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Doonside Public SchoolAnnual Report

2017

1760

Printed on: 21 February, 2018 of 40 Doonside Public School 1760 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Doonside 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.

School contact details

Doonside Public SchoolCnr Kildare Road and School ParadeDoonside, 2767www.doonside-p.schools.nsw.edu.audoonside-p.School@det.nsw.edu.au9622 3575

Message from the Principal

Doonside Public School caters for the academic, social and emotional needs of children from a range ofsocio–economic, language and cultural backgrounds. The Annual Report provides a snapshot of achievements andperformances throughout 2017. However this overview does not provide detailed information on school procedures oron the way the school community influences student learning and school culture.

Doonside Public School has a long tradition of providing a solid foundation for student learning based on explicit teachingpractices and a strong student welfare focus. Some paintwork and building upgrades have also continued. Manyteaching and learning resources have been purchased and upgraded to ensure that staff and students have access tothe most up to date equipment.

We have continued to broaden the emphasis on cultural and sporting activities with events such as our annual schoolconcert, cultural celebrations, inter–school sporting competitions and academic days. During 2017, there was anincreased opportunity for student engagement in whole school wellbeing programs including Life Skills, Secret AgentSociety and Chillax.

Doonside PS Wingarra Preschool staff has continued to build strong relationships with parents and the broadercommunity and their influence have led to an increase in the enrolment of Aboriginal children in preschool. Fundingsupport has also helped to strengthen the transition to school program for Aboriginal students. Our preschool is rated“Exceeding” against the National Quality Framework. The preschool has been provided an opportunity to participate inthe Tunin' In program were we employed a community engagement officer to increase parent and communityengagement with their child in preschool. We are looking forward to continuing this program in 2018.

We are committed to:

Quality Educational Programs for all students.

Empowering students to become lifelong learners who are responsible and independent decision makers.

Promoting the Educational, social, emotional success of each and every student.

strengthening the continued partnership between the school and its community.

Ensuring that Doonside PS utilises all resources efficiently to promote maximum benefit for all students.

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

David Galea – Principal


School background

School vision statement

Doonside Public School aims to provide a caring, happy environment in which each child will be equipped withknowledge, skills and the acceptance necessary to be an achieving member of our changing society.

Our school provides children with:

A warm, caring educational environment where staff, children, parents and the community work together to attain thebest possible educational outcomes.

The opportunity and encouragement to develop to their full potential –academically, emotionally, culturally, socially andphysically.

A model for acceptable social behaviour and responsibility within the school and the community.

We are committed to:

–Excellence and equity in teaching and learning;

– Excellence and equity in leadership;

–Excellence and equity in engagement;

–Empowering students to become responsible and independent decisionmakers; (WBF)

Promoting the concept of 'lifelong learning'; (WBF)

Ensuring quality teaching and learning programs for all students;

Promoting the welfare and development of students and staff; (WBF)

Encouraging collegiality, team spirit and collaborative action;

Enhancing the partnership between the school and its community; and

Fostering an environment that utilises itsresources efficiently to promote maximum benefit for all students.

School context

Doonside Public School is located beside Doonside Railway Station in the Western Sydney Region of NSW. Theschool’s history dates back to the late 1930’s when local farms were subdivided and allotments were provided for thesettlement of returned soldiers.

Our school population of 227 students (P–6), includes children with 23 languages and cultural backgrounds. The schoolhas a significant Aboriginal and Torres Strait Islander population (29.7%) and 48% of students from non–Englishspeaking backgrounds. We have a staff at a variety of experiences levels, ranging from Early Career Teachers to moreexperienced teaching staff. Our local community is supported by a number of government and non–governmentagencies. The Preschool caters for Aboriginal students as a Regional resource. Doonside Public is supported by the DoEthrough various funding programs.

Self-assessment and school achievement (for schools participating in ExternalValidation)

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear


description of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated : • In the domain of Learning the school's self–assessment is consistent with the evidence presented and is validated

using the School Excellence framework – over all determination is Sustaining and Growing. • In the domain of Teaching the school's self–assessment is consistent with the evidence presented and is validated

using the School Excellence framework – over all determination is Sustaining and Growing. • In the domain of leading the school's self–assessment is consistent with the evidence presented and is validated

using the School Excellence framework – over all determination is ExcellingOur self–assessment and the external validation process has assisted the school in the development of our 2018–2020school plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Teaching and Learning

Purpose

To initiate an integrated and systematic approach to support all students to become competent, creative andcollaborative learners with a relentless focus on lifelong learning attitudes, values and practices.

Overall summary of progress

Significant growth in reading levels are a result of focussed learning support being provided to K–6 students.

Analysis of the school’s achievement in growth against NAPLAN indicates that there is a significant improvement in allareas, specifically in the area of Spelling, for which the school has a standardised program.

Teaching and learning programs, all Key Learning Areas (KLA’s) are monitored each term for professional growth and toensure expectations are met. Classroom observations support the pedagogical delivery of quality teaching instruction.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

75% or more of all to meetPremier's Targets for Literacyand Numeracy.

RAM funding

($3,589,44.00) allocatedthrough key initiatives isdesigned and implementedto support strategicdirection improvementmeasures.

Specific details can befound in Key Initiatives.

This is further supportedthrough the following:

Professional development

$11,887.00

GTIL

$13, 127.38

ATSIEAP

$6,310.14

Data represents student achievement for Term 12017 as compared to achievements for Term 32017.

PLAN K–6

Staff utilise PLAN software to record, analyse andmonitor student progress throughout the year.PLANis utilised by all K–6 teachers who report andupdate student learning onthe Literacy andNumeracy continuum on a 5 weekly cycle. Theongoing analysis of this information promotesquality teaching practices within the teaching andlearning cycle for all students. The use of PLANsoftware is mandatory for the recording of the BestStart Kindergarten Assessment data. The Principal,executive and classroom teachers use PLAN toidentify students’ current Literacy and Numeracyachievement levels to inform school planning andbudgets as well as support teachers intervention forstudents with higher learning needs. Using PLAN toplot K–2 students twice a term on the Literacycontinuum has become an embedded practice.Teachers continue to generate Early LearningPlans and class analysis sheets to focus Literacyteaching at the current needs of thestudents.Teachers have worked collaboratively toensure Consistent Teacher Judgement isusedwhen plotting students.

Best Start–Kindergarten

Best Start assessments are administered at thebeginning of kindergarten. It consists of a set ofnumeracy and literacy tasks, which show whatknowledge, and skills the students bring with them.These results are analysed and the information isloaded onto PLAN. The DoE harvest thisdata. Towards the end of term 1, parents are invitedto visit the school for an information morning where






75% or more of all to meetPremier's Targets for Literacyand Numeracy.

a copy of their child’s personalised report isdiscussed with staff. Consistent professionaldevelopment for staff has resulted in greaterknowledge base for the use of PLAN softwareleading to differentiation teaching and learningpractices.

Literacy End of Kindergarten

Students are reading, responding to, and thinkingcritically about a variety of fiction and non–fictiontexts introduced and taught at level 8 and above.They use a range of sources of information in thetext, along with their prior knowledge, to makesense of the texts they read. With teacherguidance, students use strategies such as askingquestions and making inferences to help them thinkmore deeply about the ideas in the text.

Students are reading, responding to, and thinkingcritically about a variety of fiction and non–fictiontexts introduced and taught at Reading Recovery(RR) level 8/9 and above.

Using PLAN to plot K–2 students twice per term onthe Literacy continuum has become an embeddedpractice.

Teachers have continued to generate classanalysis sheets to focus Literacy teaching at thecurrent needs of the students. • Teachers have worked collaboratively to ensureConsistent Teacher Judgement is used whenplotting students. QT APs have also continued toassist teachers in delivery of lessons based onEarly Learning Plans and help to group studentaccording to data based on clusters. • Explicit teaching of comprehension strategiesusing the ‘Super Six Comprehension Strategies’has continued. The growth in this area is notable. • Reading outcomes are a result of focussedlearning support being provided to K–6 students.

50% of students K–2 achievingexpected outcomes against theMathematics continuum (EAfS)

RAM funding

($358944.00) allocatedthrough key initiatives isdesigned and implementedto support strategicdirection improvementmeasures.



Professional development –$11,887.00

GTIL – $13, 127.38

Early Action for Success 2017

Benchmarks to be achieved – Numeracy

The syllabus helps to identify grade expectations forthe end of Kindergarten and the end of Year 2.These expectations are broadly described by EarlyStage 1 and Stage 1 outcomes and achievementstandards. However, to identify the progress ofeach student in Kindergarten to Year 2 in aspects ofliteracy and numeracy against an expectedstandard relies on operationalizing the continuumsin responding to common tasks. The followingprocess has been developed to assist with the datacollection and to determine shared expectations forend of Kindergarten, Year 1and Year 2 in aspectsof numeracy across the schools in Early Action forSuccess.

By the end of Kindergarten






50% of students K–2 achievingexpected outcomes against theMathematics continuum (EAfS)

ATSIEAP – $6,310.14By the end of Kindergarten, students should be ableto correctly count up to 20 items and be able tocomplete an oral count to thirty. They should alsobe able to identify numerals up to 20. As studentscan be at different places on each of these aspects,information is needed on the Forward number wordsequence, Early arithmetical strategies andNumeral identification.

By the end of Year 1

By the end of Year 1 a student should be able to atleast count–on–and–back and be working onenhancing their range and application of facilestrategies. He or she should also be developing anearly conceptual understanding of place value.

By the end of Year 2

By the end of Year 2 a student should be able to atleast count–on–and–back and apply facilestrategies. He or she should also have anunderstanding of the meaning of place value withtwo– or three–digit numbers.

Reduce the difference in Studenttrend data in English andMathematics between state andschool by 50%.

RAM funding

($358944.00) allocatedthrough key initiatives isdesigned and implementedto support strategicdirection improvementmeasures.




$11,887.00

GTIL

$13, 127.38

ATSIEAP

$6,310.14

Mathematics 3–6

In 2017 we continued our focus towardsMathematics and Numeracy skill developmentthrough structured Mathematics delivery program. Students engage in a number of activities thatpromote the development of their basic Mathematicskills, foundational knowledge, problem solving anduse of Mathematics in real life situations. A focus inthe area of language development for Mathematicsand its terminology continued.

Teachers have continued to use and improve theirprogram content with the use of the NSW Syllabusfor the Australian Curriculum. Development oflearning tasks that ensure outcomes are addressedat the stage/age appropriate level for the studentsin their classes.

Analysis of the school’s achievement ingrowthagainst NAPLAN indicates that there isimprovement in student learning.

Teaching and learning programs for Mathematicsare monitored each term for professional growthand to ensure expectations are met. Classroomobservations support the pedagogical delivery ofquality Mathematics instruction

Individual students willdemonstrate age and stageappropriate growth in Literacyand Numeracy.

NAPLAN

Year5

Average Scaled growth of students Year 5 inReading 79.0 compared to 78.9 for Year 5 DoEstudents.







Average Scaled growth of students Year 5 Spelling91.6 compared to 89.6 for all Year 5 students inNSW.

Average Scaled growth of students Year 5Grammar and Punctuation 78.5 compared to 66.6for all Year 5 students in NSW.

60.9% of students achieved greater than or equal toexpected growth in Numeracy.

South Australian Spelling

The consistent use of the South Australian Spellingassessment has been implemented throughoutYears 1–6. Used as a standardised diagnostic,reporting and planning tool, data obtained from thisassessment has guided the development of aspelling scope and sequence as well as a monitorof student achievement and growth.

Data shows that: • A number of students have a spelling age whichexceeds chronological age allowing lessondiscrimination and tasks to be aligned with theirareas of need. • A number of students have received results thatindicate a critically low achievement, allowing afocus on their area of need from lessondifferentiation, referral to LST to intensiveintervention where required. • Individual student growth is noted amongst themajority of cohort. • Significant achievement and growth in NAPLANwas evident in 2017.

Student Surveys

Literacy • 91% of students stated that their teachers tellthem what they’re learning and why. • 92% of students have indicated that they try to dotheir best and take pride in their work. • 89% of student’s indicated that the English theylearn is utilised in other KLA’s.Numeracy • 91% of students indicated that that their teachersinform them of what they’re learning and why. • 88% of students indicated that they take pridein their learning • 76% of students indicated that they usedconcepts learnt in Mathematics in other KLA’sStaff Surveys

Literacy • 92% of staff indicated that NAPLAN informationinforms their teaching. • 100% of staff indicated that their teachingprograms explicitly address each student’s literacyneeds.Numeracy







• 88% of staff indicated that NAPLAN informationinforms their teaching. • 100% of staff indicated that their teachingprograms explicitly address each student’snumeracy needs.Staff: • Development of a Data wall for visualrepresentation of data for staff quick reference andreporting. • Use of a standardised task has allowed teachersto more readily plot student achievement andgrowth. • Further reflection of achievement has motivatedteachers to validate student results throughschoolbased tasks as well as alternativestandardised testing for a triangulation of data. • Use of consistent strategy development throughthe use of the school spelling scope and sequencehas resulted in a continuum of teaching of spellingskills.Students:

Student confidence in use of spelling strategies hasincreased.

Next Steps

1. Teachers will take responsibility for changes in practice required to achieve improved school performance throughusing data and feed back to monitor the effectiveness of their individual professional growth and practice torespond to the development of all students empowering their individual development of string identities as learners.

2. Doonside PS will provide Professional learning opportunities that involve strategies for community engagementthat enables staff to achieve their own professional standards and promote opportunities for collaborative practiceleading to empowered and impassioned teaching to meet the learning and wellbeing needs of all students.



Leadership

Purpose

To build strong relationships and maximise capacity as an educational community, by leading, inspiring and supportingstudents, staff and parents to challenge themselves as members of the wider school community.


The needs of the school in terms of leadership were addressed and facilitated, providing opportunities to all staff todevelop leadership skills at a higher level.

The focus on Excellence was demonstrated throughout school wide practices, with the delivery of efficiency measures tostreamline practices which enable learning to remain the core business.

Whole school practices and systems were reviewed and updated where necessary.





Instructional Leader rigorousanalysis of PLAN data, PD in theteaching of K–2 Literacy /Numeracy guiding contextuallyresponsive tiered learning.

RAM funding ($358944.00)allocated through keyinitiatives is designed andimplemented to supportstrategic directionimprovement measures.


Early Action for Success 2017–Literacy–Reading, Comprehension and Phonics/Spelling

All K–3 staff utilising PLAN analysis to guide PD(EA4S)

PLAN data is used as a baseline for allinterventions in Literacy. The use of and theanalysis of this data enables tailored support to beavailable for students with more complex literacyneeds as identified by classroom teachers in theschool learning and support meetings.

The instructional leader, the deputy principal andassistant principal play a key role in building staffskills and knowledge in teaching and assessingLiteracy. Teachers are assisted to customiseflexible learning groups for literacy based on dataand consistent teacher judgement. Tiered targetedinterventions by the learning and support teacherswere programed for students who have beenidentified as being at risk of not meeting minimalbenchmarks in Literacy.

Teachers have had the opportunity to participate inhours of professional development to becomeproficient at understanding the content andrequirement of the syllabus, the continuum and touse their professional teacher’s judgement whenassessing students using both formative andsummative assessments. Evidence of professionaldevelopment is demonstrated during professionaldiscussion around data, planning and programingand class visits.

Early Action for Success 2017– Numeracy

The instructional leader, deputy principal andassistant principal play a key role in building staffskills and knowledge in teaching and assessing






Instructional Leader rigorousanalysis of PLAN data, PD in theteaching of K–2 Literacy /Numeracy guiding contextuallyresponsive tiered learning.

numeracy. Teachers are assisted to customiseflexible learning groups and differentiate learningexperiences and activities for numeracy based ondata and consistent teacher judgement. Tieredtargeted interventions by the classroom teacher andlearning and support teachers is programed forstudents who have been identified as being at riskof not meeting minimal benchmarks in numeracy.

PLAN data is used as a baseline for allinterventions in numeracy. The use of and theanalysis of this data enables tailored support to beavailable for students with more complex numeracyneeds as identified by classroom teachers in theschool learning and support meetings.

The school principal and executive staff haveembraced these strategies/tiered interventions andhave made available all essential funds, time andequipment needed to enhance the numeracylearning of both the teachers through professionaldevelopment release days. This strategy will becontinued in 2018.

STAFF (EAfS) • Staff indicates a greater sense of collegialitythrough the lesson sharing model along with animprovement in program design and delivery,student engagement and outcomes. • More conscious use of literacy and mathematicalmeta–language by staff. • Teachers have continued to reflect on theirteaching practice. • Teachers continue to deepen their knowledge ofthe curriculum and continuum and are moreaccurately plotting their students on the Literacyand Numeracy Continuum. • Shared planning has increased the teacher’sability to differentiate the activities there byproviding avenues of success for all students.

Increased percentage of staff andstudents implementing successfuland meaningful leadership andmanagement opportunities.



Staff Leadership Opportunities

A number of staff achieved their Executive positionsduring 2017. As a result of staff vacancy successfulcandidates participated through EOI selection totheir role as Assistant Principal. This role requiresthe supervision of a designated team within theschool, along with a mentoring capacity and avariety of procedural responsibilities. A substantiveAssistant Principal Support position was madeavailable and successfully filled through meritselection.

This experience has built the capacity of staff bothin the executive roles, in their ability to support andimprove pedagogical practice for other teachers. Ithas required constant reflective practice to enablementoring to be effective. Further it has shown thatexecutive in these roles have built their capacity todevelop and run whole school programs andevents.







Doonside Public School continues the employmentof a Deputy Principal to support whole schoolpriority areas, mentoring of Assistant Principals andconferencing with student leaders to develop theirskills.

Student Leadership Opportunities

School leaders (captains, vice captains andprefects) were elected into their positions throughwhole school selection at the conclusion of 2016.Sporting captains, SRC leaders and curriculumleaders (i.e.library monitors) were elected into theirpositions at the commencement of 2017. Allstudents in a leadership capacity are given theopportunity to engage in the school communitythrough various activities including assemblies,peer support programs (Better Buddies) andleadership conferencing with executive staff.Students are encouraged to participate in variousextra–curricular activities and are supported in theirability to engage appropriately during these times. They are further supported in their leadershipdevelopment through attending leadership campandleadership excursions that encourage teambuilding, resilience training and problem solving.Student leadership opportunities will continue atDoonside Public School.

Practicum Supervision

School–based professional experience coordinationwas delegated to an executive member whoprovided a liaison between student teachers,mentor teachers, the universities and the studentteacher supervisor. Pre–service teachers arewelcomed to Doonside Public School with aninduction of the school policies, procedures andother essential school business information.Regular conferencing with student teachers andmentor teachers would occur, providing support toall parties when required.

Programming

In accordance with DPS Executive AccountabilityFramework, all supervisors rigorously check,evaluate and provide feedback on all teaching andlearning programs. Executive consistency ofapproach is supported through the developmentand use of Program checklist and collegialcommunication. Review of staff performance isdiscussed in line with feedback and addressed asrequired. Programming design and delivery isevaluated through observation of classroompractice by supervisors. Observation feedbackreflects the teaching standards.

Review of executive performance is discussed inline with feedback on the support and mentoringprovided to team members including the Principaland Deputy.







Programming requirements and scope andsequence documents are based on syllabusrequirements and teaching standards,whilereflecting the QTF and continuum documents.

Preschool QIP

The Preschool is meeting the requirements of EYLFand NQF. Each child is supported to work with, helpothers and learn from others through collaborativeleaning opportunities.

The Preschool evaluation against NationalStandards resulted in a rating of Exceeding. Thedesign, review and use of the QIP continue to guidepractice. The preschool staff continue to participatein PD to maintain their knowledge base around thecurrent EYLF and initiatives.

The QIP is a working document and is updated andamended on a regular basis. The preschool teamhave engaged in PD that guides the implementationof the EYLF and National Quality Frameworkthrough working with the P–2 Initiatives OfficersProfessional Learning Team. This was achievedthrough working collegially with the AboriginalTransition to School Network, Principals Network,Aboriginal Education and Engagement Advisorsand Liaison Officers.

Additional funding provided quality professional PDensuring the QIP, compliance and regulationscontinually being reviewed and updated.

100% of teaching staff will have aworking ProfessionalDevelopment Plan



Professional Development Framework

With the introduction of the ProfessionalDevelopment Framework as a means to improvingteacher quality, staff under took a process ofdeveloping their own Professional DevelopmentPlans. This process involved a series of goalsetting opportunities where teachers identified theirown strengths and areas of development andidentified strategic goals to reach their outcomes.

The process highlights strengths within the staffingcommunity and encourages leadershipopportunities to be engaged.

Professional Development Plans: Teaching

As continued best practice and in line with DoEexpectation, all teaching staff have developed aworking PDP. This document reflects theirprofessional goals and aspirations for the comingyear with strategic reflection points. Clearlycommunicating these goals with supervisors hasassisted staff in accessing appropriate PD in linewith their personal document and the school plan. Evaluation of their achievement has assistedsupervisors in supporting their areas of personallyidentified growth or interest, potential blocks as wellas pathways forward.






100% of teaching staff will have aworking ProfessionalDevelopment Plan

Professional Development Plans: Non–Teaching

During 2017 the implementation of PDPs fornon–teaching staff occurred. This practice mirroredthe practice of teaching staff in terms of goalidentification, professional learning opportunitiesand reflection / evaluation with supervisors.

Surveys – Staff

All teaching staff developed individual ProfessionalDevelopment Plans based on their current needs,expertise, knowledge and skills. Staff have utilisedtheir evaluations from 2016 to determine furthergrowth and development for 2017. All teachingstaff engaged in conferences with their immediatesupervisor to determine their mid–year evaluations(any modifications as a result) and their end of yearevaluations. All staff from the Principal through tothe teaching staff have engaged in this process. • 100% staff indicated that school leaders buildrelationships based on trust, collegiality andteamwork • 100% indicated that school leaders inspire andmotivate learners.

Next Steps

1. Continue School wide and /or interschool relations providing coaching and mentoring support will be expanded toensure the ongoing empowerment of all staff, students and community members.

2. Continue to review and implement structures and processes that underpin ongoing school improvement throughprofessional development whole school. Maintaining the school plan at the core of continuous improvementinclusive of strategies and resources that support a culture of high expectations and community engagement.



Engagement

Purpose

To initiate, facilitate, inspire and support the connection between the learner and their learning.


Parent understanding of DoE and School guidelines and expectations has increased collegiality between parents, schooland Student Services.

Rigorous monitoring, follow up and communication re student attendance has demonstrated the growth in student rate.

Parents are made aware of other community resources available to help with their family needs.

Increase support and opportunities for cultural engagement / development based learning for students and teaching staffK–6.

School supports and embraces / celebrates multicultural inclusivity

Recognition of important cultural events celebrated in the community/ families including: Community Expo; ParentTeacher interviews; Grandparents day; Multicultural Day; Education Week; Anzac Day; Harmony Day; NAIDOC Day;Maths Fun Day; Literacy Fun Day; Sporting events; Concerts; Books in Homes; Rugby; AFL; Backyard RL; Soccer NSW;UWS Heartbeat; Special Education Christmas party; Red Cross; School Spectacular; Excursions; Incursions; IndigenousLiteracy; Swim Scheme; High School Transition; Kindergarten/Preschool transition; Halogen Leadership Young leadersday in the city; Camp; Leadership camp; Student leadership opportunities; Gallery; "Open Door" policy; PSSA; MiniOlympics;; Year 6 Graduation and Farewell; Presentation Day; Badge ceremonies; PBL awards; Movie day; Token Day.





Increase student engagementwith higher relevant learningexperiences which impact onstudent whole day attendance,target set at 93%.

Staff accountability link toPDP Strategic staffing –DP, AP admin InstructionalLeader and SASSemployment EA4S



Classroom Observations

A focussed Literacy and Numeracy session is beingpresented in K–6 classes in the school.

Students are being taught at their level ofability andactivities are being differentiated to suit the learningneeds ofthe students. Students are engagedthrough quality teaching and learning activitieswhich are presented in various ways such as handson or through technology to not only introduce newtopics, but to also consolidate student’s learning.

K–6 teachers are using a 5 weekly replotting ofstudents on the Literacy and the Numeracycontinuum to support consistent teacher judgementand to guide focussed differentiated teaching inPhonics, Comprehension, Reading, Writing andMathematics.

Teachers in Years 3–6 utilise SENA, SAST andschool based assessment tasks to enableconsistent teacher judgement.

Student goal setting tasks were implemented toencourage self–reflection and greater studentregulated learning. Student centred vs teacherdriven programming and practice promotedincreased engagement across all KLAs.







Student surveys • 80%of students indicated that they do things inthe classroom that are new and exciting. •78%of students indicated that their teacher plansclass activities that are interesting and engaging.

Staff surveys •100%of staff indicated that they consider whether agroup activity best meets the needs of individualstudents in Literacy 95% indicated for Numeracy. •100%of staff indicated that Literacy development isdependent on the quality of the teaching for Literacyand 90% indicated for Numeracy.

Management of non–attendance

Student attendance is rigorously monitoredbyAP/attendance coordinator with support from theAEO. Processes to monitor and improveattendance whole school include:

phone calls, Notes home, medical consultation,formal and informal meetings with parents andASLSO / HSLO support.

Attendance rates have improved to a point wherethere is fewer instances of regional intervention withobservable improvements in parent communicationto explain student absence.

Suspension – Whole School

In regards to whole school suspensions, thefollowing has been recorded: • 2017: 0 long suspensions and 3 shortsuspensions. • 2016: 0 long suspensions and 10 shortsuspensions. • 2015: 6 long suspensions and 6 shortsuspensions. • 2014: 4 long suspensions and 16 shortsuspensions. • 2013: 3 long suspensions and 13 shortsuspension. • 2012: 0 long suspensions and 14 shortsuspensions. • 2011: 0 long suspensions and 20 shortsuspensions. • 2010: 32 long suspensions and 76 shortsuspensions.Students continue to focus on the positivebehaviour for learning strategy maintaining lowersuspension rates for recidivist students. Population2010 was 130 P–6 compared to 2017 in whichthere are 281 P–6.

Suspension – Aboriginal

2017 data has demonstrated that the overall







suspension rate is highly represented by studentsof Aboriginal background. There were no longsuspensions recorded this year. Out of the 2 shortsuspensions 50% were from Aboriginal Students.This is a reduction of 25% from 2016.

PBL Observations

PBL continued to remain as a whole school focus in2017. Students are reflect the core values andschool rules of being “Safe, Respectful,Responsible and a Learner” through the support ofconsistent language and application of lessons inclass and through all activities they engage in.Weekly focuses were developed against theanalysis of data on undesired behaviour andstudents engaged in in–class activity to unpack andexplicitly teach strategies to deal with the undesiredbehaviours.

2017 saw a significant increase in studentsachieving desired behaviour levels onself–reflection. Data records reflect that desiredbehaviours have increased with few reports beinglodged.

Purchase and installation of two “Buddy Benches”occurred in 2017 to encourage students to activelyseek out playmates during recess and lunch. These benches are placed in both primary andinfants playgrounds and have been very successful.

Trends indicate that we will see our highest levelsof Banner and Diamond award recipients at our endof year presentation in 2017.

Maintain and strengthen parent /carer participation at the school toimprove engagement andeducational outcomes for allstudents through communityconsultation.

Staff accountability link toPDP Strategic staffing –DP, AP admin (InstructionalLeader) and SASSemployment (EA4S).

RAM funding($3,589,44.00) allocatedthrough key initiatives isdesigned and implementedto support strategicdirection improvementmeasures.


Parent surveys

Parents were surveyed and their responses areindicated below: • 100% of parents indicated they feel welcomed inthe school. •94% of parents indicated that they feel the schoolvalues their help and interest. •100% of parents indicated that they share in theeducation of their child. •100% of parents indicated that the school’s currentaim is to improve the quality of learning andteaching. •100% of parents indicated that parent involvementis welcomed and valued.

Attendance at functions

The school has observed greater engagement ofparents and community members at schoolevents. This is evident through the increasedattendance of parents at our K–2and 3–6






Maintain and strengthen parent /carer participation at the school toimprove engagement andeducational outcomes for allstudents through communityconsultation.

assemblies in addition to our whole schoolassemblies / events.

P&C/Parent Helpers

During 2017, our P&C experienced a roll–over ofexecutive who were elected at the AGM. The P&Chold regular meetings to provide feedback oninitiatives they are pursuing and to seek avenues toengage with the school community as a whole. This year the P&C have held raffles, Mother’s Day,Father’s Day, Christmas stalls, Halloween Discoand BBQs. While not all fundraising is successful,they have generously continued to donate to theschool for the areas of subsidising school camp,Year 6 end of year festivities and whole schoolmovie day.

Parent helpers are welcomed into the schoolthrough a number of different avenues. Traditionallyparents offer their time in classrooms and readingactivities remain the most popular. Many parentssupport school events and fundraising while notbeing active or financial members of the P&C.

Parent Teacher Interviews

In 2017 Parent Teacher interviews were held inTerm 2 at the completion of the reporting period.Teachers conducted these interviews with parentsto discuss student achievement on an academiclevel. This process allowed parents to gain anunderstanding of requirements and expectationsagainst DoE syllabus documents. Teachers had theability to unpack these syllabus expectations withparents and discuss their student achievement asreported. This opportunity also allowed furtherdiscussion around areas of need or extension forstudents, ways parents can assist their student athome and future milestones for the coming year.

In addition to parent/teacher interviews , reviewmeetings for students in Support Classes in Year 6were conducted in Term 1 and reviews for all otherstudents in Support Classes K–5 were conducted inTerm 3. These meetings provide opportunitieswhere student academic and social/emotionalneeds are discussed in line with future enrolmentswithin a supported setting, transition points andadditional needs.

All staff participates in applicableProfessional Developmentopportunities.

Staff accountability link toPDP Strategic staffing –DP, AP admin (InstructionalLeader) and SASSemployment (EA4S)

RAM funding($3,589,44.00) allocatedthrough key initiatives isdesigned and implementedto support strategicdirection improvement


Individual

All staff are provided opportunities to undertakeprofessional learning in their area of identified need,strength or interest. All individual PD isimplemented as a reflection of the PDP and willmeet an area identified in the school strategicdirection document. During 2017 a number oflearning opportunities were undertaken includingRoad Safety, school gardens, autism support etc.






All staff participates in applicableProfessional Developmentopportunities.

measures.


Whole school

Whole school PD is undertaken on a weekly basis,on Staff Development days or as a need isidentified. During 2017, the school teamparticipated in mandatory training including Childprotection, First Aid, emergency care,WHS,complaints handling, code of conduct, DDA,social media etc. Further PD is offered in the areasof NAPLAN, milestones, school excellenceframework and so forth.

Early Action For Success

Professional Development for the EAfS initiative isundertaken regularly to ensure that allaccountabilities of the program are met throughupskilling of teaching staff. All teachers P–3(including support unit) are expected to participatein the fortnightly sessions in which they discuss andevaluate data at a school and state level, shareteaching strategies and investigate future directionsin student achievement. Sessions are prepared withprofessional readings to support the focus for thatparticular week. The Instructional Leader worksalongside the teachers in class, assisting them todevelop their pedagogy, implement strategies,observe lessons or demonstrate lessons in anactive setting. PD is delivered as a working modeland can occur in a formal or informal setting as theneed or opportunity arises.

Information Communication Technology

While no additional technology has been introducedin 2017 that warrants PD, the school participate inthe NAPLAN online preparation tests during Term3. This required professional learning for executiveand relevant teaching staff in order to set up, markand deliver the test correctly.

Communication

A number of opportunities to communicate with allstakeholders are embraced at Doonside PublicSchool. As the greatest source of informationgathering and sharing, we utilise a number ofmethods to communicate with our wholecommunity: • Verbal / face to face conversation • Telephone • written communication • Newsletter • Electronic Sign • Facebook / Twitter • Website

Next Steps

1. Empower students to become self–aware, build positive relationships and actively contribute to the school,


community and the society in which they live.2. Doonside PS will expand students' use of self–assessment and reporting processes to reflect on their learning and

provide feedback to plan their future learning.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Flexible funding $29,495Total Flexible Funding=$29495FTE 2.0$131,018Socio economicFTE

Aboriginal Education – ObservationsDoonside Public School is very fortunate inthat we are one of very few schools to have anumber of staff who identify as Aboriginal.Currently we employ two Aboriginal EducationOfficers, a School Administration Officer anda community engagement officer who workwith the students within our classrooms. OneAEO is specifically allocated to working in ourpreschool as this is a designated regionalresource. The AEO is required to assist thechildren to access the curriculum and learningactivities being introduced that day. Our AEOis required to be certified to meet all of thelegislation as an Early Child care worker andcombines this with the cultural supportrequired for our Aboriginal children. OurAEO (K–6) is allocated a timetablethroughout our classes to engage withAboriginal students and to assist them inaccessing curriculum. This may be ofassistance in specific areas of learning orthrough general presence. The CEO wasnewly appointed in 2017 to foster parentalengagement of Aboriginal students in thepreschool through the Tunin In project.Parents are regularly updated on the progressof their children’s learning through a socialmedia app called “Kinderloop”. As a collectivegroup, our Aboriginal Education Teamsupport all students and staff through thedevelopment and implementation of PLP’s.They further assist in making and sustainingrelationships with families; connections thatimprove communication and action for theschool and the student. Through our AEO weare fortunate to offer periodic “Chill and Chat”mornings for our parents. These are oftenscheduled in response to parental concern orschool needs to ensure communityengagement, consultation and support areencouraged. The Aboriginal Education teamat Doonside Public School actively involvethemselves in all whole school events andoffer opportunities for students to engageculturally through dance, music and art. Theyplay a pivotal role in NAIDOC celebrations. Itis an embedded practice and jointresponsibility to ensure that Aboriginal culturalperspectives are taught to all studentsregardless of their own cultural background.Our Aboriginal Education Team actively seekguidance and assistance from the Regionalteam at Nirimba office and State office(Oxford street) as well as from local AECG,land council and community to ensure allneeds are met.

Heartbeat 2017. During 2017 we continuedour partnership with WSU Macarthur(Campbelltown Campus) in participation withthe Heartbeat program. The program invitesAboriginal students in Years 3, 4, 5 and 6,offering them the opportunity to attend theuniversity and engage in activities with other


Aboriginal background loading Flexible funding $29,495Total Flexible Funding=$29495FTE 2.0$131,018Socio economicFTE

Aboriginal students from Western Sydneyschools. Representatives from the AboriginalStudies Faculty, with assistance fromAboriginal University students from PhysicalEducation, Science and Medicine formulateand run the learning opportunities for thestudents. The aim is to raise Aboriginal andTorres Strait Islander students’ awareness ofhealth issues, inspire some of them to aspireto careers in medicine and health relatedfields, and present the university as a placefor them.

Aboriginal Education 2017.

There were a number of significantachievements in Aboriginal Education atDoonside Public School in 2017. Girls andBoys Aboriginal Dance Groups continued tooffer students opportunities to learn culturaldance, and included students from a widerange of cultural backgrounds improvingsocial cohesion across age and social groupsat school. The groups performed at numerousevents throughout the year including NAIDOCDay and Doonside Public Schools 80thBirthday Concert. Whole school NAIDOC daycelebrations were held successfully on the29th of June. The day’s events included anassembly, Acknowledgement of Country,speeches by the Principal, Deputy Principal,school captains and prefects, flag raising andperformances by the Aboriginal Dance BoysGroup, The Aboriginal Dance Girls Group,The Girls NAIDOC Day Singing Group andthe Boys Didgeridoo Group. The event wassponsored by Blacktown City Council. Theassembly was followed byculturally significant whole school groupeducational activities, a community barbequeand Staff Vs senior students Oz Tag match.Student PLP’s were also implemented withrenewed focus on ensuring parentinvolvement in the process of student goaldevelopment was significant, central and afocus. The senior Aboriginal girls participatedin a culturally based program, affectionatelyknown as "Girls Group" during Term 2 and 3.The girls collaborated to develop their socialand interpersonal skills and demonstrated thisby holding a morning tea for the staff whichthey designed and prepared themselves.Aboriginal students were also invited byNESA to provide feedback on the inclusion ofAboriginal language and the use of Aboriginallanguage resources for students across NSW.This was further complemented by executive,teaching staff and AEO in consultation withNESA.. All cultural learning at the school issupported by active involvement of our wholeschool community. Centre for Education,Statistics and Evaluation conducted aresearch project highlighting our school as acase study. The research detailed ourapproach and the excellent achievement forclosing the gap for Aboriginal students andhigh levels of community engagement.


English language proficiency Total Flexible Funding$28,741

FTE 0.4 = $40.630

EAL/DStaff have been employed through thefunds provided in the Resource AllocationModel. The employment of teaching andnon–teaching staff ensured the support wasgiven to students where English as a LearnedDialect was individually needed. DoonsidePublic School has a population of twohundred and eighty one students. Onehundred and twenty seven (K–6) of thesestudents are from language backgroundsother than English. Bungaribee Estate andnew families into the area have provided anincrease in the number of EAL/D studentsenrolled at Doonside Public School. Largeproportions of these students startKindergarten in the Beginner Phase and maynot have Spoken English as their mainlanguage at home. The EAL/D teaching roleprovides an integral part of Literacy andNumeracy support in all classrooms. Thissupport is specifically targeted at thosestudents from non–English speakingbackgrounds who require assistanceaccessing the curriculum. Expenditure hasbeen directed to initiatives including additionalresources both human, curriculum based andprofessional learning linked to the schoolplan. EAL/D assessments were conducted inTerm 1/2. A significant number of thesestudents were assessed to have lowercomprehension levels and understanding ofvocabulary at the levels at which they werecurrently reading. EAL/D support was thenmoved from in class support to targetedstudents being withdrawn for focussedlanguage lessons. Along with theconsolidation of the EAL/D data base hasbeen the creation of an extensive individualprofile for each targeted student (IntensiveSupport Plans) which draws together datafrom PLAN, Reading Levels and EAL/DPhases. These profiles support the classroomteachers in their planning for English andMathematics.

Low level adjustment for disability LaST teacher employment1.0 FTEIncreased LaST Teacheremployment (throughteacher mentors)Total Flexible funding$31,480

FTE 1.0$101,574

Key initiatives for LLADF are embedded inwhole school strategic directions.– Stafffunding is supplemented with further RAMallocation – Staffing is allocated to but notlimited to this key initiative.– Data setsdemonstrate improvement in academic, socialemotional and spiritual growth for allstudents.– Assessment of the impact ofstrategic directions reflects the effectivenessof the key initiative. – LaST teacheremployment 1.0 FTE– Increased LaSTTeacher employment 0.8

Quality Teaching, SuccessfulStudents (QTSS)

QTSS FTE and RAMfunding supplemented

Quality Teaching Successful Students hasensured that further learning and support hasbeen provided to students. It has ensured thatstaff received further coaching where andwhen needed to support individual learning.The QTSS funding has lead to improvedlearning outcomes for students and greaterprofessional learning for staff. This keyinitiative h=is supported through all otherinitiatives and the schools three strategic


Quality Teaching, SuccessfulStudents (QTSS)

QTSS FTE and RAMfunding supplemented

directions.

Socio–economic background Total Flexible funding$329,000 2016unexpended funds$140,000 utilised toincrease staffing for furthersupport 2017 FTE 0.1$10,157

Key initiatives for Socio EconomicBackground are embedded in whole schoolstrategic directions.– Staff funding issupplemented with further RAM allocation –Staffing is allocated to but not limited to thiskey initiative.– Data sets demonstrateimprovement in academic, social andemotional growth.– Assessment of the impactof strategic directions reflects theeffectiveness of the key initiative.– This Keyinitiative is evaluated through the threestrategic directions as each direction is relianton the human resources that are employedthrough the allocated funding. This Initiativesupports the coaching / mentoring programimplemented which is evaluated further in theAnnual report.

Support for beginning teachers Beginning Teacher Funds$97,886

Beginning Teachers In 2017

Seven beginning teachers received funding toassist them in their first full year of teaching.This additional funding meant that extra timewas provided to the teachers to program forand implement quality teaching and learningprograms in the classroom. A plan and logbook was created for the teachers to setgoals and also remain accountable for theirrelease time. These teachers were supportedthrough the whole school induction process,individual mentoring and structured supportoffered by their supervisors and executivestaff. Beginning teachers were supported inthe development and implementation of theirProfessional Learning Plan as well asinvolvement in any Professional Developmentoffered at their own volition. Reflectiveprocesses were explicitly targeted throughprogram evaluation and support offeredwhere relevant. Beginning teachers were alsogiven support in the aspect of accreditationwhere interest was expressed or enquirymade.

Practicum Teachers Doonside PublicSchool continually advocates and supportsthe professional learning of Pre–serviceteachers from a number of Universities acrossNSW. We have had students from WesternSydney University, Macquarie University,Swinbourne University and the University ofNew England. Our teachers are dedicatedand committed in mentoring student teachersby modelling quality teaching and learningpractices that include an extensive knowledgeof subject content, knowing the students,understanding how students learn, effectiveplanning, programming and assessing andcollaborating and communicating with staff,students and parents.

Tunin In Tunin In Funds for CEOemployment (0.6) $32.486ICT funds $600 Ipad

Tunin In program is becoming embedded inpreschool practiceCEO is working in with CRT and AEO


Early Action for success Employment of InstructionalLeader DP 0.6 additionalAP FTE 0.4 –co–contribution $44,000Literacy / Numeracy funds$7786

K–3 EAfS PLAN Data /Literacy andNumeracy

STAFF

•Using the Numeracy continuum to plot K–2students every 5 weeks on PLAN hasbecome an embedded practice. EarlyLearning Plans and Class analysis sheets aregenerated to focus Literacy and Numeracyteaching at the current needs of the studentsas well as to assist with ability groupings anddifferentiated learning programs.

•K–3 teachers have worked collaboratively toensure Consistent Teacher Judgement isused when plotting students along thecontinuum for Literacy and Numeracy.

•Explicit teaching using TEN strategies hasalso assisted in consistent improvement inresults. Pleasing growth is evident for all K–3results.

•Teaching programs are planned for,implemented, reviewed and adjusted, to caterfor differentiated student needs duringdedicated Literacy and Numeracy sessions.

•TEN as a tiered intervention is used byclassroom teachers for targeted students inNumeracy.

•Teacher are developing an understanding ofthe DENS books to provide differentiatedlearning tasks.

•Students being provided with Literacy andNumeracy lessons presented in many waysand through a variety of media e.g. tactile,using IWB, iPad and XO’s to introduce newtopics and/or consolidate existing knowledge.

•A higher engagement in learning activitieshave been observed whole school throughfocussed distribution of human and academicresources.

•As a result of, being able to work at their ownlevel of attainment both individually and insmall groups, students have demonstratedincreased levels of engagement.

•Earlier identification of and intervention forstudents requiring support is becoming moreconsistent.

•Greater integration of technology to supportlearning has made an observable impact onengagement and outcome achievement forstudents.

•Staff demonstrates an increased confidencein the use of IWB, iPads and XO’s resulting inhigher student engagement and positiveoutcomes.

•K–3 teachers demonstrating a greater levelPrinted on: 21 February, 2018 of 40 Doonside Public School 1760 (2017)

Early Action for success Employment of InstructionalLeader DP 0.6 additionalAP FTE 0.4 –co–contribution $44,000Literacy / Numeracy funds$7786

of confidence in the delivery of appropriatelessons as a result of using the Syllabus,Literacy and Numeracy Continuum, Classanalysis sheets and strategies developedthrough professional development with theEAfS instructional leader.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 104 112 121 126

Girls 82 96 103 117

Student enrolment has steadily increased over the pastseveral years. While our students populationis somewhat transient, the majority of enrolments havestabilised.

Student attendance profile

School

Year 2014 2015 2016 2017

K 92.8 91.3 87.2 91.4

1 91.3 91.3 90.5 87.9

2 91.3 90.1 90.1 92.1

3 90.7 91.2 89.6 90.5

4 94 91.2 90.5 93.1

5 86.8 90.9 88.3 93.3

6 89.1 81.6 91.5 90.9

All Years 91.2 90.2 89.5 91.2

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Student Attendance Profile:

In 2017 our school continued to implement anattendance action plan which incorporated strategiesaimed at improving attendance and reducing absencesor unexplained absences across the school.

Strategies include:

•Regular contact with families. This ongoingcommunication with families allowed us to haveabsences explained as well as informing us of studentsintending to move out of area.

•Parents provided with information about the legalrequirements for students to attend school. Posters andnewsletter articles were published to support thismessage.

•Informing families about the various options for makingattendance notifications to the school including written(letter or email) and verbal (phone or in person).

•Families who did not explain absences were sentletters and/or phoned asking for explanations.

•Fortnightly monitoring of attendance for all students inconjunction with the Home School Liaison Officer.

•Families with high absenteeism were invited tomeetings with the School Attendance Officer or theAboriginal Home School Liaison Officer where theimportance of regular attendance was explained.Information about school and outer agency support wasalso provided.

•Students whose attendance did not significantlyimprove are monitored daily and/or placed onAttendance Improvement Programs (AIP) (in school/orHSLO/ASLO). This process allows attendance to beclosely monitored. Parent, student and school areinvolved with developing the AIP which was monitoredby the HSLO/ASLO and school.

•Notifications to DFCS for student absenteeism andEducational Neglect (in accordance with DoEguidelines) were made in conjunction with HSLO/ASLOreferrals where required.

– Positive strategies to reward excellent attendancecontinued to be implemented. Certificates were given atthe end of semester one for perfect attendance.Trophies were awarded for perfect attendance at ourend of year awards ceremony in line with ourrecognition of student’s successful attendance atschool.

Class sizes

Class Total

KM 21

KC 21

1/2H 24

1S 18

2T 20

3C 28

4B 26

5W 22

6P 29


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 11.44

Teacher of Reading Recovery 0.53

Learning & Support Teacher(s) 1

Teacher Librarian 0.6

Teacher of ESL 0.4

School Counsellor 0

School Administration & SupportStaff

7.62

Other Positions 0

*Full Time Equivalent

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

The school employs 2 full time permanent AboriginalEducation Officers, 1 temporary School Admin officer and one Temporary Community Engagement officer 3days per week.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 98

Postgraduate degree 2

Professional learning and teacher accreditation

Professional Learning and teacher qualification

Doonside Public School annually engages in a numberof mandatory, whole–school PD sessions which include– Code of Conduct, Team Building, CPR and First Aid,PBL, Asthma training, Anaphylaxis training, ChildProtection, Fraud and Corruption and Quality Teaching.

During 2017, teacher professional learning continued tobe guided by the school’s strategic directions andteacher identified opportunities. Data indicates that thepredominance of these were conducted by Regionalpersonnel at no cost to the school, however, this hasreduced greatly in the past year. Training haspredominantly been in school and delivered by schoolexecutive staff.

Doonside Public School staff have undergone aprocess of Professional Learning Plans for a number ofyears. In 2017, staff engaged in the implementation oftheir Professional Development Plan under the newguidelines from the DoE. These documents aredesigned to enable staff to identify professional goalsand to monitor the achievement of these goals inconsultation with their supervising teachers. Further tothis is the self–analysis and assessment of their ownperformance against timelines that provide a frameworkfor monitoring.

PDP’s are actively used as a source of information inseeking PD opportunities as well as identifyingstrengths among staff members in the delivery ofschool based professional development or in thecoordination or support of events and initiatives.

Professional support for New Scheme Teacherscontinued in 2017, with staff seeking accreditation atproficient and maintenance levels. Professionaldevelopment was conducted against the process ofaccreditation, as well as the maintenance of hours forthose who have achieved accreditation. Staff who didnot fit the criteria for necessary accreditation have alsoopted to begin the process of gathering their evidenceagainst the standards.

School based documents such as classroom programsand classroom observations sheets have beenredesigned to align with the Australian ProfessionalStandards for Teachers.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 375,734

Revenue 3,569,937

Appropriation 3,425,693

Sale of Goods and Services 35,067

Grants and Contributions 105,858

Gain and Loss 0

Other Revenue 0

Investment Income 3,320

Expenses -3,684,759

Recurrent Expenses -3,684,759

Employee Related -3,456,484

Operating Expenses -228,275

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-114,822

Balance Carried Forward 260,912

The school holds a finacial meeting on a regular basis,the finance committee is made up of teaching and nonteaching staff, inclusive of SASS staff. Anyone iswelcomed to the committee meetings to discuss the school's finance income and expenditure. The equityfunding that the recieves is utilsed to purchase humanreources supportig teaching staff to support studentlearning and wellbeing.

Financial summary equity funding

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

2017 Actual ($)

Base Total 1,723,099

Base Per Capita 37,892

Base Location 0

Other Base 1,685,208

Equity Total 702,095

Equity Aboriginal 160,513

Equity Socio economic 339,157

Equity Language 69,371

Equity Disability 133,054

Targeted Total 555,707

Other Total 288,607

Grand Total 3,269,508

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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

School-based assessment

School based assessments

Doonside Public School continued the practice ofimplementing school based assessments in conjunctionwith formal assessment tasks in order to develop aholistic understanding of student outcome achievement.Standardised tasks have been developed to be usedacross all stage levels and for differentiation at studentsown level. Teachers demonstrate the use and analysisof school based assessments within their teaching andlearning programs reflecting where students sit andtheir way forward. Assessment of, for and as learning


is undertaken as a reflection of the unit of work beingundertaken and may be formally structured or wherenecessary, anecdotally via observation or discussion.

Whole school use of Running Records for readinglevels and South Australian Spelling Test for spellingages are used periodically throughout the year tomonitor student growth.

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.

NAPLAN

Year 3

4% of students below NMS compared to 6% of State inReading.

32% of students are at Proficiency level for Reading.

4% below NMS at Writing compared to 3% of Statebelow NMS.

14% of students are at Proficiency level. for Writing.

0% below NMS in Spelling compared to 5% of State.

46% of students are at Proficiency level for Spelling.

11 % of students below NMS compared to 8% of Statein Grammar and Punctuation.

39% of students are at Proficiency level. for Grammarand Punctuation

Year 5

12 % of students below NMS compared to 6% of Statein Reading in Year 5.

8% of students are at Proficiency level for Reading.

15% below NMS at Writing compared to 8% of State.

8% of students are at Proficiency level For Writing.

8% below NMS in Spelling compared to 7% of Statebelow NMS.

35% of students are at Proficiency level Spelling.

19% of students below NMS compared to 8% of Statein Grammar and Punctuation.

8% of students are at Proficiency level for Grammarand Punctuation.

Year 5

Average Scaled growth of students Year 5 in Reading79.0 compared to 78.9 for Year 5 DoE students.

Average Scaled growth of students Year 5 Spelling91.6 compared to 89.6 for all Year 5 students in NSW.

Average Scaled growth of students Year 5 Grammarand Punctuation 78.5 compared to 66.6 for all Year5students in NSW.

Band 1 2 3 4 5 6

Percentage of students 10.7 3.6 28.6 17.9 17.9 21.4

School avg 2015-2017 10.0 8.8 28.5 25.4 13.7 13.6


Band 1 2 3 4 5 6


School avg 2015-2017 5.1 14.1 23.7 28.6 21.2 7.3

Band 1 2 3 4 5 6


School avg 2015-2017 7.6 11.3 12.5 27.6 24.7 16.4

Band 1 2 3 4 5 6


School avg 2015-2017 1.2 12.7 26.3 39.8 18.7 1.3


Band 3 4 5 6 7 8


School avg 2015-2017 14.3 18.3 22.7 31.8 8.9 4.1

Band 3 4 5 6 7 8


School avg 2015-2017 10.6 19.6 32.7 28.2 7.7 1.2

Band 3 4 5 6 7 8


School avg 2015-2017 15.3 6.2 19.8 22.6 26.8 9.4


Band 3 4 5 6 7 8


School avg 2015-2017 15.1 18.1 36.2 25.6 4.9 0.0

Year 3

0% of students below NMS in Numeracy compared to5% of State below NMS.

21% of students are at Proficiency level. for Numeracy

Year 5

12% of students below NMS in Numeracy compared to5% of State below NMS.

8% of students are at Proficiency level for Numeracy.

60.9% of students achieved greater than or equal toexpected growth in Numeracy.

Band 1 2 3 4 5 6


School avg 2015-2017 3.9 21.2 26.1 33.7 12.7 2.4


Band 3 4 5 6 7 8


School avg 2015-2017 8.2 28.1 26.4 30.3 5.4 1.6

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

PLAN

PLAN software supports teachers to record, analyseand monitor student progress throughout the year.PLAN is available to all K–6 teachers who report andupdate student learning on the Literacy and Numeracycontinuum on a 5 weekly cycle. The ongoing analysis ofthis information promotes quality teaching practiceswithin the teaching and learning cycle for all students.The use of PLAN software is mandatory for therecording of the Best Start Kindergarten Assessmentdata. The Principals, executive and classroomteachers use PLAN to identify students’ current literacyand numeracy achievement levels to inform schoolplanning and budgets as well as support teachersintervention for students with higher learning needs.Using PLAN to plot K–2 students twice a term on theLiteracy continuum has become an embedded practice.Teachers have continued to generate Early LearningPlans and class analysis sheets to focus Literacyteaching at the current needs of the students. Teachershave worked collaboratively to ensure ConsistentTeacher Judgement is used when plotting students.Doonside Public has begun its Professionaldevelopment for PLAN 2, where the informationprovided will provide greater detail with greatconsistency and accuracy.

Literacy – End of Kindergarten

Students are reading, responding to, andthinking critically about a variety of fiction andnon–fiction texts introduced and taught at level 8 andabove. They use a range of sources of information inthe text, along with their prior knowledge, to makesense of the texts they read. With teacher guidance,students use strategies such as asking questions andmaking inferences to help them think more deeplyabout the ideas in the text.

Using PLAN to plot K–2 students twice per term on theLiteracy continuum has become an embedded practice.

Teachers have continued to generate class analysissheets to focus Literacy teaching at the current needsof the students.

Teachers have worked collaboratively to ensureConsistent Teacher Judgement is used when plottingstudents. QT APs have also continued to assistteachers in delivery of lessons based on Early LearningPlans and help to group student according to databased on clusters.

Explicit teaching of comprehension strategies using the‘Super Six Comprehension Strategies’ has continued.The growth in this area is notable.

Reading outcomes are a result of focussed learningsupport being provided to K–6 students.

Best Start–Kindergarten

Best Start assessment is administered at the beginningof kindergarten. It consists of a set of numeracy andliteracy tasks which show what knowledge and skillsthe students bring with them. These results areanalysed and the information is put onto PLAN. Thisdata is harvested by the DoE. Towards the end of term1 the parents are invited to visit the school for aninformation morning where they are given a copy oftheir child’s personalised report. Consistentprofessional development for staff has resulted ingreater knowledge base for the use of PLAN softwareleading to differentiation teaching and learningpractices.

All K–2 staff utilising PLAN analysis to guide PD(EA4S)

PLAN data is used as a baseline for all interventions innumeracy. The use of and the analysis of this dataenables tailored support to be available for studentswith more complex numeracy needs as identified byclassroom teachers in the school learning and supportmeetings.

The instructional leader and the instructional teacherplay a key role in building staff skills and knowledge inteaching and assessing numeracy. Teachers areassisted to customise flexible learning groups fornumeracy based on data and consistent teacherjudgement. Tiered targeted interventions by theinstructional teacher are programed for students whohave been identified as being at risk of not meetingminimal benchmarks in numeracy.

Teachers have had the opportunity to participate in 20hours of professional development to become TENtrained teachers. Evidence of the use of this program isdemonstrated during professional discussion arounddata, planning and programing and class visits.

Early Action for Success 2017

The instructional leader and Learning SupportTeachers play a key role in building staff skills andknowledge in teaching and assessing numeracy.Teachers are assisted to differentiate learning groupsfor numeracy based on data and consistent teacherjudgement. Tiered targeted interventions by theclassroom teacher and the Learning support Teacherare programed for students who have been identifiedas being at risk of not meeting minimal benchmarks inNumeracy and Literacy.

PLAN data is used as a baseline for all interventions inNumeracy and Literacy. The use of and the analysis ofthis data enables tailored support to be available forstudents with more complex numeracy needs asidentified by classroom teachers in the school learning


and support meetings.

Parent/caregiver, student, teachersatisfaction

Parent surveys

Parents / carers were surveyed about their satisfactionwith the school. Parents were provided two surveys andthe results are indicated below.

Survey #1 • 100% of parents indicated that Doonside PS

provides an atmosphere where students from allbackgrounds are welcomed.

• 100% of parents indicated that Doonside PS staffprovides a friendly and informative responses tophone or face to face enquiries.

• 91% of parents indicated that Doonside PS haswell qualified teachers who set high standards ofachievement.

Survey #2 • 100% of parents indicated that the school

provides helpful information about their child’sprogress.

• 95% of parents indicated that the school has asafe and secure environment.

• 100% of parents indicated that the schoolregularly praises and rewards students whensuccessful.

Students Survey

Students were surveyed about their learningexperiences in Literacy and Numeracy.

The following data highlights student’s thoughts on theirlearning.

• 87% of students indicated that Mathematics is an

important subject to learn whilst 89% indicated forEnglish.

• 95% of students indicated that the activities theirteacher uses helps them to learn in Mathematicswhilst 84% indicated for English.

Staff surveys

Staff were surveyed about their teaching of students inLiteracy and Numeracy and leadership within theschool. The following data highlights staff, inclusive ofnon–teaching staff thoughts;

• 100% of teachers indicated that they take

responsibility for Literacy development of allstudents whilst 100% indicated for Mathematics.

• 100% of teachers indicated that the Englishsyllabus informs them of their teaching at all times

whilst 92% indicated for Mathematics. • 100% of staff indicated that leaders model

commitment to the school.100% of staff indicated that all groups within the schoolare heard and provided opportunities to excel

Policy requirements

Aboriginal education

Aboriginal Education 2017 / Aboriginal Dance group

There were a number of significant achievements inAboriginal Education at Doonside Public School in2017. Girls and Boys Aboriginal Dance Groupscontinued to offer students opportunities to learncultural dance, and included students from a widerange of cultural backgrounds improving socialcohesion across age and social groups at school. Thegroups performed at numerous events throughout theyear including NAIDOC Day and the school’s 80thcelebrations.

Whole school NAIDOC day celebrations were held successfully on the 29th of June. The day’s eventsincluded an assembly,acknowledgement of country,speeches by the Principal, school captains andprefects, flag raising and performances by theAboriginal Dance Boys Group, The Aboriginal DanceGirls Group, The Girls NAIDOC Day Singing Group andthe Boys Didgeridoo Group.

The Mayor of Blacktown was invited to attend NAIDOCDay and the school received support from BlacktownCity Council.

The assembly was followed by culturally sensitivewhole school group educational activities and acommunity barbeque and Staff Vs. senior students OzTag match.

This included using aspects of the strategies inteaching practice to engage students in activities.

Students also had the opportunity to attend excursions“Heartbeat (WSU) Indigenous Veterans Day (SydneyWar Memorial) and Aboriginal Literacy Day (SydneyOpera House).

Aboriginal students were also invited by NESA toprovide feedback on the inclusion of Aboriginallanguage and the use of Aboriginal language resourcesfor students across NSW.

Multicultural and anti-racism education

Multicultural education and anti–racism

In 2017 there was an increase in the population ofstudents from a Non–English Speaking Background orLanguage background other than English, who nowrepresent over 43.5% of students at Doonside PublicSchool.


Multicultural perspectives are embedded in all teachingand learning programs. The range of culturesrepresented in our school is acknowledged primarilythrough our teaching and learning programs P–6. KeyLearning area units of work provide opportunities for allstudents to develop the skills, knowledge, attitudes andrespect to appropriately support the variety of cultureswithin the classroom and our broader society.

Further support is provided through EAL/D lessonsdelivered consistently throughout the school year toenable students to access curriculum.

The school elects an anti–racism officer annually withtwo staff members representing in this role in 2017 whoreceived professional development provided by theDoE. These staff members take responsibility for theequitable conduct of all staff and ensure no inequityoccurs on the basis of race. PBL,Harmony Day,Olympic Day, NAIDOC Day and Multicultural Daycelebrations provide opportunities for all students to berepresented by culture as well as to educate allstudents about other cultures.

Doonside PublicSchool has an active Anti–bullyingguide in practice that addresses racism, cyber bullying,person to person bullying and incorporates a variety ofstrategies and supports such as e–learning, policevisits, social skilling and whole school presentations

Other school programs

Whole School Events

In Term 1 we celebrated our first whole school eventwith Harmony Day, inviting all students to wear thecolour of Harmony, with a performance by the schoolmusic group. We also held our Badge presentationceremony to officially recognise the students who havebeen elected to student leadership positions within theschool. We also held “Meet the Teacher” afternoon toprovide an opportunity for parents to meet their child’sclassroom teacher.

Anzac Day Ceremony was the first whole school eventin Term 2. A commemoration ceremony was held tohonour the fallen and pay respects to those who foughtunder the Australian flag. We also held our wholeschool sporting events in Cross Country and Athleticsduring this term. A large number of studentsparticipated at these events.

Education Week in Week 3 Term 3 saw consecutivewhole school event days in Literacy, Numeracy,PDHPE (“Olympic Day"), Science day and a concertwhich was “Disney themed” as well as an “Openclassroom Day” for parents/carers. Over this weekstudents successfully engaged in a range of learningactivities and performances celebrating EducationWeek and student achievement. At the end of Term 3,we celebrated our 80th Anniversary celebration with aformal assembly, a concert and a fete. Many membersof our school and wider community helped us celebratethe day.

During Term 4 we ran a variety of whole school eventswhich included Multicultural Day, Halloween Disco,Token Day, Presentation Day, Movie Day, andChristmas Concert along with fundraisers such asBandanna Day and Pink Stumps Day. Parents activelysupported all whole school events during 2017.

Sport and PDHPE 2017

During 2017 at Doonside P.S, students were givenopportunities to participate in a range of Sport andPersonal Development activities. These includedplaying P.S.S.A Winter Sport in the Mt Druitt Zonecompetitions in Netball, Soccer and Touch Football.

As well as participation in Summer PSSA in the sportsof Cricket and Newcomb Ball.

Students were also given opportunities to trial for andrepresent various PSSA Sporting teams includingRugby League ,Netball, Rugby Union and Cricket.

Throughout the year the school held Swim trials, CrossCountry and Athletics carnivals and selected studentswere then given the opportunity to represent the schoolat the corresponding Mt Druitt Zone Swimming, CrossCountry and Athletics Carnivals.

Sporting opportunities were also provided through theNSW Soccer Gala Day, Backyard Rugby League andDeadly 7’s Rugby Union programs.

The School Swim Scheme program for Years 2–6wasalso successfully conducted.

Doonside Public School successfully organised the MTDruitt PSSA Zone winter soccer competition in termstwo and three contributing to area sport development.

Student Performing Arts

During 2017 we continued to offer and encouragestudent opportunities to participate and appreciate avariety of Performances.

Our first whole school concert was held in EducationWeek (“I learn, we learn”) with a theme of “Disney”. Allclasses contributed with an item based on their choiceof a favourite Disney song. Staff also participated bydancing.

Assemblies are held on a fortnightly basis for bothprimary and infants stages. Each class takesresponsibility for running the assembly including aperformance piece. Examples of student presentationsinclude poems, readings, and songs, presenting artwork and dancing. Parents are invited and encouragedto attend where possible.

Our 80th Anniversary occurred in 2017 and as part ofour celebrations we held a concert. Classes performeddances to a piece of music or a song from a chosendecade to share with our parents and guests. Onceagain, our staff joined in the celebrations with aperformance to “Grease”.

Multicultural Day performances were based on the


countries selected for study by each class and includeddance, drama, song and reading. Some classes choseto combine and share a group presentation for this day.

Our end of year performance was held as a concertexperience following our formal Presentation Day. Thetheme was Christmas and all students wereencouraged to participate through a variety of mediumsto celebrate their festive spirit.

At times, our parent attendance at our concert andperformance events has exceeded our capacity to seatthem. This is a fantastic show of support for ourstudents and has grown as a result of commitment tobuilding quality relationships.

We continue to seek new and innovative ways in whichto engage with performing arts and encourage ourstudents and community to explore and celebrate theircreative side.

Education Week 2017

Maths Fun Day

Maths Fun Day was a very successful event again thisyear. Held during Education Week, all students fromP–6 were organised in groups to enjoy a range of fun,hands on mathematical activities. Learning experienceson the day covered all strands of Mathematics. Someactivities incorporated the use of the Interactivewhiteboards and the iPads. The day was appreciatedby the members of the school community.

Book Fair/Book Week

The Annual Doonside Book Fair was held in the Libraryduring Education Week in Term 3. Students andparents were encouraged to visit the Book Fair duringthe week’s activities. The Book Fair was extended forthe whole week and proved to be very popular with thestudents who visited before school or at lunch time tobuy their books. The theme of the Fair was “Rainforests” and the library was themed to reflect a lushrainforest resembling that if you were in the middle ofthe Amazon or the Daintree.

Sales from the Book Fair contributed to the purchase ofresources. This has ensured the purchase of newresources for our school. We would like to thank all ourstudents and the community for their generous supportand for encouraging their children to immersethemselves in reading quality books.

Literacy Day

Literacy Day was held during Education Week in Term3 and involved all our staff and students from Preschoolto Year 6. ‘I Learn, We Learn’ was the theme forEducation Week this year. Our teachers chose aReader’s Theatre script prior to Literacy Day and ourclasses were given the opportunity to familiarisethemselves with the script and create costumes torepresent characters. On Literacy Day, studentspracticed their reader’s theatre script in their classeswith the Primary classes successfully attempting towrite their own. For our book parade assembly,

students and staff were encouraged to dress up as anycharacter chosen from their favourite stories. A greatrange of characters appeared from many and variedsources of literature. Classes paraded their costumeon stage. Everyone eagerly participated in these funand meaningful activities, promoting a love of literatureand reading. At the end of the day, the classes wereable to present their reader’s theatre to other classes.

Science Day

Held during Education Week, we ran our inauguralScience Day. Students participated in whole classactivities for the morning session with a Treasure Huntfor infants students (looking for scientific elements intheir everyday lives) and a Living Museum researchproject for the senior students (where they studied achosen scientist and produced a representative fact fileabout them.) During the middle session a number ofrotations were conducted through a variety ofhousehold science activities. Our final sessionconcluded the day with a presentation from Year 6 oftheir Living Museum Scientists.

Olympics Day

All students participated in a variety of physicalactivities based on their age, stage and abilitypromoting health, team spirit and overall wellbeing. The day commenced with our student leaders runningthe Olympic Torch and the introduction of our OlympicCAS. Activities included egg and spoon race, sackrace, hurdles, footy target, knee football, swimmingrace and traditional games to name a few. The dayconcluded with a game of Teacher/Student soccer (inwhich the teachers were convincingly victorious).

Community Services Expo

Doonside Public School continued to support theschool community and local external services byhosting our Annual Community Expo on the 15th May,2017. This year saw an increase in participatingorganisations and providers (21 in all) who covered avariety of services available to support our students andfamilies. The event was well received and attended byour community.

Extension Maths (Maths Wiz)

Maths Wiz comprises of students from Years 4–6, whowant to excel and extend themselves in maths. Thegoal for extension and enrichment maths is tochallenge the minds of the students and to build upontheir knowledge in Numeracy. Extension Maths thisyear was project based. Students worked in pairs toresearch a famous Mathematician. As a whole group,the students researched Albert Einstein, reflecting onhis life’s work and how his mathematical conceptschanged the world. From this, the students branchedoff and chose a different mathematician to study. Theylooked at their early life, their achievements and theways in which we still use their mathematical conceptstoday. Lessons were structured to begin as a wholegroup and then to break off in pairs and/or individuals. Students were asked to critically reflect on


their learning and as a result, the students thoroughlyenjoyed researching these individuals and sharing theinformation with each other.

Maths Mob

Maths Mob aims to provide fun, hands–on and practicallearning activities for Aboriginal and Torres StraitIslander (ATSI) students in K–2 to enhance their lovefor Mathematics. The focus of the program is toimprove students’ knowledge and skills in variousstrands of Mathematics as a result of engaged learning.These students meet on a weekly basis, for one hour toparticipate in Mathematical and numeracy activities thatare meaningful and culturally responsive. Studentsthoroughly enjoyed the secessions and we continue toencourage parent involvement.

Colebee Learning Community

The Colebee Learning Community is partnershipbetween Doonside P.S, Crawford P.S, Marayong SouthP.S and Doonside Technology High School.

2017 saw the continuation of this whole schoolpartnership. Students were able to develop leadershipskills, teambuilding approaches and building networks /friendships across other schools through the newtransition program. Both students and staff found theLearning Community thoroughly rewarding and arelooking forward to the expansion of our Professionalgrowth and student networking throughout 2018.

Doonside Stage 3 students participated in theTransition to High School program held at DoonsideTechnology High School. This involved attendinglessons at the High School in a range of subject areasincluding Literacy, Numeracy, CAPA and PDHPE. 2017observed a new model and we are yet to determine itssuccess compared to the previous.

Multicultural day

The school annually celebrates Multicultural Day inNovember where the school showcases not onlydifferent cultural performances by the students but alsoincludes a food festival from different culturalbackgrounds and communities. Students, staff andparents join together in harmony to celebrate culturaldiversity in the community and promote respect andinclusiveness.

Books in Homes

Doonside Public School continued to participate in thisoutstanding program in 2017. The Books in Homesprogram supports the knowledge that being read to asa child and having books in the home are two veryimportant indicators of future academic success. TheBooks in Homes Program (sponsored by Main freightwith books supplied by Scholastic Australia)providedquality literature to assist in creating a stimulatingenvironment in each Doonside Public School home.They provided books–of–choice to families and childrenliving in remote and low socio–economiccircumstances, ensuring crucial early literacyengagement and the development of reading skills

needed for lifelong success

Every child in the Doonside Public School community isinvolved in the process –choosing their novels, waitingfor the books and the excitement when they arepresented their books– it generates a strong sense ofbelonging. A significant number of titles are eitherwritten or illustrated by Indigenous creators. Everystudent received 6–9 books of choice and participatedin Book Giving Assemblies. Role models, noted authorsand illustrators attended the assemblies to encourage alove of reading. Doonside PS students were fortunateto have had a variety of outstanding speakers andauthors visit our school.

Doonside PS Wingarra Preschool

Wingarra Preschool is one of 11 DesignatedAboriginalPreschools and is ACECQA accredited as ‘Exceeding’.As such, weactively follow the guidelines of theNational Quality Framework (NQF), base our programson the principles and practices of the Early YearsLearningFramework (EYLF) and use our QualityImprovement Plan (QIP) to guide and track ourprogress and future directions. New families and theirchildren are provided with an opportunity to bewelcomed into the Doonside community. Parent’s andcaregivers questions about the preschool are met, andanswered by an informed educator. During 2017, ourmodel of delivery was realigned to meet staterequirements of universal access (600 hours peryear/per student).

Parental expectations and contributions to thepreschool and individual needs are discussed andworked into their learning program. Parents are madeaware of other community resources available to helpwith their family needs.

Doonside PS Wingarra Preschool Orientation Day

Orientation Day at Doonside PS Wingarra Preschool isa highlight of the preschool year. The incoming pupilsare invited to come in for a play and look around thepreschool while their parents and guardians attend aninformation session with the educators. The morningsession is very informative with parents provided withopportunities to ask questions and clarify information.Morning tea is served and staff are able to spendsometime with the new children and their families. Thishelps educators to gather valuable information aboutthe children’s interests and abilities and the informationis then transferred to the program which ensures thatlearning is meaningful, contextual, tailored for individualand group learning experiences and reflective of thechildren and their families ‘funds of knowledge’.

Reading Eggs

Reading eggs program provides a support and targetedlearning opportunities for teachers to direct studentlearning towards their expected outcome achievementlevels. Lessons are selected and students must workthrough a progression of tasks to achieve their nextlevel of learning.

The school makes acommitment to funding the


program for the entire student body for them to accessboth within the school and at home.

Mathletics

As a support for our continued focus onNumeracy andmathematics development for all students, we make awhole schoolannual commitment to purchase theMathletics program for all students in ourschool.

Mathletics provides teachers a platformforindividualised programming for each student basedon their achievement levels and areas of focus. Students have access to the program both within theschool and at home.

Student Leadership

During 2017, School Captains, Prefects and SRCleaderswere provided extra–curricular opportunitiesthrough the Leadership Camp to the BrewongleEnvironmental Education Centre. Here the studentslearnt about environmental conservation whilstharnessing their leadership skills.

Students were also provided with opportunities toattend the Primary camp to Wyee Educational OutdoorRecreational Centre as well as the v8’s on the track dayat Eastern Creek. Students were actively engaged in allexcursions and displayed excellent developingleadership skills. The student leadership team regularlyconsulted with the school executive team in regards toissues they felt were important to the school and as aresult, showed great leadership initiative in suggestingways in which things could be done differently toultimately make school a better educational experiencefor all.

OOSCH

The before and after school care provided by CampAustralia has observed agreat continuation of theprogram, where 16 students enrolled at the start oftheschool year. Unfortunately this has only increased to 21students. Furtherpromotion and community support isrequired to ensure the continuation of this program.

This program has been supported by the schoolthrough leaflet promotion, newsletter, transition toschool and school website.

Red Cross Breakfast Club

Doonside PS, with the support of the Red CrossOrganisation, is fortunate in being able to run a dailyBreakfast Club Program. Breakfast is arguably the mostimportant meal of the day and sadly many of ourstudents regularly miss breakfast for a variety ofreasons. This can significantly impact on a student’sability to engage in the learning process and theirpotential to achieve academically and socially.

This program provides breakfast cereal and toast forany student K–6 who want to participate. As well as thefood, the program provides a safe and friendlyenvironment for students to develop their social skillsand establish connections with students from across

the school.

PBL

PBL at Doonside is no longer considered an initiativeand has become embedded practice as a whole schoolpriority. Staff have been inducted into school protocolsand practices in the delivery of PBL within ourschool.Students are supported to reflect the culture of ouridentified rules being respectful, safe, responsible andlearners at all times and in all that we do. We continueto include and up skill staff in data analysis and use todetermine focus areas or priorities for students. Use ofself–reflection tools means that students havepersonalresponsibility for their behaviour against aclear and explicit set of criteria that they can identify.We continue to reward behaviour through extrinsicmeasures at strategic intervals whilst working on theidentifying with students the intrinsic value to theirachievement of PBL goals.

Life Skills

During Term 3 we introduced the Life Skills program toall students in our school. Lessons are designedaround a Yoga based theory of identifying andaddressing thoughts andemotions. Students participatein their appropriate age/stage groups that promotemindfulness, resilience and problem solving strategies.The financial commitment was taken by the school toensure that this was available to all students as aproactive and supportive link to our PBL model andcomplementsour LST processes and wellbeingframework.

Teacher, student and instructor feedback has beenextremely positive with strategies beingutilisedsuccessfully in classrooms and on school events suchas camp.

Our goal will be to continue the program and grow it toinclude parent involvement and to promote the conceptwith its own celebratory week (i.e. Wellbeing Week)

.Community Usage of School Facilities

The school host two main users for the School hall.First being the Karate which runs twice per week, thesecond being the Samoan Church congregation, whoutilise the school several times per week.

The school is also a centre for voting when Local, Stateor Federal elections take place.

Road Safety and Stranger Danger

During 2017, Road Safety and Stranger Danger wasaddressed through a range of strategies and activitiesincluding consistent reminders and discussions atmorning assembly lines on road and safety awarenessand student protective behaviours, as well as supportby classroom lessons and newsletter promotion.

A Police Community liaison Officer addressed allstudents P–6 on Road Safety and Stranger Danger andany known concerns were addressed by the schoolthrough following Departmental processes and


contacting Police and/or informing families of anyissues.

Three teachers at Doonside attended Departmentaltraining on Road Safety during 2017 and have beenprovided information appropriate for all students. DoEand NSW Transport information has beenutilised topromote student safety and wellbeing.

Requirements forstudents who access AssistedTransport was also communicated to families inregards to safety guidelines.

Stewart House

In 2017 our school continued to support andbesupported by Stewart House.

During Term 4, 3 students were provided theopportunity to attend the Stewart House facility at NorthCurl Curl to participate in a 12 day camp with studentsfrom our network area. These students engaged in avariety of social interactions, excursions to areas ofinterest in the Sydney area as well as events that wereoccurring at the time. Students were given a full healthscreening including eye sight, hearing and generalwellbeing.

A number of staff continue to support Stewart house asthe DoE charity through contributions from their pay.

Mentoring/Coaching

All teaching staff are provided with mentoring/coachingbased on staff identified area of need anddevelopment. Mentoring/coaching sessions covered awide range of topics which included Teaching andLearning Program development, Behaviour strategies,student engagement, meeting learning needs ofstudents with special needs and report writing. Thementoring/coaching program will continue to providestaff with formal and informal collegial exchangeopportunities. Teaching programs and classroomobservation were conducted formally each term.Feedback to teachers on performance and areas fordevelopment was provided to assist in improvingstudent outcomes and career development.

Transition to school – Kindergarten

A positive and successful Transition to School Programis provided to families. Preschool children attendingWingarra Preschool, as well as newly enrolledKindergarten pupils are invited to attend the Transitionto School Program in Term 4. The children enjoy avariety of activities designed to help the childrentransition smoothly into the Kindergarten classroom. While the children are getting to know the teachers,new friends and classrooms the parents are invited toattend a variety of information sessions and workshopsthat assist parents to gather valuable information aboutthe school and what to expect next year. The threeinformation sessions held in 2017 for parents focusedon topics that included ‘How to prepare your child forschool”,“School Banking”, “Healthy Eating and Healthylunchboxes” as well as “Fostering Independence andResilience”. The parents also

participated in a tour of the school, met the Principal,attained an overview of our school’s nurturing, warmand aesthetic environment and discovered the variousbenefits extended by enrolling and sending theirchildren to Doonside Public School. The sessions alsoallowed the parents and children to gain a sense ofbelonging and enable all parties to initiate the buildingof quality relationships.

As a concluding activity to our transition program, wehold an informal learning day where all studentsentering Kindergarten for the first time both in amainstream or supported setting have the opportunityto engage in a tailored range of activities that supportstudent wellbeing and self–esteem. The day alsoallows students to foster their development of a love oflearning and engagement in learning tasks whilemeeting their new peers and teachers. This can alsoprovide an opportunity for informal observations ofstudent engagement for ongoing individual support.

Throughout the year the preschool children enjoy manysuccessful integrated activities with the K–6 students.These activities include participation in whole schoolassemblies, NAIDOC Day, Literacy Day, and MathsFun Day, special assemblies, concerts, sport andweekly visits to the library.

Intensive advertising in the local area, as well ascontinued interaction with current and new familiesresulted in excellent attendance a tour KindergartenOrientation Sessions in Term 4. At the end of the threesessions children were given a goody bag whichcontains all the activities that they had used duringorientation as well as some old favourites. All newlyenrolled kindergarten students are invited to attend aFamily Fun Day at the preschool. This is supported bymany of our local community agencies providing a BBQlunch, face painting and a variety of other fun activities.The local fire and police department engage thechildren with the displays of their vehicles, equipmentand friendly banter.


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