchoolAnnual Report

2016

2593

Printed on: 7 April, 2017 of 19 Mona Vale Public School 2593 (2016)

Introduction

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

Greg Jones BA Macq MA Ed Macq

Member Macquarie University Council

Board Member Macquarie University Hospital

Principal

School contact details

Mona Vale Public SchoolWaratah StMona Vale, 2103www.monavale-p.schools.nsw.edu.aumonavale-p.School@det.nsw.edu.au9999 3481

Message from the Principal

Welcome to Mona Vale Public School. As a school community, we are proud of our academic, cultural and sportingachievements.

Mona Vale is an outstanding example of all that is good and great about public education; enquiring, happy students,dedicated, professional staff and a supportive and engaged parent body.

In consultation with our community we have developed the school’s strategic direction for the next three years and as acommunity we have endorsed the following 3 areas, Excellence, Innovation and Community.

The following statements of intent will underpin each area.

The Mona Vale community is well placed to take advantage of a national move to more localised schooling wheredecision making, resource allocation and determining what is best for our students will be developed by us as acommunity. This devolved model will require all groups within the community to work together in the interests of studentsand their learning. It will require trust, respect, commitment and strong shared governance if we are to be successful, andwe will be!

Message from the school community

Thanks for another year of parents and caregivers providing valuable volunteering, generating better outcomes for ourchildren at Mona Vale Public School.

This year saw the P&C and School forge even stronger bonds through adversity.

When I reflect on this year overall I am reminded that we have been faced with many serious and unique challenges as aSchool Community right from Term 1 – I won’t recount them. We are a big school in a modern age that live in a privilegedenvironment. If positives come from these events it’s that the community has people who wish to help each other andcare deeply about their school. We all want the best for our children.

What has become crystal clear to me this year is the quality of the School executive and the School administration staff.


We are very fortunate to have such a high caliber group running our school. The experience, strength, dedication andcompassionate leadership shown throughout the year make interactions with the P&C productive, and are the reason weare a great school.

My personal thanks to you Greg and your team for leading the school this year!

As always there is so much activity going on in the P&C that I won’t do it justice in what I say here. There are a few itemsI would like to call out though.

Year Group Event Volunteering Allocation

One of the big changes in 2016 is the Year Group Event Volunteering allocation. Each regular event (e.g. KindyOrientation, Grandparents Day etc) is allocated to a designated school year group to run. The P&C Events committeeprovided support and governance of this process. This change is designed to benefit everyone, by better sharing theworkload, clearer expectations on what/when/how to volunteer, and injecting new ideas. This new system aims todeepen the sense of school community, and make our already fantastic events continue to get better. This new systemwill continue into next year and become the standard way of operating.

What a year for P&C!

My heart felt thanks to each of the P&C committee heads of Band, Chess, Uniform, Canteen and Events; and the P&Cexecutive, including secretary, treasurer and x2 VPs and P&C Class parent liaison. To be clear this is a group of roughlya dozen people who are the core P&C group that keeps all the rest of the P&C running. The countless hours given bythis group in service to the wider community is inspirational to me and is the reason we have achieved so much as aP&C this year.

Touching on some highlights – beyond just providing all the P&C services itself: • Bands largest numbers ever (closing on 250), incorporating Strings (will be called Band and Strings). • Innovations in Uniform shop like ‘bag tags’ for lost property and new uniform types and bags. • Canteen partnering with school ECO Warriors to have home/school grown veggies. • Chess running district wide competitions with hundreds of children and parents (committee of 3 people no less did

this). Achieving numerous individual and team first and second places in results throughout the year. Team B goingto state finals.

• The tireless work of the Events committee throughout the year. An example being our regular events for mothersand fathers servicing close to 1000 parents and children. Seriously, these events are of such scale that most wouldget professional companies to organise them – but the team just knuckles down and gets it done.

• We even had some firsts like supporting the PCS Mona Vale School hosted White Ribbon night, Dad’s working beeand of course our P&C Fun night which saw hundreds of parents in fancy dress, playing silly games and havingheaps of fun. We have new P&C signage and branding and extra App features of business directory and onlinevolunteering taking shape.

• Continued development of the School ‘App’ with more focus on Business Directory and volunteering functions.To all the parents who contributed at the various events throughout the year, like doing that roster in the uniform shop orhelping out at band camp on the early shift, or serving juice at father’s day, or the scores of other events parents havegiven their time, I say thank you! This busy school only operates because you have put your hand up, I know there areother things you could have done with your time, but you volunteered anyway. Thanks for making the choice to volunteerfor the school. You have made a difference!

This will be my last year as President (2013–2016). I have been honored to serve my children’s school during this time. Ihave had fun and learnt along the way – can’t ask for more than that!

Mark Welch

MVPS P&C President (Volunteer Role)

[email protected]


School background

School vision statement

A school of learners committed to Excellence, Innovation and Community.

At Mona Vale Public School we sail towards:

Respect, Responsibility and Personal Best.

School context

Mona Vale is situated on the Northern Beaches of Sydney and is a member of the Peninsula Community of Schools(PCS) within the Northern Sydney Region.

The school is a P4 school, with current enrolments of 1094 students. Most of the students come from the local area. Thetalented teaching staff reflects a wide range of experience, from a significant number of beginning teachers seekingaccreditation to those approaching retirement. Staff are hardworking and supported by an active school community.

A special feature of the school is the diversity in the educational services that are provided for primary aged students.There is a class for students with a moderate intellectual disability (IO) and for students who have Autism SpectrumDisorder (AU). The school has two opportunity classes (OC) for students in the gifted range and entrance to theseclasses is by way of state wide testing conducted by the Department of Education and Communities.

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,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning Domain

In the Learning Culture element, Mona Vale is Sustaining and Growing. There is an explicit Gifted and Talentedidentification process in place as well as a High Order Thinking Skills Scope and Sequence to ensure engagement andsuccess for students. We also have detailed documentation on students who require adjustments to their learning due todisability, which is kept in the teacher’s program and update regularly.

We have a strong connection with our local aged care facility, where we work collaboratively and have regular visits tointeract with the senior citizens of Mona Vale House. Community volunteers also work with students in the Read To Meand Kids Hope programs which foster positive and respectful relationships.

The school is Excelling in the Wellbeing element due to the fact that we have comprehensive and inclusive programs tosupport and improve the wellbeing of our students. An external agency delivered a Mindfulness program with our Year 3classes and our staff are encouraged and supported to use the Mindfulness app with their classes K–6.

The Dancesport Program for Year 5 and 6 students was implemented to develop respect and encourage positiveinteraction between the boys and girls, and the Support Classes are involved in Nippers, which encourages physicalactivity, water and surf safety, personal hygiene and road safety, as they walk to the beach and back, and living skills.

In the Curriculum and Learning element we are Sustaining and Growing. Mona Vale works collaboratively to deliverquality teaching and learning programs through professional learning with our community of schools, the PCS.

We have successful transition programs in place for Kindergarten, High School and Support Class students to ensurecontinuity of learning and support for students during transition.

The school involves the student and parents in the planning for their learning through Review meetings, Personal


Learning Plans and parent interviews.

Mona Vale is also Sustaining and Growing in the Assessment and Reporting Element. Internal assessment data ismonitored and tracked through TORCH, SPIN and Dalwood testing and plotting on PLAN. The school needs to work onusing external assessment data as effectively. Student progress is reported to parents via school reports and parentteacher interviews.

An area of growth for 2017 is in the Student Performance Measures Element as the school is in the Delivering phase.

Teaching Domain

Mona Vale is currently Sustaining and Growing in Effective Classroom Practice. As part of our school plan milestonesthis year, we delivered several professional learning sessions on best formative and summative assessment practices,including the use of PLAN data. This included sessions where staff collaboratively developed student self–assessmentrubrics and the modelling of setting explicit learning intentions and success criteria for students at the commencement oflessons. Year 1 staff also delivered a session on PLAN data analysis and curriculum planning to track studentperformance, leading to all grades incorporating these strategies into their grade curriculum planning.

The school leadership team has also introduced formal lesson modelling and observations in 2016, with a specific focuson supporting early career teachers in effective classroom management to ensure access to curriculum with minimaldisruption.

Data Skills and Use continues to be an area of further development for Mona Vale as indicated by our overall ranking ofDelivering in this area. Whilst several professional learning sessions have targeted data analysis of PLAN and SMARTdata, along with presentations to staff and community regarding results of other internal data such as Torch Tests,Dalwood Spelling and Benchmarking, further work needs to be done by staff in further using this data to inform theteaching and learning sequence. This will form part of our milestones in 2017, to allow growth in learning from our initialunderstandings in 2016.

The school is Sustaining in Growing overall in our Collaborative Practice, however there are certain points of excellencewithin this standard. In 2016 the school has implemented a Sharing Classrooms program which has involved lessonobservations, effective feedback and collegial discussion. This program has been very successful in facilitating combinedgoal setting, collegial discussion and improved student outcomes and will continue in 2017.

Support for teaching staff is also evident in weekly grade planning sessions where collaboration occurs across stage andgrade groups to ensure consistent development and delivery of teaching and learning programs, supported byinter–school relationships within the Peninsula Community of Schools. Program sharing across the PCS has continued tooccur throughout 2016 and will continue to expand in 2017 via the DP and AP network.

The school is also Sustaining and Growing in Learning and Development, as evidenced by our comprehensiveprofessional learning schedule which is directly related to our strategic plan milestones and linked to the AustralianProfessional Teaching Standards. All staff have a negotiated Performance and Development Plan, which is specific totheir individual needs, and is reviewed by their supervisor when exploring professional learning opportunities forindividual staff.

The school’s work in the implementation of the Professional Standards remains an area of growth for 2017 as we plan tobroaden the staff’s understanding of the standards as part of their ongoing development. Staff are highly engaged inbroader school programs related to expertise and now need to take more ownership over their accreditation status andmaintenance.

Leading Domain

Leadership

Mona Vale is highly focused on developing leadership capacity in all groups within the school. Students, staff and thecommunity are provided with opportunities to develop and refine their skills in a supportive positive environment. TheLeadership Pipeline Project is an innovative and outstanding program that supports staff in building their capacity to leadat their level and provides management with the framework to assess and support staff targeted for leadership at ahigher level.

Community partnerships are an important aspect of the school’s vision of Excellence, Innovation and Community. OurSupport Unit has strong links with Quays Marina who sponsor our Unit, providing opportunities to use their facilities,services and personnel to support our learning goals. Our Student Council has been providing feedback to PittwaterCouncil on playground development and students and staff have been involved in a joint Pittwater Council PCS Project“Take 3 for the Sea” focusing on environmental sustainability.

Macquarie University and the school have a long standing strategic relationship focusing on opportunities for students


and staff to engage with both the University and University Hospital. Pittwater Council and the school are currentlyexploring the opportunity to build a Performing Arts Centre on the school site with joint school community use.

Given the breadth and depth of programs and initiatives in the area of Leadership we assess our performance asexcelling.

School Planning, Implementation and Reporting

The school’s planning process involved all stakeholder groups in the development of the School Vision, Values and Plan.School Survey data 2016 indicated high levels of satisfaction by parents and staff in the school directions andopportunities to contribute to the Plan. Staff and parents hold high expectations of student learning with a culture of"success for all" being a key driver, School Survey 2016. The school plan is regularly reviewed and key aspects reportedto both parents and staff.

While we are pleased with our process and reporting we believe we need to further refine opportunities for parent, staffand student feedback on school performance and ideas for improvement. As a result we are sustaining and growing inthis area.

School Resourcing

Workforce planning has focused on two aspects to bring the staff mix back into balance with a mixture of early career,mid–career and end of career staff. Secondly, ensuring a mix of staff skills that align with the School Plan. Soundfinancial management has allowed the school to strengthen our Core IT info structure, providing 21st Century technologyaccess for staff and students and the deployment of BYOD from Years 3–6, in excess of 700 students. The school is inthe 2nd year of a 3 year plan to refurbish and air–condition all classrooms and learning spaces. Currently 90% ofclassrooms are air–conditioned.

We believe given the evidence we are sustaining and growing in this area.

Management Practice and Processes

Communication and Administrative practices have been reviewed to provide high quality service to the schoolcommunity. Parents and staff commented positively in the 2016 Survey. The school leadership team works closely withboth the Executive of the P&C and School Administration to ensure systems and process are aligned to the School Planand provide efficient service to our community.

In this area we assess ourselves as sustaining and growing.

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

EXCELLENCE– Students demonstrate growth socially, emotionally and academically.

Purpose

To work together as a learning community to build knowledge, skills and attitudes around quality assessment practicesthat promote achievement of both educational and personal goals for successful lives in the 21st Century.

Overall summary of progress

Pleasing progress was made towards our 3 year goals in 2016. • Staff have developed a range of formative and summative assessment strategies which have been trialled. • Teachers have an understanding of the English Curriculum with clear evidence of syllabus outcomes and

appropriate quality teaching strategies in their programs. • The executive team have developed a clear understanding of the strategic planning process.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Growth of students in all aspectsof Literacy and Numeracy isabove DEC and PeninsulaCommunity of Schools average inNAPLAN assessment.

• Professional learning sessions and gradeworkshops on effective formative and summative assessment practices to enhance report writing inLiteracy and Numeracy. • 98% of Year 5 students were at or above theNational minimal standards for Readingand Numeracy. • 100% of Year 3 students were at or above theNational minimal standard for Reading andNumeracy.

• P & C funds to theschool: Library$10,000 Numeracy$20,000 Literacy $20,000 • Literacy and NumeracyResources: $16 818.20

80% of students are achieving ator above expected cluster level inLiteracy and Numeracy usingPLAN.

• Professional learning sessions on using PLAN inconjunction with the Literacy Continuum for Literacydata collection. • Professional learning sessions on using theNumeracy Continuum in conjunction with aNumeracy Assessment, that provides data ofstudent's progression on the continuum.

• Teacher Relief forplanning days for SpellingScope and Sequence: $3 600.00 • Teacher Relief forengaging in the NumeracyContinuum: $1 350.00

Surveys indicate an improvementin community satisfactionregarding reporting procedures.

• Executive team met regularly to discuss planningand implementation of Strategic Plan, evaluatingprogress to date. • School community have an opportunity tocomplete a survey regarding the reportingprocedures.

• Survey Monkey

All students are able to identifyand articulate personal learninggoals in Literacy and Numeracy.

• Teacher's incorporating learning goals intoprograms and creating individualised goals usingthe Literacy & Numeracy Continuums. • Regularly conferencing with students and parentsto discuss progress of goals. • Regularly update Records of Adjustment toensure all students have the capacity to achievetheir goals.

• Employment of anadditional LaST Teacher fortwo days covered throughour Every School EveryStudent funding:$47 638.00


Next Steps

To ensure that we meet our 3 year goals, the following strategies will be employed in 2017:

• Each grade will begin to develop a process for ongoing PLAN data entry in Literacy and Numeracy and student

self–reflection/goal setting. • All grades will implement the Science, Geography and History syllabuses with integrated Literacy elements. • Each grade will develop a process for ongoing student self–reflection and goal setting linked to the literacy and

numeracy continuums. • Community forums will be implemented to address changing curriculum and teaching strategies.



INNOVATION– A culture of forward thinking and risk taking.

Purpose

To provide opportunities for the whole school community to engage in a wide range of innovative teaching practices andlearning experiences that develop a culture of enquiry, creative thinking and collective responsibility for improving schooland student performance and wellbeing.


The following achievements were attained in 2016 towards our 3 year strategic goals: • Staff have a greater understanding of higher order thinking skills and the use of graphic organisers and have

demonstrated them in their teaching/learning programs. • All staff completed a Personal Development Plan which was reviewed at the middle and end of the year. • New History and Geography units were trialled and refined for implementation in 2017. • 12 staff members completed their accreditation at proficient level. • A Sharing Classrooms program was introduced to facilitate combined goal setting, collegial discussion and lesson

observations/feedback.




100% of teaching and learningprograms reflect the QualityTeaching Framework and HigherOrder Thinking skills.

• All Key Learning Area programs embed theQuality Teaching elements and higher orderthinking skills. • Staff implementing HOTS and GOS. • HOTS and GOS K–6 Scope and Sequencerevised. • Rubrics are being used K–6 and shared on theschool server.

• Termly planning daysacross grades. Reliefteachers employed for 1week per term: $9 000.00

Performance and Developmentplans for all staff demonstratereflection on teaching practice,identification of learning goalsand links to the AustralianProfessional Standards forTeachers.

• Identified teachers are measured againstAustralian Professional Standards for Teachers. • All staff completed a Professional DevelopmentPlan and they were reviewed by Supervisors twicethroughout the year.

• Teacher ProfessionalLearning on Tuesdayafternoon and grademeetings.

All BOSTES syllabus documentsare effectively implemented K–6.

• History, Geography & Science units developedand trialled in 2016. • Reflection and planning for 2017 during gradeplanning time.

• Termly planning daysacross grades. Reliefteachers employed for 1week per term: $9 000.00

Learning experiences and schoolplans are developed which reflectstudent input.

• Students survey data was analysed anddiscussed in grades. Resulting in analysis ofintegration of BYOD across all Key Learning Areas.

• Survey Monkey


Next Steps

To ensure that we meet our 3 year goals, the following strategies will be employed in 2017: • Higher order thinking skills and graphic organisers to continue to be embedded in all key learning areas in 2017. • Personal Development Plans will be re–developed at the beginning of the year. • History and Geography units will continue to be refined K–6. • Interested staff will begin the process of accreditation at Highly Accomplished and Lead levels.



COMMUNITY– We engage with our school and the wider community to provide opportunities for students and staff.

Purpose

To strengthen existing relationships with our community partners to develop understandings around quality teaching andlearning practices.

To work with the local community and council to deliver a Performing Arts venue.


Progress towards our 3 year strategic goals included the following: • The school worked with community partners to deliver effective programs. • The community were surveyed with regard to a number of curriculum initiatives.




Students from all grades areinvolved in external programsdelivered by; community partners,Macquarie University and thePeninsula Community of Schools.

• The Learning and Support team initiated acomprehensive community volunteers program. • Student engagement in programs deliveredin conjunction with community partners: • PCS Green Sea Turtle • OC combined program with Manly SelectiveCampus • Transition from preschool to school • PCS Science Club • Mona Vale House • Quays Marina • Surf Life Saving • Sea Eagles Read to Me

• Funds received fromsome of our CommunityPartners used fortransporting students,morning teas andresources.

Staff are involved in high quality,differentiated TeacherProfessional Learning aligned toour School plan.

• Executive collaboratively plan TPL schedulebased on School Plan.

• Mona Vale teachers skillsutilised and presented atweekly TPL. • External TeacherProfessional Learning:$29 793.00

New community facilities andevents are established in thelocal community based onstudents’ input and design.

• New community facilities and events are plannedbased on SRC students’ input and design. • Contributed to Local Park Area upgrades.

• SRC leading teacherrelease: $3 000.00

Increased number of parentsattending school run workshopsand the P&C.

• Parent volunteer participation has increased overthe year.

A performing art centre is built onour school site which reflectsschool community consultationand is being used for school andcommunity purposes.

• On hold.


Next Steps

To ensure that we meet our 3 year goals, the following strategies will be employed in 2017: • Continue working with community partners to develop effective programs in the school. • Re–establish conversations with the council.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading • Personal Learning Plans developed forAboriginal students and parent meetingsconducted. • All Aboriginal students attended PeninsulaCommunity of Schools’ NAIDOC celebrations.

$1 765.00

• Aboriginal backgroundloading ($864.72)

English language proficiency • Review EAL/D programs run by ouradditional staff.

$62 942.00

Low level adjustment for disability • Review Learning and Support programs runby our additional casual staff. • All students with a record of adjustment aresupported by the Learning and Supportteachers.

$129 255.00

• Low level adjustment fordisability ($1 070.00)

Quality Teaching, SuccessfulStudents (QTSS)

• School executive and teachers wereprovided with release time to mentor andcoach staff in high quality teaching andlearning practices.

Staffing Resource 0.835FTE

Community resources0.165 FTE

Socio–economic background • Out–Of–Home–Care Educational Plans forOOHC students. • Student assistance for excursions andactivities. • Text, exercise books and stationarysupplied to students.

$21 492.00

• Socio–economicbackground ($21 491.58)

Support for beginning teachers • Positive improvement in confidence andlesson observations. • Accreditation at Proficient attained for 12Early Career teachers.

$20 403.65

Targeted student support forrefugees and new arrivals

• Student assistance for excursions andactivities. • Text, exercise books and stationarysupplied to student.

$400.00

Professional Learning • Staff attended weekly TPL and externalTPL aligned to the School Plan and TeachingStandards.

$47 545.00

• Professional Learning($50 089.54)

Literacy and Numeracy • Resources purchased to support qualityprograms in the classroom.

$33 636.00

• Literacy and Numeracy($23 796.57)

Computer Coordinator Allocation • Technical support provided on a weeklybasis.

$32 084.00

• Computer CoordinatorAllocation ($19 593.87)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 504 536 574 589

Girls 447 474 497 505

It is a requirement that the reporting of information forall students be consistent with privacy and personalinformation policies.

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.6 96.3 96.4 96.2

1 95.4 95.3 95.4 95.5

2 95.3 96.2 95 95.8

3 96.1 96.6 95.7 95.1

4 96 96.2 95.3 94.5

5 95.3 96.9 95.2 95.2

6 95.1 95.9 95.7 95.1

All Years 95.7 96.2 95.6 95.3

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


Class sizes

Class Total

KR 20

KC 20

KO 21

KB 20

KM 21

KH 21

KT 22

KD 21

1C 21

1P 21

1G 22

1W 22

1DO 22

1V 22

1D 21

1S 21

2C 24

2R 24

2B 25

2O 24

2L 23

2G 23

3T 26

3G 31

3F 27

3C 27

3W 27

3B 26

4L 29

4G 30

4B 27

4V 28

4M 28

5F 30

5E 28

5B 30

5R 30

5L 28

6K 29

6F 29

6B 31

6S 29

6M 30

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 7

Classroom Teacher(s) 40.84

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.8

Teacher Librarian 1.6

Teacher of ESL 0.4

School Counsellor 1

School Administration & SupportStaff

9.27

Other Positions 0

*Full Time Equivalent

Reporting on information for all staff must be consistentwith privacy and personal information policies.

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

The school currently employs two teachers who identifyas Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 94

Postgraduate degree 6


Professional learning and teacher accreditation

The school recognises the importance of supporting thecontinuous development of professional practice for allstaff. In 2016, topics/areas covered in weekly TPLsessions, were linked to school initiatives as part of ourstrategic plan. There was a major focus on theassessment of Number in line with the NumeracyContinuum. Staff undertook a range of ProfessionalDevelopment as part of their individual Performanceand Development Plan (PDP), including the aspiringexecutive course and PCS early careers workshops. 24teachers completed the Mini COGE (Certificate ofGifted Education). Staff completed mandatory trainingfor CPR, Emergency Care, Anaphylaxis and ChildProtection.

The school is committed to supporting and developingbeginning teachers to ensure they become capable andconfident educators. The school offers an extensivementoring program for new staff and last year 12teachers were successful in gaining accreditation atproficient level.

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

Financial information

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

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

This summary covers funds for operating costs anddoes not involve expenditure areas such as permanentsalaries, building and major maintenance.

A full copy of the school’s 2016 financial statement istabled at the annual general meetings of the parentand/or community groups. Further details concerningthe statement can be obtained by contacting theschool.

Income $

Balance brought forward 798 696.69

Global funds 598 644.37

Tied funds 382 034.76

School & community sources 635 743.58

Interest 12 679.92

Trust receipts 232 417.33

Canteen 0.00

Total income 2 660 216.65

Expenditure

Teaching & learning

Key learning areas 137 709.54

Excursions 180 941.64

Extracurricular dissections 213 853.47

Library 33 761.63

Training & development 28 124.72

Tied funds 251 316.54

Short term relief 86 258.30

Administration & office 157 002.21

School-operated canteen 0.00

Utilities 67 265.50

Maintenance 34 254.75

Trust accounts 211 139.36

Capital programs 29 190.00

Total expenditure 1 430 817.66

Balance carried forward 1 229 398.99

The information provided in the financial summaryincludes reporting from 1 December 2015 to 30November 2016.

Please note funds do not include a full financial year aswe migrated to SAP on 5 September 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 1 461 528.07

(2a) Appropriation 1 259 728.60

(2b) Sale of Goods andServices

10 785.14

(2c) Grants and Contributions 187 420.47

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 3 593.86

Expenses -624 491.88

Recurrent Expenses -624 491.88

(3a) Employee Related -286 219.46

(3b) Operating Expenses -338 272.42

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

837 036.19

Balance Carried Forward 837 036.19

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 6 368 129.48

Base Per Capita 58 380.50

Base Location 0.00

Other Base 6 309 748.98

Equity Total 215 452.62

Equity Aboriginal 1 764.72

Equity Socio economic 21 491.58

Equity Language 62 941.61

Equity Disability 129 254.70

Targeted Total 635 422.60

Other Total 150 533.65

Grand Total 7 369 538.36

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

2016 English International Competitions andAssessments for Schools

120 students participated in the competition in 2016.Students in the school received 5 High Distinctioncertificates, 30 Distinction certificates, 35 Creditcertificates, 15 Merit certificates and 35 Participationcertificates.

2016 Mathematics International Competitions andAssessments for Schools

122 students participated in the competition in 2016.Students in the school received 8 High Distinctioncertificates, 45 Distinction certificates, 36 Creditcertificates, 9 Merit certificates and 24 Participationcertificates.

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 My School website provides detailed informationand data for national literacy and numeracy testing.Click on the link My School and insert the school namein the Find a school and select GO to access the schooldata.

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

The school’s academic performance is continuing tostrengthen based on a number of Literacy andNumeracy programs which have been introduced overthe past two years. Of particular note is the school’sperformance against the minimum standards for literacyand numeracy in Years 3 and 5.

Parent/caregiver, student, teachersatisfaction

Each Year Mona Vale surveys students, staff andparents to seek their thoughts and opinions on a rangeof school programs and organisational initiatives. Inaddition to our leadership and school satisfaction focus,in 2016, we are seeking comment on Creative Arts.

Overwhelmingly, parents 83%, staff 98% and students94% indicated Mona Vale was an excellent school withstrong leadership and projecting a clear direction for thefuture. Staff and parents commented positively thatMona Vale portrays a culture of excellence, innovationand success within the school and wider community.Parents 83% indicated the school was well managedand addressed concerns quickly and professionallywhen raised. Parents, 88% also commented positivelyon their interactions with staff indicating that they wereapproachable, professional and courteous.

The school has a strong focus on ensuring studentshave positive relationships with their teachers and thiswas evident in the survey results. Students commentedvery positively that their teacher was easy to talk to86% and that their teachers understand them and knowhow to help them learn, 87%. Parents also commentedpositively indicating that Mona Vale caters well for adiverse range of students learning abilities 80% and89% indicated their child was happy at school. Staff84% also strongly indicated that they believed theywere meeting the learning needs of their students.

The school’s Creative and Performing Arts programsare delivered K–6 with all students having one hour ofdedicated Music Education with a Music trainedspecialist teacher. Staff 100% highly value this focusand indicate the program has significant benefits forstudent success. Students 95% said they liked all theMusic, Dance, Art, Drama opportunities the schoolprovides.

Policy requirements

Aboriginal education

Mona Vale Public School works with the PCS toengage in many culturally significant events to promoteharmony, inclusivity and acceptance around indigenouseducation. Aboriginal Education, taught as aperspective across the curriculum, has become a focus


for awareness–raising activities and teaching. MonaVale has a proud tradition in teaching Aboriginalperspectives. The school is highly regarded by theAboriginal community for the quality of our Aboriginaleducation initiatives. Students have a positive attitudestowards Aboriginal and Torres Strait Islander cultureand people.

Multicultural and anti-racism education

Mona Vale has a small but growing number of studentsfrom backgrounds other than English. The schoolteaches multi–cultural perspectives across thecurriculum with a focus on developing respect andtolerance for the many cultures that make up ourdiverse Australian society. The Student RepresentativeCouncil helps organise Harmony Day celebrations andthis focus on celebrating our diversity is widelysupported by the Mona Vale community.

Other school programs

Creative Arts

Band & Strings Program

Mona Vale Public School has a vibrant extra–curricularinstrumental program. There are roughly 220 studentsin this program and they rehearse before school andafter school. There are four concert bands, (TrainingBand, Intermediate Band, Concert Band andPerformance Band) two jazz ensembles, (JazzEnsemble and Big Band) a percussion ensemble, threestring ensembles (Beginner Strings, intermediateStrings and Senior Strings) and an Orchestra. Ourensembles have an annual Band & String camp, play inlocal festivals, compete in the Sydney Eisteddfod, areinvolved in Arts Unit initiatives held at the Opera Houseand regularly perform for school events such as HonourAssemblies and Presentation day.

Choir Program

There are three choirs, a Year 2 choir, a Junior andSenior choir.

Dance Program

There are four dance groups, a Stage 1 dance, Juniordance, Senior boys and Senior girls dance.


2016 mona vale public school annual report vale public school annual report 2016 2593 page 1 of 19...

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