2018 ashbury public school annual report

Ashbury Public SchoolAnnual Report

2018

1064

Printed on: 5 June, 2019 of 19 Ashbury Public School 1064 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Ashbury 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.

Ben Heinecke

Principal

School contact details

Ashbury Public SchoolTrevenar StAshbury, 2193www.ashbury-p.schools.nsw.edu.auashbury-p.school@det.nsw.edu.au9798 4509


Message from the Principal

2018 has been a highly successful year at Ashbury Public School and there were many highlights for our students andcommunity.

Students in Years 3 and 5 achieved excellent results in NAPLAN. The average number of students in the top 2 bands forreading and numeracy was 57.21% which is an increase of 12.67% over 2017 results. 70% of Year 3 students achievedin the top 2 bands for reading.

In the performing arts in 2018 our students have graced the stage of the Sydney Opera House on numerous occasions,as well as the Sydney Town Hall, the University of NSW, the State Sports Centre and even Australia's largest indoorarena, the Sydney Superdome. We have had students represent in sport at the zone, regional, state and even nationallevels and the majority of our PSSA teams qualified for semi–finals while our Senior Netball, Senior Touch Football,Senior Oz Tag and Junior Cricket teams won their premierships and our Athletics Team finished as Zone Champions.

All classes benefited from specialist digital technologies lessons and our teachers participated in professional learning ondigital technologies with staff from the University of Sydney's Australian Computing Academy. Teachers also workedtogether on developing models of reflective practice, whereby teachers observed each other's practice through lessonstudies focused on improving student writing. 5 members of staff also participated in Lead 4 Success, an action learningproject which had teachers leading professional learning across schools in the inner west.

In 2018, improvements were made to the environment in which our students work and play by resurfacing the netballcourts under the COLA, installing a brand new roof, double insulation and carpet in A block. A new accessible toilet wasbuilt and we were all very excited to officially open our new elevator and covered walkway. Planning is underway for thebuilding of four new classrooms in 2019.

The students at Ashbury are fortunate to have a strong team of teachers who work so hard each day to not only providean excellent education but also provide extra–curricular activities of the highest quality. Thank you to all of the teaching,administrative and support staff at Ashbury for your tireless work for our students this year. I would also like to especiallythank the executive team at Ashbury, Mrs Karen Morris, Ms Trudie Perkins, Mrs Leanne McEvoy, Mr Matthew Robinsonand Ms Deidre Azzopardi, thank you for your positive leadership of our staff and students.

I would also like to thank our P&C organisation, a small group of parents and carers who are led by Mr Andrew Mitchell.Our P&C not only coordinate fundraising across the school, but also organise community events and act as arepresentative body and an open forum for discussion about school issues. Our P&C have set aside a significant budgetfor 2019 that will benefit our students. Thanks also go to the members of our School Council for all of their hard work onpolicies this year. Thank you to Ms Tegan Mitchel for her leadership as President on the council. Finally, thank you to allof the parents, carers and community members who have offered their knowledge, time and support to the school in2018. Our students are fortunate to benefit from the collective expertise of our community.

Ben Heinecke


School background

School vision statement

Ashbury Public School aims to develop inquisitive, knowledgeable, creative and caring young people who areempowered to have a positive impact on our community and our world.

School context

Ashbury Public School has been serving the community since 1928 and today continues its long–standing tradition ofproviding an excellent academic grounding whilst offering all children a vast range of opportunities to develop their ownstrengths and interests to their full potential. The school is nestled amongst the native trees in a quiet residential areabetween Ashfield and Canterbury.

The school caters for 375 students with 40% of students from language backgrounds other than English. Ashbury PublicSchool's student wellbeing program is informed by the Positive Behaviour for Learning Framework and RestorativePractices.

The school offers a balanced curriculum and extra–curricular activities in the academic, creative arts and sportingdomains. Students have the option of being involved in up to 8 bands and music ensembles and a range of sportingteams.

In addition to a staff of experienced and highly committed classroom teachers, the school employs specialist teachersincluding Intensive Reading, Physical Education and Digital Technologies teachers.

Parents and carers are actively involved in all areas of the school and the students at Ashbury benefit from the collectiveexpertise of their community. The school's active P&C and School Council work collaboratively with school staff tosupport learning opportunities and coordinate fund raising and community events.

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.

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

LEARNING

In the Learning domain, the school's on–balance judgement was sustaining and growing in all descriptors of the SchoolExcellence Framework. The school has progressed in 2018 from developing to sustaining and growing in bothassessment and reporting.

Assessment:

Formative assessment (Sustaining and Growing): Teachers routinely use evidence of learning, including a range offormative assessments to inform their teaching, adapt their practice and meet learning needs of students.

Summative assessment (Sustaining and Growing): Assessment is a tool that supports learning across the school.Teachers use reliable assessments to capture information about student learning.

Student engagement (Sustaining and Growing): Teachers share criteria for student assessment with students.Formative and summative assessments create opportunities for students to receive feedback on their learning.

Whole school monitoring of student learning (Sustaining and Growing): The school analyses summativeassessment data to identify learning progress of individual students and student cohorts. Teachers use summative datato identify student learning and validate formative assessment practices.

Reporting:

Whole school reporting (Sustaining and Growing): The school has explicit processes to collect, analyse and report


specific internal and external student and school performance data, on a regular basis.

Student reports (Sustaining and Growing): Student reports contain personalised information about individual studentlearning progress and achievement, and preview plans for meeting future learning goals.

Parent engagement (Excelling): Teachers directly and regularly engage with parents to improve understanding ofstudent learning and strengthen student outcomes. Reporting to parents has been enhanced in response to feedbackreceived.

TEACHING

In the Teaching domain, the school's on balance judgement was sustaining and growing and the school progressed inthe descriptors listed under effective classroom practice.

Effective Classroom Practice:

Lesson planning (Sustaining and Growing): Teachers collaborate across stages and teams to share curriculumknowledge, data, feedback and other information about student progress and achievement, to inform the development ofevidence–based programs and lessons, which meet the needs of all students.

Explicit teaching (Sustaining and Growing): Teachers are skilled at explicit teaching techniques such as questioningand assessing to identify students' learning needs, and use a range of explicit strategies to explain and break downknowledge.

Feedback (Delivering): Teachers respond promptly to student work. They check that students understand the feedbackreceived and the expectations for how to improve.

Classroom management (Excelling): All classrooms and other learning environments are well managed within aconsistent, school–wide approach. Well planned teaching is taking place, so that all students can engage in productivelearning, with minimal disruption. Teachers model and share a flexible repertoire of strategies for classroommanagement and promotion of student engagement and responsibility for learning.

LEADING

In the Leading domain, the school's on balance judgement was sustaining and growing and the overall assessmentmaintained the same results as reported in 2017.

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

Expert Learners

Purpose

To provide a student–centred learning environment that guides, challenges and inspires all students to be critical,creative and caring global citizens.

Overall summary of progress

Teachers collaborated to develop and implement a new Positive Behaviour for Learning framework to support a moreconsistent and strengths–based approach to implementation of the school's welfare policy. This framework was alsolaunched with parents and carers, involving successful information sessions and consultation opportunities. This workhas developed a more consistent and shared understanding by the whole–school community of 'positive behaviour forlearning' expectations and what this looks like in various contexts across the school community to collectively enhancethe wellbeing and learning of every student.

Teachers have further developed this work by co–designing an evidence–informed 'learner profile' for Ashbury PSstudents that will add behavioural detail to the Positive Behaviour for Learning framework's expectations in relation to'Being a Learner'. This 'learner profile' also took account of feedback from consultation with parents and carers throughvarious representative forums and an online survey open to all in the school community. This work is supporting teachersto develop confidence in explicitly teaching the relevant cognitive behavioural strategies to support students' personaland social development that also enhances their engagement with and ultimate success in learning.

Teachers have collaborated across and within stage teams to develop and deliver a coherent and consistent suite ofevidence–based strategies for personalising teaching and learning to increase student engagement across thecurriculum and improve student growth in educational outcomes in both literacy and numeracy. This work has alreadycontributed to a significant increase in the percentage of students achieving at or above expected growth in their learningin literacy and numeracy in 2018 compared to 2017 baseline data.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

A greater proportion of studentsdemonstrate at least expectedgrowth in literacy and numeracywhen compared with 2017baselines.

Trend datasuggests we are currently on track to achieve this.For example, 2018 NAPLANdata (when compared to 2017 baseline) indicated: • an increase of 34.2% of students achieving at orabove expected growth in Numeracy(from 60.7% in 2017 to 94.9% in 2018) • an increase of 23.8% of students achieving at orabove expected growth in Reading(from 50.8% in 2017 to 74.6% in 2018) • an increase of 40.1% of students achieving at orabove expected growth in Spelling(from 51.7% in 2017 to 91.8% in 2018)

Consistent implementation of awhole–school learner profilesupports students and staff todefine and demonstrate optimallearning behaviours.

The learner profile has been collaborativelydeveloped by staff and based on research. Parentsand carers had input through the Tell Them FromMe surveys, P&C and School Council meetings.Posters are on display in all classes. The optimallearning behaviours now need to be integrated intothe school's PBL 'Be a Learner' expectations andmetacognitive strategies need to be embedded inteaching and learning programs.

Positive Behaviour for Learningaudit tool and other studentwellbeing data sources includingTell Them From Me surveys

The Positive Behaviour for Learning Launchoccurred in Term 4 through a special assembly anda parent and carer information session. In responseto feedback from parents and carers, further PBL a






demonstrate improvement on2018 baselines.

second information session will be held during anevening in early 2019.

Next Steps

• Develop and implement a coordinated and consistent approach to embedding the explicit teaching of the relevantcognitive behavioural (and metacognitive) strategies in teaching and learning programs to support students'personal, social and cognitive development that also enhances their engagement with and ultimate success inlearning.

• Develop a standardised assessment tracking file to monitor student learning in reading comprehension, spellingand mathematics

• Review the development of personalised learning strategies including Individual education plans, adjustment plansand personalised learning pathways.

• Continue to develop the transition process of students as they move between years



Inspirational Educators

Purpose

To deliver high impact, evidence–based teaching and learning that inspires and supports all students to achieve theirpersonal best.


All teachers have worked collaboratively to develop a deep knowledge of new syllabuses. This has involved collaborativedevelopment of revised scope and sequences for each stage to ensure they align with new curriculum requirements inNSW while also foregrounding a school–based continuum of inquiry–based learning. Specific areas of renewedcurriculum focus this year have been Science and Technology. This has seen improved teacher confidence andconsistency in delivering the new curriculum requirements while also enjoying enhanced student engagement as activeparticipants in their learning across the curriculum and from Kindergarten to Year 6.

Teachers have begun implementing a coordinated annual cycle of reflective practice (including scheduled Lesson Study)and regular classroom observations to leverage the school's collaborative expertise and continue to improve thecollective standard of teaching in targeted areas. This has included a whole–school shared focus on using formativeassessment strategies and the new literacy and numeracy progressions to more effectively diagnose 'next steps' instudents' learning and to enhance the school's differentiation of the curriculum to meet all students' needs. This hasalready seen a significant increase in the percentage of students achieving at or above expected growth in their learningin literacy and numeracy compared to 2017 baseline data.

The school has developed a vibrant culture and productive community of professional learning that also strategicallyleverages expertise and experience available beyond the school's walls, including engaging the Australian ComputingAcademy at the University of Sydney in developing teachers' confidence in implementing new digital technologiescurriculum.





All teachers report a greaterunderstanding of curriculumcontent; Teaching andlearning programs and studentwork samples demonstrateincreased alignment with currentcurriculum and school scope andsequence documents.

All teachers participated in a review of whole schoolscope and sequence documents and revised themto reflect new curriculum requirements and a focuson inquiry based learning. All stage teams havecollaboratively developed integrated units of work.

The provision of release from face to face teachingwas reviewed and another position was createdwith a digital technologies specialist teacher. Thisenabled teachers to work in tandem with a gradepartner during their planning time. More streamlinedprogramming practices resulted with students notonly benefiting from the knowledge of their ownteacher, but also the teacher next door.

All staff participated in three community of schoolstwilight professional learning sessions atCanterbury Girls High School with co–author of thenew Science and Technology syllabus Dr JamesCurran from Sydney University's AustralianComputing Academy. All staff developed a strongerunderstanding of the new curriculum and completedonline learning modules in computer coding.

Three staff members attended training sessions onthe use of the new literacy and numeracyprogressions.






All teachers report a greaterunderstanding of curriculumcontent; Teaching andlearning programs and studentwork samples demonstrateincreased alignment with currentcurriculum and school scope andsequence documents.

All staff participated in three professional learningsessions on the elements of formative assessmentdelivered by a teacher quality advisor. All stageteams collaboratively developed and trialedformative assessment strategies in classes andreported back on their effectiveness.

Data collected during LessonStudy cycle demonstratesimproved teaching practices andstudent outcomes.

All teachers participating in rounds of LessonStudies focused on improving student writing. Thisis a professional learning approach that hadteachers working in stage teams to investigatewriting work samples, collaboratively planninglessons to address identified student need,observing each others' teaching practice andreflecting on the results together.

A greater proportion of studentsdemonstrate at least expectedgrowth in their learning whencompared with 2017 baselines.

Trend data suggests we are currently on track toachieve this improvement measure. For example,2018 NAPLANdata (when compared to 2017 baseline) indicated: • an increase of 34.2% of students achieving at orabove expected growth in Numeracy(from 60.7% in 2017 to 94.9% in 2018) • an increase of 23.8% of students achieving at orabove expected growth in Reading(from 50.8% in 2017 to 74.6% in 2018) • an increase of 40.1% of students achieving at orabove expected growth in Spelling(from 51.7% in 2017 to 91.8% in 2018)

Next Steps

• Train teachers in co–teaching strategies and trial co–teaching environments in 2019 • Engage in targeted professional learning in the explicit teaching of writing devices, complex language and author

craft using Learning Sprints methodology • Trial Quality Teaching Rounds in partnership with the Newcastle University • Evaluate and review staff Performance and Development Plan observation schedules



Empowered Leaders

Purpose

To empower students and teachers to embrace purposeful leadership roles that build personal and collective capacity,including opportunities to lead initiatives beyond the school.


Staff roles and responsibilities were reviewed and teams were formed to streamline roles. Aspiring leaders participated inleadership training, 'Lead for Success' and took on school based projects to support teacher professional learning andthe implementation of the school plan.

Student leadership opportunities increased through the expansion of the SRC to include Kindergarten and year one.Students also collaborated on the formation of a newspaper club and numerous issues of the 'Blue and Gold,' Ashbury'sown student newspaper were published.

A range of parent and carer forums were held throughout the year to foster productive partnerships while informing thecommunity about changes of practices at Ashbury. Close to 100 parents and carers attended an Inner West LearningAlliance forum with child psychologist Dr Michael Carr–Gregg as keynote speaker.





Students report that a greaterrange of leadership opportunitiesexist and there is an increase instudent–led initiatives whencompared with the 2017 baseline.

The Student Representative Council (SRC) wasexpanded this year to include representatives fromKindergarten and Year 1. Previously representationwas only from Years 2 to 6. The SRC met regularlyand their agenda has been actioned.Representatives actively seek feedback and ideasas they consult with those in their class.

A student–led newspaper club was formed inresponse to a request by students in Stage 3. Thestudents met weekly and produced four editions ofThe Blue and Gold, and sold them to students,parents and community members.

There is an increased percentageof staff sharing their practice bothwithin and beyond the schoolwhen compared with 2017baselines.

Staff roles and responsibilities were reviewed andteams were formed to streamline roles and ensurethat aspirational leaders were being trained andsupported to take on leadership roles.

Five aspiring leaders and one executive memberparticipated in the Lead4Success project,collaborating on leadership development actionresearch projects with five other schools across theinner west. The projects completed included thetopics: • Critical and creative thinking in Mathematics • Introducing staff to the new Science andTechnology syllabus • Performance and development plans • Using the literacy and numeracy progressions toimprove student learning • Positive Behaviour for Learning Tier 2Interventions • Effective processes to support studentengagement






The school offers an increasedrange of quality opportunities forparents and community membersto collaborate on improvingstudent learning and wellbeingoutcomes.

A range of parent and carer forums were heldthroughout the year on topics including cybersafety,positive behaviour for learning and fosteringresilience in children and young people. 40 parentsattended a cyber safety forum while just under 100attended the resilience forum with Dr MichaelCarr–Gregg. This forum was also made available toparents from _ other schools in the Inner WestLearning Alliance. Feedback from parents andcarers was very positive with 96.9% of parentsrating the content highly relevant to their needs, theremaining 3.1% rated it relevant.

New student orientation procedures were reviewedand the information presented to new parents atorientation had a greater educational focus.Families of students entering Years 3 to 6 werecatered for with separate information on theopportunities for student in Years 3 to 6. 100% ofthe feedback from parents about the orientationprocess was positive and there were no furtherquestions posted in an online survey.

Next Steps

• Executive members to attend Simon Breakspear's Agile Leadership training and prepare a learning sprint focusedon persuasive devices in writing for all teaching staff.

• Continue to coordinate parent and carer forums on topics of identified need. • Continue involvement in Lead 4 Success and ensure that it supports teachers in achieving higher levels of

accreditation.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $3415 All Aboriginal students had a PersonalLearning Pathway developed in consultationwith their teachers, parents and carers.Funding was used to support Aboriginalstudents to access excursions and extracurricular programs as well as whole schoolAboriginal cultural experiences including theJannawi dance workshops.

English language proficiency 0.4 Full Time Equivalent(FTE) EAL/D Teacher.

$42 737 flexible fundingenabled an additional twodays per week EAL/Dteacher.

Funding provided additional EAL/D teachertime to support students in the classroom andengage in team teaching to support allteachers to implement effective strategies tosupport students from language backgroundsother than English.

Low level adjustment for disability 0.7 FTE Learning andSupport Teacher.

$30 282 flexible fundingsupplemented the fundingto employ School Learningand Support Officersprovide integration fundingsupport for students withdisabilities.

Funding provided extra time for a Learningand Support Teacher and School Learningand Support Officers to support students withadditional needs.

Quality Teaching, SuccessfulStudents (QTSS)

$65 487 A Learning and Support Teacher wasemployed to oversee the MultiLit program tosupport students in Years 3 to 6 who wereidentified as needing additional support inliteracy.

Socio–economic background $9310 Funding supported the inclusion of studentswhose families are experiencing financialdifficulties by funding excursions andextra–curricular activities.

Support for beginning teachers $12 457 Funding provided additional time and supportfor beginning teachers to completeresponsibilities such as assessing studentlearning, planning, programming and reportwriting. It also provided time for mentoringand supervision practices to supportbeginning teachers as well as fundopportunities to observe expert teachers andattend additional professional learning.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 188 190 187 189

Girls 186 191 180 185

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.7 96.4 94.8 95.7

1 94.6 96.3 95.7 95.2

2 94.6 94.1 96 95.7

3 94.1 96.2 94.9 95

4 95 94.9 95.8 95.2

5 95.3 95.3 94.8 93.7

6 93.4 95.5 94.2 92.9

All Years 94.7 95.5 95.1 94.7

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

As per Department policy, student attendance atAshbury Public School is monitored. Parents andcarers are required to explain the absences of theirchildren from school promptly and within 7 days of thefirst day of any period of absence. In conjunction withthe Principal, the Home School Liaison Officer supportsthe school by monitoring student attendance anddeveloping and implementing strategies to supportstudents with identified attendance concerns.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 13.86

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.8

Teacher ESL 0.4

School Administration and SupportStaff

2.87

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on the Aboriginal and Torres StraitIslander composition of their workforce. In 2018, nomembers of the workforce identified as being Aboriginalor Torres Strait Islander.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 68.2

Postgraduate degree 31.8

Professional learning and teacher accreditation

Staff professional learning is prioritised as an integralpart of the school's operations, it is planned tocontribute to the professional growth of all staffmembers and the improvement of student outcomes.Priorities for professional learning in 2018 centredaround the school plan targets. Mandatory trainingincluded a review of the Department's code of conduct,an update on child protection procedures and training incardio–pulmonary resuscitation as well as respondingto symptoms of anaphylaxis.

In 2018, one teacher achieved accreditation atproficient level, all other teachers are maintaining theiraccreditation.

Teachers collaborated on the development of a wholeschool learner profile that outlines expected learningbehaviours and is based on research into


metacognition. All teachers participated in a series ofprofessional learning sessions on formativeassessment with a Learning, Teaching and LeadingCoordinator from the School Services directorate. Aspart of the review of the provision of learning andsupport across the school, teachers received training inthe writing of student adjustment plans and individualeducation plans and all staff collaborated on thedevelopment of formal student tracking and transitionprocesses.

All teachers were introduced to the new Science andTechnology syllabus and during three twilight sessionsthey worked with staff from Sydney University'sAustralian Academy of Computing to build theirknowledge of the new digital technologies componentof this syllabus. They also participated in professionallearning on developing digital citizenship skills instudents and keeping them safe online.

All teachers participated in the development of newscope and sequence documents that reflect recentchanges in the NSW curriculum. They were trained inthe use of SCOUT, an online data analysis tool.

Five aspiring leaders completed the Lead 4 SuccessProgram and one Assistant Principal served as amentor. They followed an action learning approachwhile working in teams across 6 inner west schools ona range of projects that supported our school plan.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 397,592

Revenue 3,332,986

Appropriation 2,957,035

Sale of Goods and Services 7,129

Grants and Contributions 361,896

Gain and Loss 0

Other Revenue 0

Investment Income 6,926

Expenses -3,126,698

Recurrent Expenses -3,126,698

Employee Related -2,745,057

Operating Expenses -381,641

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

206,288

Balance Carried Forward 603,880

The management of the school's finances is overseenby the Principal, School Administration Mananger(SAM) and executive leadership team. The school'sstrategic directions and operational needs inform thesetting of budgets and annual budgets are presented tothe School Council for review. The SAM and Principalregularly monitor the school's income and expenditure.Funds carried forward into the 2019 school year will beallocated towards the upgrade of a range of learningfacilities and the replacement of playground equipment.


Financial summary equity funding

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

2018 Actual ($)

Base Total 2,541,602

Base Per Capita 70,967

Base Location 0

Other Base 2,470,636

Equity Total 200,267

Equity Aboriginal 3,415

Equity Socio economic 9,310

Equity Language 84,382

Equity Disability 103,161

Targeted Total 60,392

Other Total 113,579

Grand Total 2,915,840

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

In 2018 the students at Ashbury Public School sat the

paper vesion of the NAPLAN assessments.

The following graphs provide a snapshot of studentperformance in NAPLAN in 2018 when compared withthe school average results from 2016–2018.


The following graphs provide a snapshot of studentperformance in NAPLAN Numeracy in 2018 whencompared with the school average results from2016–2018.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

The Premier's priority on improving education results isto increase the proportion of students in the top two


NAPLAN bands for reading and numeracy by eightpercent by 2019. The following graph demonstrates theschool's progress in this area. In 2018 57.21% ofstudents in Years 3 and 5 achieved in the top twobands of NAPLAN for reading and numeracy which wasan increase of 12.67% over 2017 results. 70% ofstudents in Year 3 achieved in the top two bands forreading.

The State Priority on better services, improvingAboriginal education outcomes is to increase theproportion of Aboriginal and Torres Strait Islanderstudents in the top two NAPLAN bands for reading andnumeracy by 30%. In 2018, there was no data to reporton in this area for students at Ashbury Public School.

Parent/caregiver, student, teachersatisfaction

In 2018 the school sought the opinions of students,parents and teachers through the Tell Them From Mesuite of surveys. 158 students in Years 4–6 participatedin 2 student surveys held in terms 1 and 3. The surveysmeasured 20 research based indicators of school andclassroom effectiveness. Student responses indicatedthat they: • have a high rate of participation in extra curricular

activities and school sports • have positive relationships at school, 89% of

students reported that they have friends at schoolthey can trust and who encourage them to makepositive choices

• demonstrate high proportions of positivebehaviour at school, 90% of our students reportedthat they do not get into trouble for disruptive orinappropriate behaviour

We had limited responses to the parent survey, with 31parents and carers participating in the Partners inLearning Parent Survey which measures seven aspectsof parents' perceptions of their children's experiences athome and school. Parent responses indicated that: • the school supports positive behaviour, their child

is clear about the rules for school behaviour andthat teachers expect their child to pay attention inclass

• parents feel welcome when they visit the school,the administrative staff are helpful, parents caneasily speak to the principal and teachers

• their child feels safe at school as well as going toand from school, that the school helps to preventbullying and that behaviour issues are dealt within a timely manner

• the school supports learning, their child isencouraged to do his or her best, that teachersexpect students to work hard, they show an

interest in students' learning and they have highexpectations

All teachers completed the Focus on Learning TeacherSurvey. Teacher responses indicated that: • they have high rates of parental involvement,

parents are engaged in their child's learning andthey work with teachers to help solve problemsinterfering with their child's progress

• their students have opportunities to accesstechnology to undertake research and describerelationships among ideas or concepts

• they collaborate with other teachers to developcross–curricular and common learningopportunities

• They set high expectations for learning andbehaviour and support students to establishchallenging learning goals

Policy requirements

Aboriginal education

Ashbury Public School acknowledges the importance ofdeveloping all students' understanding of our Aboriginaland Torres Strait Islander histories and cultures. This isembedded as a cross curriculum priority in teachingand learning programs across all grades. At all schoolassemblies and functions we pay respect to Aboriginalcultures by commencing with the acknowledgement ofcountry.

The students benefited from a range of culturalexperiences throughout 2018 including the NAIDOCand Reconciliation Week assemblies and all studentsparticipated in Aboriginal dance workshops with visitingartists from Jannawi.

Ashbury Public School is committed to improving theeducational outcomes and wellbeing of Aboriginalstudents. Each year teachers consult with Aboriginalstudents and their parents or carers to develop andmonitor personal learning pathways.


Multicultural and anti-racism education

Ashbury Public School values the diverse culturalbackgrounds of the families in the school andcommunity. Just over 40% of the students attendingAshbury Public School come from languagebackgrounds other than English. To assist students tomeet the demands of the English language, identifiedstudents participate in the English as an AdditionalLanguage or Dialect (EAL/D) program. Our EAL/Dteachers support students learning English in theclassroom and collaborate with classroom teachers toplan, assess and teach to effectively meet the needs ofstudents learning English as an additional language.

Asia and Australia's Engagement with Asia is taught asa cross curriculum priority in all stages of studentlearning and teaching and learning programsincorporate opportunities for the students to learn aboutand appreciate the cultures of Asia. All students inYears 3 to 6 participated in the MulticulturalPerspectives Public Speaking Competition which gavethem the opportunity to research, explore and speakabout current multicultural issues in our society.Harmony Day was also celebrated through a wholeschool assembly and special activities in everyclassroom.

The school has an Anti–Racism Contact Officer(ARCO) who is trained to deal with complaints fromindividuals or groups regarding racism that has beenexperienced or observed within the schoolenvironment.


2018 ashbury public school annual report

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