2017 wallsend south public school annual report · introduction the annual report€2017 is...

Wallsend South Public SchoolAnnual Report

2017

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Printed on: 14 February, 2018 of 22 Wallsend South Public School 3851 (2017)

Introduction

The Annual Report 2017 is provided to the community of Wallsend South 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.

Christopher Parkinson

Principal

School contact details

Wallsend South Public SchoolSmith RdWallsend, 2287www.wallsends-p.schools.nsw.edu.auwallsends-p.school@det.nsw.edu.au4955 9963

Message from the Principal

The year 2017 was another highly successful school year for our students, staff and community. Our school continued to promote equity and excellence as a core educational goal and as a critical foundation to quality public schooling. Ourschool continued to actively promote the intellectual, physical, social, emotional, moral and spiritual well being of allstudents. As a community our values of:

• Respect • Responsibility • Resilience • Integrity • Care Fairness, and • Acceptance

were maintained and strengthened.

In sum, at Wallsend South Public School, we aim for all our students to become: • successful learners • confident and creative individuals • active and informed citizens.

within a caring and nurturing environment.

Achieving these educational goals is the collective responsibility of governments and schools, as well as parents, carers,families, individuals and the boarded community.

To quote Dr Seuss:

'"Children want the same things we want. To laugh, to be challenged, to be entertained, and delighted".

I would also like to acknowledge the outstanding and on–going contribution of our P&C in raising funds to support ourtechnology and other initiatives across the school., as well as the contributions of our School Council and StudentRepresentative Council (SRC).

Let's all, teach the children well!

Christopher Parkinson (Principal) M.L.M.ED.; M.Ed. Studies.: B. Ed.; Dip. Teach.


Message from the school community

P & C Message

Our school is fortunate to have a very passionate and committed P & C Association. The Committee and our team ofdedicated volunteers play a vital role in the running of our school with services such as our school Canteen and UniformShop.

In my second term as President we have welcomed several new members to our Committee and as we moved forwardwe also took the opportunity to update some roles within the Committee. We welcomed Jemma Greentree asSecretary, Rachel Metcalfe as Uniform Shop Assistant, Kylie Robinson as Canteen Assistant and Anne Siegers asOfficial Auditor. I would also like to take the opportunity to thank Jane Peck for her contribution to our P & C as ActingSecretary in Jemma’s absence in the second half of this year.

It has again been a positive year for our Committee. Improved internal controls, reporting and procedure have beenfurther embraced by all. Our Uniform Shop has seen an increase in profits thanks to the time and effort Kim O’Connorhas put into the stock controls, reporting and the introduction of our new app – Qkr! by Mastercard. Tracey Mahoney andKim have spent many hours setting up the Qkr! app which has enabled parents to pay instore or online for UniformShop purchases as well as many other P & C events this year such as our Term 4 Disco and Celebration Night.

It was evident very early in the year that as a Committee we needed to consult with Mr Parkinson to obtain a cleardirection for our fundraising efforts as donation requests were being received regularly and whilst we like to fund theserequests we also like to make sure our donations are benefiting as many of our students as possible in such a largeschool.

Whilst our primary focus for the year has been fundraising for the upgrade of our classroom technology and equipment,P & C were also successful in obtaining a partial grant from local MP Sonia Hornery for the resurfacing of our schoolbasketball court with a further commitment by P & C of over $6,000 to see the project completed with the court alsoreceiving new backboards, rings and nets. Other significant donations made to the school include new percussioninstruments for Stage One, a new drum kit for our school band, replacement air conditioners for two of our kinderclassrooms, 6 new classroom smartboards, 15 new touchscreen laptops for our kinder classes and Library to shareincluding a charging dock and trolley as well as individual class budgets for teachers to spend on their own classroomnecessities.

We have raised many extra funds for our school this year through our Canteen and Uniform Shop, as well as hosting ourannual events such as our Disco’s, Mother’s Day & Father’s Day Stalls and breakfasts, morning tea for our GrandFriends. We ran our first School Colour Fun Run which was a great success as was our Minion Movie Night &Cupcake Day, Election Day Cake Stall, Easter Raffle, end of year Mega Raffle and Celebration Night.

Lastly, my heartfelt thanks to our Committee members as well as the many parents, grandparents and carers who havevolunteered their time in 2017. The success of our fundraising and events would not be possible without our volunteersas there are many hours spent organising these great events and often this is not visible to those who do not attend ourmonthly meetings.

Regards

Melissa O’Brien

P & C President

School Council Message

The 2017 school year was another highly busy year for our School Council.

Significant undertakings were: • External Validation Review of the School by Leadership and High Performance. • Review of Attendance Policy and Procedures. • Review of Enrolment Policy and Procedures. • Review of Parent Code of Conduct Procedures. • Review of Good Discipline and Effective Learning Procedures (Student Welfare, Wellbeing, Anti–bullying,

Behaviour Management and Effective Learning). This substantial document included sub–sections relating toSchool Values, Positive Behaviour Reinforcement, Behaviour Management, Care and Supervision of Students,Anti–bullying, Bus Travel, Sun Safety, Online Bullying, School Uniform, Excursions & Sporting Events, StudentParticipation & Leadership, Student Attendance.


• Temporary Teacher Vacancies Procedure.The aim of a School Council is to maximise the educational outcomes for all students and strengthen the partnershipbetween the school, its students, staff, parents and the wider community. We operate within the context of the relevantlegislation and stated policies and priorities of the Government and the Department of Education (DoE). Our objectivesare to:

• encourage community participation • promote community understanding and involvement • assist in setting and achieving educational goals • develop, implement and monitor financial plans.

The School Council is separate from the P&C but we work with them to compliment the tremendous initiatives theyundertake.

School Council

Message from the students

The following, is a synopsis from our 2017 Yr. 6 Student Leader speeches which were presented at the 2017Yr.6 Graduation on the 11th November.

Wow what a great year! It feels like only yesterday we were entering the school gates for the first time, and what anadventure it has been. Thank you…. thank you for the support and fun times you have all given us through the pastyears at Wallsend South and we wish you all the very best for the coming years. There’s something that will help youmake it an even better time at high school. It’s something that can push you further, could help you be a better friend andhelp you in the future things you will do. These things are our Values. It’s true, values can make you a better person.Some people said, “Values are like finger prints, nobody’s are the same. But you leave them all over the things you do”.When your values come clear every decision becomes easier. So, if you don’t believe me then look at the past years youhave had at Wallsend South and carry the values in your future life and be the reason someone smiles each day.

AND

Our school offers a number of rich extra curricular activities such as Concert Band, Rock Band, Choir, Chess Club,PSSA Sport, Drama Club, Dance, Sculpture Club, Starstruck, Wakakirri and the list goes on. These activities allow likeminded students to get together and enjoy doing things they like or are interested in. The friendships made withteachers, as well as students are some of the best things made. Many of the activities teach students vital skills whichthey will carry through in the years to come as well as providing a fun and positive experience throughout primary school.We are very thankful to have been able to attend a school that offers such a wide range of extracurricular activities. Onbehalf of Year Six, thank you to our wonderful teachers and school. We will miss you.

Year 6 Leaders 2017 (Sunny, Braiden, Eden, Thomas, Gabrielle, Liam)


School background

School vision statement

The Wallsend South Public School community values and respects all people as individuals and believes in life–longlearning, the celebration of success and the achievement of academic and social potential for all, in a secure, stimulatingand challenging environment.

School context

WSPS is a large school of 561 students with a mixture of different socio–economic backgrounds for our students. 89% ofour students fall into the top three quartiles of socio–economic advantage. We have 5% of our students with anIndigenous background and 8% with a background other than English speaking. WSPS achieves well in sport andperforming arts. Although varied, we are fortunate to have a cohesive school that supports the implementation of aValues Framework and the whole community wishes the best for the children in our care. Academically, the schoolgenerally achieves above state average in all areas of NAPLAN. We have an experienced staff of teachers and supportpersonnel who professionally embrace change. The parent body is actively involved in fundraising and classroom helpbut generally the involvement in curriculum issues is limited. Parents value the range of extra curricula activities availableto students and would like to see this continue. They clearly expressed a desire to increase the communication of theirchild’s learning and further expressed their willingness to be actively involved in this process. While overwhelminglysupportive of the welfare practices at school, parents expressed a desire to be more aware of social skills programs thatoperate to address areas of social development. Student Leaders continue to be an active element in setting schooldirections through consultation, Student Representative Council (SRC) and other opportunities for student feedback.

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 on the 2nd November 2017. The framework supports public schools throughout NSW in the pursuit ofexcellence by providing a clear description of high quality practice across the three domains of Learning, Teaching andLeading. During the external validation process, an independent panel of peer principals considered our evidence andassessment of the school’s progress, aligned with the standards articulated in the School Excellence Framework.

Synopsis

A rigorous situational analysis at Wallsend South Public School has been conducted throughout the external validationprocess in 2017. This has involved executive, teaching, parent / community and student stakeholders. Input was soughtfrom the School Council as part of the process and a targeted External Validation Team was formed to systematicallyreview our purpose, people, processes and products / practices in alignment with the Schools Excellence Framework,School Plan, Milestones, Annual Report and other key documents.

Throughout the process, regular updates and consultation with all stakeholder groups was paramount as part of acollective ethos of ownership and future directions setting. High visibility data walls were easily accessible for comment /input and updates via the Tallong (school newsletter) kept stakeholders informed throughout the process. Anexternal critical friend methodology was also applied to test and to challenge our thinking during this journey. This regularline of communication was critical in terms of transparency, integrity, rigour, authenticity, consultation and alignment toschool values / vision.

Current and historical qualitative and quantitative evidence was gathered and aligned to the School ExcellenceFramework across all three domains and fourteen elements with specific focus upon the statements of excellence.

Some of the underpinning research and key documents used to guide and to enhance collegial discourse throughoutwere:

• What works best: Evidence–based practices to help improve NSW student performance • Quality Schools, Quality Outcomes • Spotlight– Reframing feedback to improve teaching and learning • Which forms of PD improve student outcomes? (Paul Brock)


• The Politics of Collaborative Expertise (John Hattie) • Linking effective professional learning with effective teaching practice (Peter Cole) • Wellbeing Framework for Schools • Quality Teaching in Public Schools • Values in NSW Public Schools • Melbourne Declaration on Educational Goals for Young Australians • Australian Professional Standard for Teachers • Australian Professional Standards for Principals • School Excellence Framework V1

As a result of this external validation process, the 2018–2020 School Plan will be framed.

Of note, the results of the 2017 external validation process will not only influence the 2018–2020 School Plan but alsothe 2021–2023 School Plan, as both fall between the next five year External Validation Cycle for Wallsend South PublicSchool.

In sum, this process has been a valued professional learning and growth opportunity for executive, teachers and parentgroups, as for many this has been new knowledge in using extensive evidence and research to inform future schooldirections benchmarked against statements of excellence, which provide clear descriptions of the key elements of highquality practice. The six evidence sets presented to the panel were both comprehensive and multi–faceted in their scopeand sequencing.

Results

The results of this process by and independent expert panel conducted on the 2nd November 2017 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. • In the domain of Teaching the school's self–assessment is consistent with the evidence presented and is validated

using the School Excellence Framework. • In the domain of Learning the school's self–assessment is consistent with the evidence presented in 3 elements

and is validated using the School Excellence Framework. In the element of School Resources the evidencepresented indicates the school is operating at the Excelling stage.

In sum, this was a result of 93% agreement which was an outstanding result and testimony to the rigour and dedicationdisplayed by our 2017 External Review Team.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements 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

A challenging, engaging and inclusive curriculum at WSPS.

Purpose

To build student engagement through a positive school environment. To improve students social and emotionalpreparedness to learn through experiences that develop cooperation, participation and success.

Overall summary of progress

Our purpose throughout the duration of the 2015–2017 School Plan continued to focus upon and to actively engage allstudents in meaningful and challenging learning experiences through personalised and differentiated learningopportunities. This assists them to develop as both learners and leaders. in turn instilling in them the values of respectfuland responsible citizenship, as well as promoting their intellectual, physical, social, emotional, moral, spiritual andaesthetic development and well being.

Throughout 2017, we continued to challenge and engage our students to be respectful of their peers and confident andengaged in a variety of quality sporting, leadership, performing arts, environmental, technological and social activitiesthat result in success and improved attitudes to learning.

Our teachers provided quality teaching and learning experiences inside and outside the classroom through the deliveryof a rich curriculum that meets the needs of every student. Teachers valued and maintained quality relationships with allmembers of the school community.

Our parents/carers/community continued to engage with the school and support its vision statement through leading,mentoring, encouragement and participation.

2017 Strategic Direction 1 (SD1) Milestones were achieved.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Decrease of 15% annually ofchildren referred to planningroom. • Decrease of 20% in thenumber of children in the bottomtwo bands in all areas assessedby NAPLAN for Years 3,5 & 7.

• An overall 2015–2017decrease of > 50% inreferral rates has beenachieved throughout theduration of this School Plan.This has exceededexpectations. • We achieved thismeasure and have met andexceeded this target insome NAPLAN areasthroughout the duration ofthis School Plan.

• Resource Allocation Model (RAM) fundingintegrated throughout the entirety of this SchoolPlan. • Part of professional learning budget (2017 total =($29,500 being an increase of 26% from 2016figures). • Part of QTSS staffing allocation (2017 = 0.408)

Next Steps

1. Reinvigorate Wallsend South Public School Values Program in alignment with Future Focussed Learning. (Will

align with SD1 and SD2 in the 2018–2020 School Plan).2. Continued engagement of the whole school community in the development of our 2018–2020 School Plan. (Will

align with SD3 the 2018–2020 School Plan).3. Analysis and use of data to better inform teaching and learning. (Will align with SD1 in the 2018–2020 School

Plan).4. Increased focus on feedback for students and staff. (Will align with SD2 in the 2018–2020 School Plan).5. Further development of strong collaborative and collegial practices to promote and generate learning and

innovation. (Will align with SD1 and SD3 in the 2018–2020 School Plan).


6. Creating an organisational structure which enables and supports staff in meeting their professional accreditationrequirements. (Will align with SD1, SD2 and SD3 in the 2018–2020 School Plan).

7. Create opportunities for leadership development including succession planning to drive whole school improvement.(Will align with SD1, SD2 and SD3 in the 2018–2020 School Plan).



To develop Quality Teaching and Learning programs that enable students to be equipped with the necessarytechnological, literacy and numeracy skills to be successful 21st Century learners.

Purpose

To support all students to become competent and creative learners. This will be achieved through the development ofwhole school programs, increasing teacher capacity and engaging students in meaningful learning opportunities.


Throughout the duration of the 2015–2017 School Plan, our students' achievements in Literacy and Numeracy throughengaging in quality teaching and learning programs were differentiated to meet the needs of the individual. Our studentswere challenged to think creatively and to improve their problem solving.

Our staff continued to design, develop and implement differentiated learning programs that reflect Syllabus expectationsand the needs of students of the 21st Century.

Our parents /carers engaged in their child's education by accepting invitations to work with the school to improve learningoutcomes for students as a whole through home learning, focus groups, fundraising activities and interviews.






• Improve the present rate ofgrowth from Year 3 to Year 5 andYear 5 to Year 7 by 7 % annuallyfor the next three years. • Increase the percentage ofstudents in the top two bands by10 per cent per year over the nextthree years.

• Over the duration of thisSchool Plan, this target waseither met or exceededacross all NAPLAN areas. • Our student resultsthroughout the duration ofthis School Plan remainedabove State Averages forboth Yr. 3 and Yr. 5.


Next Steps

1. Reinvigorate Wallsend South Public School Values Program in alignment with Future Focussed Learning. (Willalign with SD1 and SD2 in the 2018–2020 School Plan).

2. Continued engagement of the whole school community in the development of our 2018–2020 School Plan. (Willalign with SD3 the 2018–2020 School Plan).

3. Analysis and use of data to better inform teaching and learning. (Will align with SD1 in the 2018–2020 SchoolPlan).

4. Increased focus on feedback for students and staff. (Will align with SD2 in the 2018–2020 School Plan).5. Further development of strong collaborative and collegial practices to promote and generate learning and

innovation. (Will align with SD1 and SD3 in the 2018–2020 School Plan).6. Creating an organisational structure which enables and supports staff in meeting their professional accreditation

requirements. (Will align with SD1, SD2 and SD3 in the 2018–2020 School Plan).7. Create opportunities for leadership development including succession planning to drive whole school improvement.

(Will align with SD1, SD2 and SD3 in the 2018–2020 School Plan).



Enhancing Community Engagement & Participation to ensure our students become successful, active learners in acommon, values rich environment.

Purpose

To build stronger relationships as an educational community by leading and inspiring a values rich culture ofcollaboration, engaged communication, empowered leadership and sound organisational practices.


Throughout the duration of the 2015 –2017 School Plan, our students continued to relate well to others and madeinformed decisions about their lives. They acknowledged that common values exist across the whole school communityand together they work for the common good of all members of this community. They made connections with local,regional and global events as informed citizens.

Our teachers continued to develop meaningful learning relationships with parents so that they in turn work for thecommon good of the community. They related to and communicated across all facets of our community and acted withethical integrity.

Our parents/carers continued to develop their role in the teamwork of their children's education. They acted with ethicalintegrity relating to their interaction with school.






• Attendance at Term 1interviews reaches 95%. • Attendance at 3rd Terminterviews (new initiative) reaches75%. • Ensure Values is reported inthe school newsletter • Attendance at P & C meetingsstays above 20 persons for 75%of the year.

• Term 1 Interviews verywell represented. Targetachieved. • Term 3 Interviews ontrack yet owing to responsefrom school community, asteachers communicate veryeffectively with parentsduring the year, the needfor parents to take up theTerm 3 interview option isgreatly reduced. • Values reporting achievedand being re–invigoratedthrough the life of the2018–2020 School Plan. • P & C attendancecontinues to be wellsupported and P & Cinitiatives highly supported.


Next Steps

1. Reinvigorate Wallsend South Public School Values Program in alignment with Future Focussed Learning. (Willalign with SD1 and SD2 in the 2018–2020 School Plan).

2. Continued engagement of the whole school community in the development of our 2018–2020 School Plan. (Willalign with SD3 the 2018–2020 School Plan).

3. Analysis and use of data to better inform teaching and learning. (Will align with SD1 in the 2018–2020 SchoolPlan).

4. Increased focus on feedback for students and staff. (Will align with SD2 in the 2018–2020 School Plan).5. Further development of strong collaborative and collegial practices to promote and generate learning and


innovation. (Will align with SD1 and SD3 in the 2018–2020 School Plan).6. Creating an organisational structure which enables and supports staff in meeting their professional accreditation

requirements. (Will align with SD1, SD2 and SD3 in the 2018–2020 School Plan).7. Create opportunities for leadership development including succession planning to drive whole school improvement.

(Will align with SD1, SD2 and SD3 in the 2018–2020 School Plan).


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $26,714 All students continue to have a PersonalisedLearning Pathway (PLP) that is overseen byour teachers and led by out AboriginalEducation Committee. This process allows forconsistency in addressing student centredgoals. During 2017, funding was targeted tothose Aboriginal students who were notmeeting expected standards in Literacy andNumeracy.

This was achieved through a combinationof classroom support and one on one support.From assessment completed prior tocommencement of the support through toassessment at the end of the year, growthwas evident in all supported students.

English language proficiency $18,180 This funding continues to be used to developspoken and written English for the studentswhose limited use of English language, eitherwritten or spoken, impacts on their fullinvolvement in the curriculum.

At Wallsend South Public School, we arecommitted to building an atmosphere ofunderstanding and tolerance of individual andcultural differences. Our studentspredominantly come from families who havebeen in Australia for at least a couple ofgenerations. Our diversity is enriched by asmall number of students who have beenborn overseas or whose parents were bornoverseas. A number of students with alanguage background other than English weresupported in small groups with peers todevelop their language for academic tasks.Community agencies including translatorswere accessed when necessary to facilitateeffective communication with familiesensuring their understanding of theeducational processes and the learningenvironment.

Our curriculum of the classroom alwaysstrives to present perspectives from manycultures.

Days of special significance to cultures fromaround the world are studied andincorporated into lesson activities. HarmonyDay falls on 21 March each year and is acelebration of all cultures coming togetherand sharing stories. It is a whole school focus,allowing all students to gain further insightinto how many cultures enhance our day today lives. In preparation for Harmony Day thisyear, students were given the opportunity toparticipate in a variety of activities with amulticultural focus. The students and theirfamilies were invited to speak to the individualclasses about their cultural background, dressand way of life for them as children. Thisstimulated conversation both at school andhome about the countries from where otherfamily members, such as grandparents, had


English language proficiency $18,180 come. In all KLAs, our teachers endeavour toshow the perspectives of varying cultures,including an Indigenous perspective.

Low level adjustment for disability $133,611 In 2017, we continued to employ specialisteducators to support identified students. Thestudents chosen were those we thoughtwould respond to short intensive interventionas opposed to the ongoing Learning SupportTeam ( LST ) support for those children whoregularly struggled with their learning. Thesestudents were supported in specific areas ofLiteracy and Numeracy. The students’assessments were examined for areas ofconcern and a program to support via smallgroup or, where necessary, individual supportwas implemented until the learning reachedthe expected level.

Our school aims at providing rich learningopportunities for all students in a supportiveand caring school environment.

Quality Teaching, SuccessfulStudents (QTSS)

Staffing allocation of 0.408 This allocation will substantially increase in2018 to > 0.9.

In 2017 the funds were used to createadditional executive time to support teacherprofessional learning within and acrossstages. Specialist programs and initiativeswere explored and data reviewed.

Socio–economic background $28,673 Throughout 2017, socio–economic fundingwas used for two main purposes. First, thisfunding allows all students, irrespective offinancial circumstances, to partake in thewhole curriculum. It allows students to go onexcursions, purchase resources and beproperly attired in uniform.

Again this year, any child who wished toparticipate in any aspect of the curriculumwas able to do so.

To apply for such funding, parents/ carersneed to contact the school for a StudentAssistance Application.

Targeted student support forrefugees and new arrivals

Not applicable. Not applicable.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 265 257 256 260

Girls 296 292 298 299

Our student population slightly increased in 2017with the ratio of girls to boys, higher for girls.

Our school’s Enrolment Policy is located, with the mapof the school’s intake zone, on the School’s Websiteunder Our School, Enrolment.

Please be aware that High Schools also have an intakezone. Regardless of the primary school your son ordaughter attended, non–localstudents can only beconsidered for enrolment at a high school if spaces areavailable.

Our enrolment policy and procedures comply with theDepartment of Education (DoE) policy.

The hyperlink to the NSW Public Schools Locator is:

http://www.schools.nsw.edu.au/gotoschool/nswps–finder/index.php

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.8 94.6 96.7 95.4

1 94.8 95.4 95.7 95.7

2 95.8 94.5 94.3 95.6

3 95.2 95.7 94.7 95.3

4 95.1 94.5 95.8 95.1

5 94.7 95.5 95.2 96.2

6 95.6 94.6 94.4 93.5

All Years 95.3 95 95.2 95.2

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

In 2017 our student attendance data continues to beabove that of State average. Regular attendance atschool for every student is essential if students are toachieve their potential and increase their career and lifeoptions. Schools in partnerships with parents areresponsible for promoting the regular attendanceof students. While parents are legally responsible forthe regular attendance of their children, school staff, aspart of their duty of care, record and monitor part andwhole day absences. Our school's attendance policyand procedures comply with Department of Education(DoE) policy.

Attendance is regularly monitored by the LearningSupport Team, Principal, and Home School LiaisonOfficer (HSLO)

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 20.32

Teacher of Reading Recovery 0.53

Learning & Support Teacher(s) 0.9

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

4.06

Other Positions 0

*Full Time Equivalent

Wallsend South Public has staff who identify as beingAboriginal and has staff in which extended familymembers identify as being Aboriginal. The AustralianEducation Regulation (2014) requires schools to reporton Aboriginal composition of their workforce. Ourschool champions an inclusive curriculum and schoolculture that promotes understanding of and respect forAboriginal and Torres Strait Islander histories, culturesand languages. We are committed to improving theeducational outcomes and wellbeing of Aboriginal andTorres Strait Islander students so that they can exceland achieve in every aspect of their education. AtWallsend South PS, we respect, value and promote thestrength, diversity, ownership and richness ofAboriginal cultures and Custodianship of Country.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 60

Postgraduate degree 40

Professional learning and teacher accreditation

In late 2017, all staff had to register, be assessed andcomply with the Working With Children's Check(WWCC). Our school is fully compliant in this matter.

At the commencement of 2017, approximately 40% ofcurrent staff were registered with NSW EducationStandards Authority (NESA).

In January 2018, all our teachers were accredited atProficient Standard with the Australian ProfessionalStandards for Teachers (NESA). This is now mandatoryfor all Australian teachers across all sectors ofeducation.

All teacher accreditation is connected to the AustralianProfessional Standards for Teachers which is a publicstatement of what constitutes teacher quality. TheStandards provide a framework that makes clear theknowledge, practice and professional engagementrequired across teachers’ careers.

All professional learning funds were spent in terms ofaudit requirements and linked to Department ofEducation (DoE) Priority Objectives, Performance andDevelopment Plans (PDP) and our 2015 to 2017School Plan.

All staff undertook professional development in 2017.Money was spent in the areas of Curriculum, Coaching, Finance, Quality Teaching, AboriginalEducation, Values and Career Development to name afew.

Other teaching staff undertook a range of professionaldevelopment days which were linked with our SchoolTargets, Assessment, Quality Teaching, Reporting,Work Health and Safety, Disability Standards, Learningand Support, Syllabus and Information CommunicationTechnologies (ICT).

School performance

School-based assessment

At Wallsend South PS, our teachers use a variety ofquantitative and qualitative assessment strategies inalignment with 21st Century learning values andcurriculum policy requirements. Assessment is thebroad name for the collection and evaluation ofevidence of a student’s learning. It is integral toteaching and learning and has multiple purposes.Assessment can enhance student engagement andmotivation, particularly when it incorporates interactionwith teachers, other students and a range of resources.

Assessment: • provides opportunities for teachers to gather

evidence about student achievement in relation tooutcomes

• enables students to demonstrate what they knowand can do

• clarifies student understanding of concepts andpromotes deeper understanding

• provides evidence that current understanding is asuitable basis for future learning.

Our teachers consider the effect that assessment andfeedback have on student motivation and self–esteem,and the importance of the active involvement ofstudents in their own learning.


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.

Wallsend South Public School continues todemonstrate commitment to academic excellence, withthe number of students in the top two bands ofnumeracy and literacy exceeding state averages. Inall subject areas tested across Yrs. 3 and 5, our schoolcontinues to be above State averages.


Policy requirements

Other school programs

Multicultural and Anti–Racism Education

At Wallsend South Public School, we are committed tobuilding an atmosphere of understanding and toleranceof individual and cultural differences. Our studentspredominantly come from families who have been inAustralia for at least a couple of generations. Ourstudent diversity is enriched by a small number (13%)who have been born overseas or whose parents wereborn overseas. A number of students with a languagebackground other than English were supported in smallgroups with peers to develop their language foracademic tasks. Community agencies, includingtranslators, were accessed when necessary to facilitateeffective communication with families, ensuring theirunderstanding of the educational processes and thelearning environment. Our curriculum in the classroomalways strives to present perspectives from manycultures. Days of special significance to cultures fromaround the world are studied and incorporated intolesson activities. Harmony Day falls on 21 March eachyear and is a celebration of all cultures coming togetherand sharing stories. It is a whole school focus, allowingall students to gain further insight into how manycultures enhance our day to day lives. As part of theHarmony Day celebration this year, students fromKindergarten to Year 6 were given the opportunity toparticipate in a variety of activities with a multiculturalfocus. The students and their families were invited tospeak to the individual classes about their culturalbackground, dress and way of life for them as children.


This stimulated conversation both at school and homeabout the countries from where other family members,such as grandparents, had come. In all KLAs, ourteachers endeavour to show the perspectives ofvarying cultures, including an Indigenous perspective.

Margaret Bramble

Public Speaking

Public Speaking was once again of a very highstandard across the school. Forming part of theEnglish syllabus, public speaking develops the skillsrequired to deliver a prepared speech to an audience. Every child is given opportunity to demonstrate theirskill at a class level. Students are then selected torepresent their class and stage at the interschoolcompetition. Once again, WSPS selected two studentsfrom each stage to represent at the Zone level, withone Stage 3 child being awarded ‘Highly Commended’at this competition. A notable achievement this yearwas the number of speakers able to deliver theirspeech without the support of palm cards. Audiencemanners continue to be excellent across all stages.

Helen Smart

Concert Band

Throughout 2017, the Wallsend South Public SchoolConcert Band worked industriously, once againachieving great success. The band recruited 26 juniormembers in Term One. These children were fromYears 3–6,most with little or no previous musicalexperience. With enthusiasm they began their lessonson their new instruments in preparation to begin JuniorBand practice sessions in Term 2. Meanwhile, theSenior Band commenced practice sessions within thefirst two weeks of Term One, under the guidance of ourconducting team, Ms Alison Tonkin and Ms TeenaWallace.

The Band Committee purchased new arrangements,while revisiting some older scores in order toencourage an appreciation of a variety of musicalstyles. Our major fundraiser this year was once againour Pie Drive, which raised approximately $1000 tohelp support these purchases and the maintenance ofour instruments. The P&C kindly purchased a new7–piece drum kit for use by both Junior and Seniorband and our school’s Rock Band.

We were highly successful in our two majorcompetitions. At the NSW Bands Festival, our SeniorBand were awarded a Siler Medal for their outstandingperformance. At the Lake Macquarie Bandfest, both theSenior Band and our Junior Band were awarded HighlyCommended second place positions in their section ofthe competition. This was the Junior Band’s first publicperformance as an ensemble.

The Junior and Senior bands operated independently ofeach other throughout the majority of the year,rehearsing one afternoon a week each, with the SeniorBand regrouping for one lunchtime a week for a second

rehearsal. This allowed the Junior Band to developgreater confidence, playing music appropriate to theirdevelopmental level. The Senior Band, in turn, wasable to challenge their musicality with more difficultrepertoire.

The two bands joined for Grandfriend’s Day and forCelebration Night at the end of the year, which weregreat opportunities to show their expertise on a largerscale. The band performed for the local community atCharlestown Square during Education Week. Onceagain, our musicians had the chance to showcaseindividual talents at our Annual Family Band Night,performing solo and small group items and playing aspart of our band.

The fabulous achievements of the Wallsend SouthPublic School bands are largely due to the many hoursof hard work that the children put into practice, thededication of our band conductors, the band organisersMr Trent Kandler, Mrs Tracey Moloney and Mrs AlisonLennard, and of course, the ongoing support of ourparents.

Mrs Moloney, Mr Kandler and Mrs Lennard

WSPS Rock Band Report 2017

After a very enjoyable & successful 2016; our new yearbegan with auditions for Students in Years 5 & 6 beingheld over three weeks during Term 1.

After a very intense and competitive battle amongst ourvocalists, the following students were selected; • Lucy Phillips, • Isobel Parkes • Aisha Saville • Tulli Bernasconi • Emily Lewer • Our successful guitarists were; • Brinley Gentle, • Joel Greentree • Jack Mosman • Mitchell Stewart

The line up was finally completed with Ryan Gilbert ondrums & Eve Ison piano.

Most of term one was spent rehearsing several newsongs including "Play That Song", ”‘Photograph” as wellas some old classic rock tunes like “Johnny B Good”,“I’m a Believer” and “Proud Mary”.

Our performance highlights during the year includedGrand friends day, School Assemblies, playgroundRock and “Rock the Church”.

All Students also took part in our annual music theorytest and listening quiz with the boys coming out on topthis year (Ryan Gilbert & Mitch Stewart).

We had a younger group this year, with four Studentsfrom Year 5, however they all developed their musicalskills well, which will give them confidence as they takeon their High School musical challenges. It was alsogreat to use our new PA system and drum kit!


I’m looking forward to another great “rock’ in” year in2018!

Chris McDonald

NSW Music Teachers Assoc.

Dip Sound Eng. AMEB no.115050

Senior and Junior Choirs

Wallsend South Public School has two performancechoirs which practise each week on Tuesday morningfrom 8:15am to 8:55am. The Senior Choir consists ofstudents from Years 5 and 6 and has a membershipwhich ranges between 40 and 60, depending on thetime of year and the event for which they are practising.The Junior Choir has a more consistent membership ofaround 45 students, drawn from Years 3 and 4.

There is no audition process to join either the Senior orthe Junior Choir, instead, any student who is willing toregularly attend choir practices is encouraged to attend.

The Senior Choir’s first public appearance was at theschool’s ANZAC Day ceremony at the beginning ofTerm 2. Their next event was during Education Week atthe beginning of Term 3, in which both Junior andSenior Choirs separately performed for the WSPScommunity on Grandfriends’ Day. Both choirs repeatedtheir songs later in the day at Charlestown ShoppingCentre followed by a performance from the schoolband.

One of the highlights of the year for Senior Choir wastheir participation in the “Count Us In” event at LambtonHigh School, which promotes the importance ofstudents being involved in musical programs. Theyshared one of their favourite songs with several otherlocal primary and high school choirs, followed by themass choir’s singing of this year’s song “Let it Shine.”This occurred at exactly 12pm, joining together withhundreds of other choirs from all around Australia.

A week later the Senior Choir was invited by the localRSL club to perform their beautifully moving rendition of“Cruel War” at the Remembrance Day Ceremony atWallsend Park.

Meanwhile, the Junior Choir sang at a Stage Oneassembly where they performed a technically difficultsong which they had been working on all year but hadnot yet had the opportunity to perform in front of anaudience. They also sang a number of old favouritesthat they had performed throughout the year. TheJunior Choir teacher then spoke to the assembly aboutthe joys of belonging to a choir and explained theprocess of how students could join the Junior Choirupon starting Year 3.

Term 4 the Senior and Junior Choirs joined forces tocreate a Combined Christmas Choir. This CombinedChoir performed a set of Christmas songs at theKoombahla Aged Care Centre in Wallsend after whichthe children mingled with the residents. This interaction

benefited both the children and the aged care residentsby allowing them to share information and experiences.The Combined Choir then repeated the medley ofChristmas carols at the Elermore Vale Shopping Centreto entertain parents and the local shoppers. To thechildren’s surprise and delight, they had a visit fromSanta Claus before they walked back to school,lollipops in hand, reflecting on the joys of being amember of a WSPS choir!

To round off the year, the final performance was atCelebration Night where the Combined Christmas Choirstood on stage and sang their Christmas medley whilethe audience was being seated.

Both choirs thank the school and community for theirsupport and look forward to another happy year ofsinging in 2018!

ATSI

Throughout 2017, The Aboriginal and Torres StraitIslander (ATSI) committee which includes staff, familiesand community members, met regularly to discusscultural activities, student progress and future directionsand plans for WSPS. After consultation with ourcommunity, a cultural garden was established which islocated centrally in our playground where our studentsassemble each morning. This project is still in itsinfancy and will continue to be a focus and goal for2018. Staff and students enjoyed learning theAwabakal National Anthem which was performed atvarious events and locations. K – 2 students activelyengaged in ‘Heads and Shoulders’ in Awabakal andwere proud of their achievement. Our year 6 ATSIstudents visited a local High School during NAIDOCweek to attend their assembly and participate in theircelebrations. A variety of activities thoroughly engagedour students and concluded with barbeque. We wouldlike to thank Lambton High for their kind invitation andwonderful morning. Our NAIDOC activities at WSPSincluded a smoking ceremony and didgeridoo playersfrom Callaghan College, Wallsend Campus, anAboriginal performance from P.I.E productions,dancing, art and craft activities. As a whole schoolproject during NAIDOC week, each class identifiedtowns and cities around Australia and investigated theAboriginal meaning behind the names. This wasproudly displayed in and around the walls of our schoolhall. An interactive Australian map on the Combox wasalso set up to access these places for a pictorial viewand further information. This successful event wasopen to parents and community members and wasdesigned to enhance their knowledge and to buildstronger relationships with our local Aboriginal andTorres Strait Islander community.

Melanie Serjeant

Wakakirri

In 2017 our school participated in Wakakirri for the veryfirst time. The theme was ‘Food for Thought’ which wasa representation of what our group of Yr. 3 performersbelieves helps to build and transform students intohappy and healthy unique individuals. You simply need,


school values and a storybook favourite! Thisperformance achieved outstanding results with thefollowing awards obtained. For performance theyreceived; • Excellent Ensemble • Excellent Group Dance • Amazing Finale • Excellent Overall Costume Design • Best Teamwork • Most Creative Reuse of Materials for Sets and

Props.They also received a State Award for ‘Best RaisingAwareness Story’ and were a National Award Nomineefor ‘Story of the year.’

The Drama Club

This year, a number of new students from Stage 3joined the Drama Club. The students performed oneplay during Term 3 titled,“Scaredy Crow”, which washeld during lunchtime. All props were made by thestudents with available resources from the school andhome. The Drama Club enables students anopportunity to develop their performance skills, as wellas their production skills, such as: scriptwriting, stagemanagers, set designers, costume and prop designers.The Drama Club remains a popular extracurricularactivity at Wallsend South Public School.

Starstruck

Forty–two Year 4 students from Wallsend South PublicSchool participated in the Department of Education'sStarstruck 2017: Shine On event held at the NewcastleEntertainment Centre in June. Wallsend South PublicSchool has continued to support our fellow RegionalPrimary and High schools in this Performing Artsextravaganza. For the first time in a number of yearsDance, Drama and Choir groups represented ourschool in all disciplines of performing arts. Studentsfrom the Dance Group and their teachers committed tolearning 3 dances which included an audition,rehearsals and a number of performances spanningover 3 days. Our Drama Group performed in two itemsand our Choir Group sang many songs throughout theentire concert. All students demonstrated commitment,persistence and responsible behaviour throughout allrehearsals and performances. We thank parentsinvolved with the transportation of the students andthose who assisted with costume creations andpurchases. The students ’positive attitude made staff,parents and community members extremely proud. Welook forward with excitement and anticipation to StarStruck 2017, the 25th anniversary of this significantcultural event!

Representative Sport

Representative sport remains a key feature of thediverse, engaging and values–centred WSPScurriculum. In addition to the benefits of health,representative sport also facilitates the teaching andapplication of important values such as sportsmanship,teamwork, resilience, self–belief, determination andexcellence in an authentic context. This year,

representative opportunities were offered across 18different sporting disciplines and 167 students becameschool sporting representatives. Our teams andindividuals competed at venues across the Hunter andthe State, from the home netball court and soccer fieldsto stadia such as the Sydney Cricket Ground andOlympic Park.

2017 will be remembered as a truly remarkable year inthe annals of WSPS sport. Our competitive sportingaccomplishments were the greatest in our school’sproud history. Two teams became state champions anda further three teams qualified for statefinals/championships. A record number of individualsachieved selection in Zone, Regional, State and elitedevelopment teams. The 2017 roll of honour reads asfollows: • The Senior Girls Australian Rules Football team

became the first Hunter team to win the Paul KellyCup, the largest primary school AFL tournamentin NSW & the ACT. Following the finals at theSCG, three players were offered a place in theinaugural Sydney Swans Youth Girls Academy.

• The Senior Girls Football (soccer) team won theState Knockout competition for the second year ina row and third time in six years. WSPS is nowthe most successful school in the history of thegirls’ competition.

• The Senior Girls Netball and Senior Girls TouchFootball teams both made the State Knockoutsemi–finals, having become Hunter Champions inthe preliminary stages of the competitions. TheSenior Girls4x100m relay team (Athletics) alsoqualified for the State Athletics Championships.

• 46 students were selected to represent theCrossroads Zone in various sports. 14 of thesestudents went on to be chosen in Hunter Regionteams while two athletes attained positions inNSW State teams to compete at the PacificSchool Games. A number of these studentsachieved representative selection across multiplesports.

The remarkable success of our elite sporting teams andsporting ambassadors in 2017 was underpinned by agenuine love of sport and high participation ratesacross all years, a school sporting policy that enablesstudents to take advantage of all representationpathways and the ongoing support of our parentcommunity.

Debating

Wallsend South PS offers the chance for students of allages to extend their literacy skills in forums andcompetitions organised by the NSW Department ofEducation’s Arts Unit or regional organisations.

A total of 26 students furthered their public speakingskills through representative debating. WSPS fieldedtwo teams in the Newcastle Train–On competition whileour elite Year 6 team competed in the Premier’sDebating Challenge. Throughout each competition,students tested their persuasive speaking skills againstother local school teams. The topics under


consideration were diverse and challenging, allowingour debaters the chance to develop their worldknowledge and explore issues of social justice andrights. Our debating team convened each week duringTerms 2 & 3 for training and are indebted to HelenRose for her coaching wisdom and supportivefeedback. The volunteer adjudication efforts of JaneChapman, Liz Bugbird and Joy Tromans are alsoacknowledged.


2017 wallsend south public school annual report · introduction the annual report€2017 is...

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