2017 hallidays point public school annual report...hallidays point public school annual report 2017...

Hallidays Point Public SchoolAnnual Report

2017

4611

Printed on: 24 April, 2018 of 16 Hallidays Point Public School 4611 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Halliday's Point 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

Hallidays Point Public School300 Diamond Beach RoadDiamond Beach, 2430www.hallidays-p.schools.nsw.edu.auhallidays-p.School@det.nsw.edu.au6559 3009

Message from the Principal

The Annual Report for 2017 is provided to the community of Halliday's Point Public School as an account of the school'soperations and achievements throughout the year.

Halliidays Point Public School is a quality school in which all students are able to strive toward their personal andcollective best. The school community of teachers, parents, carers and wider community members support educationalexperiences and opportunities that engage and motivate our students to inquire, learn and develop their potential in andoutside of their classrooms.

Two standout examples of this in 2017 were the nervous but determined finalists of the inaugural HPPS Public SpeakingCompetition for students from Years 1 to Year 6, and also the wonderful success of our SSA Girls Softball Team, whoplaced in the top four teams of the NSW State Finals in September..

2017 also saw some significant changes in executive makeup. Our substantive Principal, Mr Peter Johnson, was insitu during Term 1 of this year. In March, he was successful in his application for an advanced leadership position withinthe department for Terms 2–4. As a result, I was appointed as Relieving Principal for the duration of his secondment. MsSimone Brady and Mrs Melanie Johnson were later appointed as relieving Assistant Principals.

It was a pleasure and a privilege to lead Hallidays Point Public School during this period of significant change andgrowth. The rolling over of the three year school planning cycle provided many opportunities to reflect on currentpractices and to evaluate and build upon existing programs and procedures. This continual journey of schoolimprovement, embraced by the whole community, enables the maintenance of a rich culture of quality teaching andlearning based on evidence based best practice.

Our school values of 'Learning, Caring and Sharing' were re–established through student, teacher and parent/carer votethis year. These will continue to provide the foundation for a safe, respectful and supportive environment for all.

I am very proud to present this Annual School Report. It provides a detailed account of the progress the school hasmade to provide high quality educational opportunities for all students, as set out in the school plan. It outlines thefindings from self–assessment that reflect the impact of key school strategies for improved learning.

Fiona Lewis

Relieving Principal


School background

School vision statement

At Hallidays Point Public School it is our collective vision to provide a nurturing environment with a variety ofopportunities for all students to become active, informed citizens with the skills needed to succeed in the 21st Century.We believe that happy and confident students are successful students.

School context

Hallidays Point Public School is situated on the Mid North Coast of NSW in the township of Diamond Beach. The schoolservices the surrounding area of Hallidays Point. There are approximately 250 students at the school coming from awide variety of socio–economic groups.

At Hallidays point Public School we: • have a very dedicated staff with a mix of teachers with varying levels of experience and talents • highlight and celebrate student success in all aspects of schooling at every opportunity • create differentiated teaching and learning programs to cater for diverse learning needs • creatively use technology as a tool to teach 21st Century students • are a Friendly Schools and Families school which embraces a caring and kind student body • are strongly supported by a dedicated and hard working P&C

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

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

Our focus for these domains at Hallidays Point Public School are:

Learning – Building 21st Century Learners

Teaching – Empowering 21st Century Educators

Leading – Engaging with 21st Century Parents and Carers.

Our school, led by members of the executive team, undertook a self–assessment of current practices and proceduresagainst the School Excellence Framework. This framework describes fourteen elements across the three domains ofLearning, Teaching and Leading in which all school operate. This evaluation process measures school performance in allof these elements as being Delivering, Sustaining & Growing or Excelling according to corroborative evidence available.

Learning

In the domain of Learning, our school has continued to focus on learning culture, curriculum and learning and wellbeing.We have worked to continually improve performance measures with evidence based programs, quality assessment andmonitoring data.

Consistency of teacher judgement and reporting of literacy and numeracy achievement using syllabus and continuumdocuments remained a focus this year. This was achieved through whole staff professional development andsystemised cross grade opportunities for discussion, conferencing and collaboration.

Internal school resources, including our School Psychologist, Learning and Support Teacher and School Learning andSupport Officers, were managed through the Learning and Support Team to optimise and customise support for our


students with additional needs. This system facilitates analysis, planning and support for these students, their familiesand teachers. Links with external support agencies and resources, where appropriate, were also established andmonitored through the Learning Support Team.

Tablets, laptops and desktops were used resourcefully in all settings for teaching and learning. Technology continued tobe increasingly used throughout the school by teachers for planning, programming and collaborating purposes.

The introduction of Positive Behaviour for Learning this year began our extended journey in developing an active culturebased on strong shared values and positive relationships across the whole school community.

Teaching

In the domain of Teaching, our school maintained a focus on collaborative practice, enhancing effective classroompractice and professional standards. Staff were supported in their development of knowledge in curriculum, and workedwith team leaders and grade partners in developing and reviewing teaching programs and assessment data. Qualityteacher development was supported by classroom lesson observations and feedback which included that relating to TheAustralian Professional Standards for Teachers, the school's strategic directions and individual professional goals.

Up–skilling staff in collecting, electronically storing and analysing a variety of data remained a focus in 2017. This furtherstrengthened the foundation of evidence based teaching practice at our school.

Leading

In the domain of Leading, our school maintained a focus on leadership development and school planning,implementation and reporting. The leadership capacity of the relieving executive team and other aspiring leaders wasstrengthened through a variety of professional development and leadership opportunities. All staff participated in schoolevaluation, planning and the ongoing implementation of strategic direction processes to meet the needs of our studentsand community.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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

Building 21st Century Learners

Purpose

A high quality education means that we ensure we cater to the diverse learning needs of all students. Studentshere are encouraged to think deeply and logically as well as being confident, creative, innovative andresourceful in order to maximise their learning potential.

Overall summary of progress

2017 has seen continued student growth in our targeted areas of literacy and numeracy. Individual and collective staffmindsets of evidence collection, collation, collaborative analysis and planning has also strengthened through targetedcollaborative practices. Teachers have worked together in applying their increased knowledge and understanding of theliteracy and numeracy continuums with syllabus content to inform teaching and learning.

Our very successful programs for our predominantly off–country Aboriginal students in relation to cultural awareness andacademic growth continued to produce positive results., with a very high level of engagement from all students and theirfamilies.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Professional Learning Matrixindicates 80% of teachers atwisdom or above with theirunderstanding of PLAN

Time allocated instaff, stage and grademeetings for teachercollaboration andmoderation activities aroundPLAN data (Stage meetingsand KCAC)

90% of teachers report being at wisdom level orabove in their understanding of PLAN.

90% of students will be at orabove expected level on allaspects of literacy according tothe data collected from the PLANcontinuum

Staff and stage meeting andcollaboration time.

100% of Year 5 and 95% of Year 3 achieved at orabove expected levels in all aspects of literacy inNAPLAN this year.

Achieving expected growth ratesin NAPLAN numeracy willincrease from 61% to 70% asevidenced by growth rates inNAPLAN data

Staff and stage meeting andcollaboration time.

The 2017 Year 5 NAPLAN results in numeracyshowed a third successive increase in studentsachieving expected growth, although the target of70% has yet to be attained.

Aboriginal students will indicatethey have a good or strongunderstanding of their Aboriginalheritage as evidenced by surveysand anecdotal discussions

Weekly and occasionalcultural awarenessprograms and activitiesinvolving all ATSI studentsand families – funded byRAM – Aboriginal Education($4087).

All of our Aboriginal students report increasedunderstanding of their heritage. There is evidenceof strong community engagement and collectivelearning.

Teaching and Learning programswill have strong evidence offlexible grouping practices andcollaborative learningopportunities as evidenced byprogram checklists and feedbackdelivered to teachers

Stage / grade time forcollaborative reflection andplanning.

Most teaching and learning programs evidencesome flexible grouping practices.

Each child will have their readingability recorded and analysed bya group of teachers as evidenced

Benchmarking project – $4500

All students have electronically stored instructionallevel reading sample/s for teacher review andanalysis.






through individual One Note files(Map My Learning)

All students have electronically stored instructionallevel reading sample/s for teacher review andanalysis.

Each child will have a writingsample scanned and analysed bya group of teachers as evidencedthrough individual One Note files(Map My Learning)

Annual data collection –

$10 000

All students K–6 have electronically stored writingsample/s which have been collectively analysed bystage teaching partners against the Literacycontinuum indicators and English syllabus content.

Each child will have theirmathematical skills mappedagainst the content from the NSWMathematics Syllabus asevidenced by the CATS database(Map My Learning)

Annual data collection –

$10 000

The 'Maths I Can' resource is complete. Somestudents have some of their mathematical skillsmapped against it as a trial. A comprehensiveelectronic recording system has been developedand refined for teacher use and ongoing reference(CATS database)

Next Steps

• Commence Hattie's Visible Learning plus three year project with schools of the GLLC • Expand the Aboriginal cultural awareness program to include all classes K–6 with he expertise of our local elder

Aboriginal teacher • Broaden the use of the CATS database for all students K–6.



Empowering our 21st Century Educators

Purpose

Research tells us that a culture of collaboration and innovation with the teaching staff enables them to teach inan environment which is supported by rich constructive feedback and customised professional development aswell as regular professional dialogue leading to positive outcomes for students.


Professional learning collaborative practices continued this year with positive support and engaged participation from allstaff. A significant school–wide practice, Observation Rounds of teaching practice aligned with nominated standards fromteacher PDPs, continued with support and participation from all permanent, temporary and casual teaching staff. Furtheropportunities for professional growth were linked to both school direction and individual goals.

Performance and development plans (PDPs) for non–teaching staff were mandatorily introduced this year, withpositive engagement and feedback from these stakeholders around the process.





•100% of staff will have aprofessional learning plan whichhas been discussed with theirsupervisor

PDPs

Stage, staff and individualmeetings at crucial timesthroughout the PDP cycle.

All teaching and non–teaching staff have aPerformance and Development Plan, developed,reviewed and evaluated in line with departmentalguidelines.

•Teaching and Learning programswill have grouping strategies.balanced numeracy sessions andhigh quality literature embeddedin them as evidenced by programchecklists

Teaching programs

Staff meetings (PD)

Non–uniform grouping strategies across the schoolwere evidenced in teaching programs and lessonobservations. Balanced numeracy sessions wereevident in most classes. A 'systemised' approach toembedding quality literature in ES1 and SI isunrealised.

•Professional Learning Matrixeswill show growth for all staff intheir understanding of theAustralian Teaching Standards

Staff meetings.

Staff surveys / matrixes

All staff indicate growth in their understanding of theAustralian Teaching Standards, with 90% indicatingwisdom level or above.

•All staff will be actively involved inthe Quality Teaching Rounds asshown by checklists and datacollected from staff surveysrelating to effectiveness ofprogram and ideas forimprovement.

$10 000 fro teacher release All teaching staff participated in negotiatedObservation Rounds of teaching practicethroughout the year.

Next Steps


• Ensure all PDPs align with the strategic directions of the 2018–2020 School Plan • Include the introduction of Quality Teaching Rounds in the 2018–2020 School Plan – including professional

development in skill and knowledge around the Quality Teaching Model. • Maintain support of collaborative practices across stages / grades.



Engaging with our 21st Century Parents and Carers

Purpose

Partnerships with parents, carers and the wider community are linked through research with the best possibleeducational outcomes for all students. Through consultation on significant programs, making use of effectivesystems and practices and consistent dialogue through a variety of means, parents and carers are activemembers of the school community.


Our media officer continued in the role of sharing school news, programs and successes with the wider communitythrough our newsletter, social media, community and town newspapers and television news. This achieved a strongconnection between the school and many elements of the wider community.

The 'Parent Portal' and SENTRAL remained excellent and increasingly used recourses for sharing and storingcommunication between home and school.

The introduction of PBL and also the evaluation of the 2015–2017 School Plan this year saw a significant increase in theopinions, ideas and feedback from our families. This was facilitated through focus groups, questionnaires and surveys.





Parents see value inworkshops as evidenced byattendance rates

Preparation for the PBLparent workshops – $500.

Day and evening workshops for the introduction ofPBL were moderately attended, All participantswere highly engaged in the activities and providedvery positive feedback on the process.

Parents feel empowered tohelp their children with theirschool studies as evidenced bysurvey data collected duringTerm 4

Tell Them From Meparent/carer survey.

Data from the 2017 Tell Them From Mesurvey indicated very strongly that parents feltempowered to support their children's learning athome (above state average).

Parents feel well informedabout events occurring at theschool as shown by surveydata collected during Term 4

Tell Them From Meparent/carer survey.

Parents reported higher than average satisfactionwith information around structured reportingprocesses, but lower for information regardingsocial and emotional development.

Parent communication iseffectively shared throughSENTRAL to ensure all keystakeholders are aware of anycommunication betweenschool and homes

Time allocated for recordingof P/T interview information.

Comprehensive instructions for all staff developedand expectations shared. Significant, but not100%, improvement in teacher recording.

Next Steps

• Continue media officer role • Work toward 100% compliance in teacher recording of parent communications. • Investigate including regular topical parent / carer workshops into each term's assembly routine, when many

parents and carers are on site.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $15 509 All ATSI students have an Individual SupportPlan developed, monitored and evaluated inconjunction with families and teachers toensure they have the best opportunities forsuccess at school.

Our class teacher from the Biripi nation wasalso released to work directly with our ATSIstudents K–6 to develop their culturalawareness, family connections andengagement with school.

Low level adjustment for disability $87 815 = 0.6 FTELearning and SupportTeacher ($62 468).

$25 347

Funds from Low Level Adjustment forDisability, not allocated to the Learning andSupport Teacher position, were used mainlyto provide support from School LearningSupport Officers in classrooms or forindividualised needs based instruction for theteachers of students with a diagnosed orimputed disability.

This included ensuring support was availablefor any student needing it to attendexcursions, a vital element of active schoolengagement.

Quality Teaching, SuccessfulStudents (QTSS)

0.178 FTE (staffing) = $18080

The Quality Teaching, Successful Studentsinitiative allowed two Assistant Principals toengage regularly with teachers to supportquality teaching in all classrooms. Time wasallocated for stage supervisors to meet, plan,evaluate and report on programs with theirteams. Leading the Observation Rounds ofteaching practice was also funded from thissource.

Socio–economic background $24 432 Socio–economic background funding wasused in a variety of ways to support studentsat Hallidays Point Public School. Thisincluded enrichment programs in maths andpublic speaking as well as supportingstudents from families experiencing financialhardship to fully participate in all schoolactivities.

Support for beginning teachers $13 450 Support for beginning teacher funds wereused to provide extra release from face toface teaching and a dedicated teachermentor as well as additional professionallearning relevant to phase and professionalgoals, in line with the Strong Start, GreatTeachers model.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 115 133 129 128

Girls 110 120 107 113

Enrolments remained consistent with those of 2016,both in total number and gender distribution. Tenclasses were maintained for 2017.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.9 94.4 93.5 92.6

1 93.9 92.7 93.6 93.4

2 93.1 93.7 93.6 94.1

3 94.3 93 93.5 92.5

4 93.6 94.9 92.5 93.6

5 94.3 93.3 93.7 94.6

6 94.7 92.6 91.3 93.3

All Years 94.2 93.5 93.1 93.4

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

Attendance figures across the school continue to becomparable to the State DoE averages. SENTRALremains the roll marking platform for all classes. Classteachers and the Learning Support Team monitorstudent attendance and liaise with families accordingthe school's Attendance Guidelines.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 2

Head Teacher(s) 0

Classroom Teacher(s) 9

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.7

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

2.52

Other Positions 0

*Full Time Equivalent

One member of staff, a classroom teacher, is a personof Aboriginal heritage. She is a valued elder of the localBiripi nation.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

During 2017 all teachers were actively involved in avariety of mandatory and school directed professionallearning. One temporary teacher attained NESA'Proficient' status. All staff were given the opportunity toundertake professional development based on theirPerformance and Development Plans, which werenegotiated with supervisors and developed to supportthe school plan.

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

Financial information

The three financial summary tables cover 13 months


(from 1 December 2016 to 31 December 2017).

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

This year we moved from OASIS to the LearningManagement Business Resource (LMBR) system forschools.

Receipts $

Balance brought forward 170,177

Global funds 212,610

Tied funds 134,723

School & community sources 111,348

Interest 2,149

Trust receipts 9,363

Canteen 0

Total Receipts 470,193

Payments

Teaching & learning

Key Learning Areas 66,972

Excursions 28,224

Extracurricular dissections 18,578

Library 2,360

Training & Development 401

Tied Funds Payments 121,997

Short Term Relief 42,054

Administration & Office 32,268

Canteen Payments 0

Utilities 17,855

Maintenance 9,978

Trust Payments 9,230

Capital Programs 23,005

Total Payments 372,922

Balance carried forward 267,448

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

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

2017 Actual ($)

Opening Balance 0

Revenue 286,937

Appropriation 267,448

Sale of Goods and Services 0

Grants and Contributions 19,336

Gain and Loss 0

Other Revenue 0

Investment Income 153

Expenses -165,058

Recurrent Expenses -165,058

Employee Related -102,222

Operating Expenses -62,836

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

121,879

Balance Carried Forward 121,879

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

The finance committee at Hallidays Point Public Schoolconsists of the Principal and School AdministrationManager (SAM). Committee meetings are held to setand monitor the school's financial position in order tomeet financial and audit policy requirements.

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 1,750,068

Base Per Capita 36,067

Base Location 9,645

Other Base 1,704,356

Equity Total 127,756

Equity Aboriginal 15,509

Equity Socio economic 24,432

Equity Language 0

Equity Disability 87,815

Targeted Total 12,990

Other Total 64,350

Grand Total 1,955,165

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

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.

In 2017 NAPLAN, 100% of Year 5 achieved at or abovenational minimum standards for all aspects of literacy.Results on the same measures for Year 3 werebetween 92–97%. 75% of Year 5 students achievedgreater than or equal to expected growth in reading and58% for writing. In Year, 3 78% of students achieved inthe top two bands for writing. A focus on writing as anarea for improvement will continue into 2018.


In Year 5 numeracy, 46% were in the top two bandsand 96% at or above national minimum standards. InYear 3, 39% were in the top two bands and 100% at orabove national minimum standards.

The My School website provides detailed

information and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

Overall school results for our Aboriginal students arevery cohort driven due to low enrolment numbers,approximately 18%.

In 2017, we had two thirds of our Aboriginal studentsachieve in the top two bands of NAPLAN for numeracyand 100% in the top three bands for reading. Bothresults represent 34% above the state mean for allstudents. Our only Year 3 student achieved in the toptwo bands for both literacy and numeracy.

Parent/caregiver, student, teachersatisfaction

As part of our annual evaluation processes, HallidaysPoint Public School sought the opinions of parents andcarers, students and teachers about aspects of ourschool, its programs and progress. In addition toschool based face to face surveys and focus groups ,this information was collected using the Tell ThemFrom Me surveys produced by 'The Learning Bar',which are the preferred survey providers for theDepartment of Education.

The community surveys undertaken in Term 3 2017indicated that parents and carers feel welcome atschool and that the school has high expectations forstudents which support both learning and behaviour.Feedback around the major initiatives of the PositiveBehaviour for Learning parent focus groups and ourGrandparents Day / Book Week event were verypositive.

Hallidays Point Public School teaching staff completedthe survey which asked for responses around eightdrivers of learning: leadership, collaboration, inclusiveschool, learning culture, data informs practice.,teaching strategies, technology and parentinvolvement. Results were positive across the board,with all results equal to or just below the NSWgovernment norm. It is anticipated that the collaborativeimplementation of the Visible Learning project plannedto commence in2018 will have a significant positiveimpact on these results over time.

Our students in Year 4–6 were also surveyed and theirresponses compared to state averages., which were allvery close. Hallidays Point Students reported higherthan average satisfaction in the areas of having positivepeer relationships, positive behaviour across theschool, reduced bullying, a high degree of effort withlearning, relevant classroom instruction and a positivelearning climate.

Policy requirements

Aboriginal education

At Hallidays Point Public School we promoteaspirational achievement for our Aboriginal students,


enhanced by developing and supporting theengagement of our extended families' knowledge andexpertise.. We are strongly focussed on engagement,attendance and retention.

All of our students' Personal Learning Plans weredeveloped with direct consultation, input andsupport from students, family and support staffmembers. These PLPs were monitored by the classteachers and the Learning and Support Teacher toensure that all student goals and adjustments remainedactive and relevant, including individual learningsupport where necessary.

The weekly cultural awareness groups for ourpredominantly 'off–country' students remained a focalpoint for strengthening the identity, pride andengagement of students and their families with theirheritage. They also serve as a platform for empoweringour students to embrace opportunities and strivefor personal educational success. Our students are ontrack for meeting the Premier's priorities for NAPLANLiteracy and Numeracy.

The increased knowledge and engagement of ourschool's Aboriginal community, with administrativesupport, has had an observable and positive impact onthe school's environment. This can be seenthrough verbal and visual acknowledgments of locallanguage and culture becoming more evident acrossthe school setting.

Teaching and learning programs for all students K–6incorporate Aboriginal perspectives in the Key LearningAreas. We hope to incorporate more direct knowledgeand understanding of the local Indigenous communityfor our students in 2018.

Multicultural and anti-racism education

During 2017 students in all classes were givenopportunities to gain insight into multiculturalperspectives through their teachers' diligent planningacross Key Learning Areas.

Students at Hallidays Point PublicSchool were consistently engaged in lessons and unitsof work that promoted a shared vision of this countrybased on intercultural and community harmony. Thiswas supported in 2017 by recognition of nationalprograms, such as NAIDOC and Harmony Day and theschool wide peer support program focus on PromotingHarmony.

Hallidays Point Public School has a culture in whichracism is rarely expressed and never tolerated.


2017 hallidays point public school annual report...hallidays point public school annual report 2017...

Documents