Allambie Heights Public School Annual Report

2018

4200

Page 1 of 17 Public School 4200 (2018) Printed on: 27 May, 2019

Introduction

The Annual Report for 2018 is provided to the community of Allambie Heights Public School as an account of the school's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.

Angela Helsloot

Principal

School contact details

Allambie Heights Public School 165 Allambie Road ALLAMBIE HEIGHTS, 2100 www.allambieht-p.schools.nsw.edu.au [email protected] 9451 5440

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School background

School vision statement

A community school, Allambie Heights Public School is a place where together we promote a positive learning environment where everybody is inspired to be their best.

School context

Allambie Heights Public School is located on the of . The school motto, 'Ever Aim High', underpins the school's strong belief that each child needs to be recognised for their own achievements, celebrating success at both a school and personal level. Our personalised approach to education ensures that each child has the opportunity to be successful academically, emotionally and socially in a nurturing, resourceful and inspiring environment. Major initiatives in the areas of literacy, numeracy, student wellbeing and technology, in conjunction with a strong history of outstanding achievement in the areas of performing arts and sport, has enabled our school to continue to build a school culture that recognises and fosters the understanding that the development of the 'whole child' is paramount to creating successful, confident, creative, collaborative and communicative global citizens.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Following evaluation of the School Excellence Framework, this evaluation shows that we are at varying levels of achievement across the different elements of the Learning, Teaching and Leading domains of the School Excellence Framework:

LEARNING DOMAIN: • Learning culture – Excelling • Wellbeing – Excelling • Curriculum – Sustaining and Growing • Assessment – Sustaining and Growing • Reporting – Sustaining and Growing • Student performance measures – Sustaining and Growing

TEACHING DOMAIN: • Effective classroom practice – Sustaining and Growing • Data skills and use – Sustaining and Growing • Professional standards – Sustaining and Growing • Learning and development – Sustaining and Growing

LEADING DOMAIN: • Educational leadership – Sustaining and Growing • School planning, implementation and reporting – Sustaining and Growing • School resources – Excelling • Management practices and processes – Excelling

Our self–assessment process will assist the school to refine our school plan and milestones, leading to further improvements in the delivery of education to our students and our community.

For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide

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Strategic Direction 1

STUDENT ENGAGEMENT

Purpose

To ensure a student centred learning environment that nurtures, guides, challenges and inspires all students to become skilled, effective and motivated learners. This student centred learning approach will allow students to become confident, creative individuals who are empowered to be successful emotionally, physically, socially and academically.

Overall summary of progress

Student engagement through quality teaching and learning programs formed the basis of our plans throughout 2018. Staff continued the work commenced in 2017 as they collaborated in teams to further devise learning intentions, success criteria, feedback ideas and quality assessments that made learning visible in all classrooms across all learning areas. The setting of student goals was also a very important aspect of this approach as students articulated, monitored and evaluated their own learning journey. This was supported by a growth mindset approach that encouraged students and staff to take risks and to seize the opportunity of failure to learn from their mistakes to better the educational outcomes for all.

Following the exploration of Project Based Learning in 2017, staff implemented this evidence based pedagogy to further develop the skills of collaboration, communication, creativity and critical thinking through projects over chosen terms to support planned teaching and learning programs. Our 'STEAM Ahead on Fridays' program also supported the development of these essential 21st century learning skills. Tasks were rich and students celebrated the high quality of their work by presenting completed projects to peers and/or parents.

As PLAN was coming to the end of its time, staff explored PLAN2 as a tool for providing individualised learning for all students. 2018 was about familiarisation of the new tool, with staff further exploring in 2019 when they have full access to the PLAN2 progressions for literacy and numeracy.

As a school, we implemented the ACER PAT assessments as an additional tool to guide quality teaching and learning programs and to monitor teacher effectiveness for individual student growth. Students in year 1 and year 2 undertook a reading comprehension and mathematics online assessment in mid term 1 and mid term 4. Students in year 3 to year 6 undertook a reading comprehension, grammar and punctuation, spelling and mathematics online assessment in mid term 1 and mid term 4. Due to the Best Start assessment of all Kindergarten students, these students completed an online assessment in reading comprehension and mathematics mid term 4 only. The data collated through this assessment tool was used by teams to monitor student growth and achievement over the 12 month teaching period.

2018 was the first year of the 2018–2020 school plan and our aim to build upon and strengthen all we had achieved as a part of the 2015–2017 school plan was at the forefront of all decisions in regards to the learning and engagement of our students.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

An annual increase in the number Total spent for Strategic YEAR 3 – percentage of students in the top two of year 3, year 5 and year 7 Direction 1: $483 516.00 bands – reading – 70.5%, grammar and students achieving in the top two punctuation – 73.1%, spelling – 71.8%, writing – bands, and demonstrating 41% and numeracy – 68%. expected growth, in NAPLAN reading, writing and numeracy. YEAR 5 – percentage of students in the top two bands – reading – 44.6%, grammar and punctuation – 49.3%, spelling – 32.3%, writing – 12.3% and numeracy – 41.5%.

All students demonstrating • All teaching staff engaged in professional learning personal growth in school based into PLAN2 and the literacy and numeracy data, eg: ACER PAT progressions in preparation for trialling in 2019. assessments, Positive Behaviour • All teaching staff implemented ACER PAT testing for Learning and literacy and and worked with their teams to evaluate student numeracy learning progressions. results and monitor student progress with this additional standardised assessment data.

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

All students demonstrating • Consistency by all staff in monitoring playground personal growth in school based expectations through evaluation of PBL playground data, eg: ACER PAT data to guide explicit social skills and assessments, Positive Behaviour social/emotional learning programs to support a for Learning and literacy and positive learning environment for all students. numeracy learning progressions.

All students being able to • Common language across the school in regards articulate learning intentions, to learning intentions, success criteria and growth success criteria, constructive mindset. This allowed for consistency from feedback and personalised classroom to classroom and to specialist programs. learning goals. • Visual displays of learning goals for students across multiple grades with students able to articulate their learning journey – detailing where they were, where they are now and how they got there. • Shared responsibility evident across the school of all stakeholders in the learning journey for all students.

Next Steps

Visible Learning and Project Based Learning continued to form an important part of our 2018 teacher professional learning and brought about consistent change in the how and why we teach students. In 2018, Visible Learning was further enhanced across learning areas for all Kindergarten to year 6 classes so that Learning Intentions, Success Criteria, Formative Assessment and Feedback became a part of what we do each and every day. In addition, professional learning and classroom programs looked at the Project Based Learning scaffold as a way to further enhance all teaching and learning programs. These initiatives assisted with continued school growth in school based assessments and external assessments, such as NAPLAN. 2019 will be a year of further consolidation to ensure this consistency is maintained for both pedagogies as staff changes occur and staff transition to new grades. It is important that these changes have minimal impact on the positive progress we have already made with these learning pedagogies.

As staff continue to familiarise themselves with PLAN2 and the literacy and numeracy progressions, we will experiment with PLAN 2 throughout 2019 so that a common understanding is established amongst all staff in how this tool can support the individualised approach of syllabus implementation for all learners.

PBL will continue as a main focus across the school to ensure the emotional and social wellbeing of all students reflect the core values of Respect, Responsibility and Resilience. Playground and classroom misdemeanours will continue to guide explicit teaching and learning programs for all learners. The PBL committee for 2019 will formulate a plan for continued enhancement of this framework through professional learning relating to tier 2 training.

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Strategic Direction 2

STAFF ENGAGEMENT

Purpose

To create a supportive learning environment so our high quality teachers are engaged in professional learning opportunities that are driven by evidence based teaching practices so that a student centred learning approach is consistent across the school. Our teachers will take shared responsibility for student improvement and contribute to a transparent learning culture.

Overall summary of progress

2018 saw the introduction of the evidence based pedagogy of Sounds–Write to our Kindergarten to year 3 classrooms and our learning and support program following the professional development of twenty staff members. These staff members attended four days of professional learning with Alison Perry and Kim Bloor, employed by SPELD NSW as highly regarded experts in this field. These staff members then supported each other as we developed the skills of all staff through the training schedule and rolled out implementation across the school. This evidence–based approach to reading has seen strong growth in the ability of students to decode when reading and spelling.

Our Visible Learning, Project Based Learning and Positive Behaviour for Learning programs continue to grow as we build our knowledge, consistency and expectations as a school to have a collective responsibility for the success of the programs. This in turn will reap benefits for all in our school community, especially our students. This was further enhanced by five staff participating in the Warringah Community of Schools Quality Teaching Rounds project as the elements of the framework are strongly supported by Visible Learning, Project Based Learning and Positive Behaviour for Learning.

Visible Learning and Project Based Learning continued to entwine as one goal and this was maintained as the school goal for all staff on their Performance and Development Plan (PDP). These projects also formed a very important part of our 2018 teacher professional learning schedule. To align with their PDP, all staff undertook action plan research in relation to their own professional learning needs in 2018. This was formalised through a process titled, 'Personalised Professional Learning Plans' (PPLP) and involved all staff working individually or in small groups to up skill in an area in which they felt was most important for them in relation to the school plan, the context of the school and their own professional learning needs. In addition, Quality Teaching, Successful Students (QTSS) funding was utilised by all staff to observe staff within our school, across our community of schools, our network of schools and the wider Sydney network of schools in relation to PDP/PPLP goals and the observations made during these visits exhibited best practice in regards to teaching and learning. This was evidenced in staff presentations of PPLPs during term 4.

Understanding the importance of our Code of Conduct remained a focus for all staff. Professional learning at the start of the year reinforced Department of Education expectations regarding the professionalism of all staff and clarified any questions staff may have had regarding this department expectation. Further work will be explored in 2019 relating to the 'Respect, Reflect, Reset' document that has been released by the Department of Education.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

All teachers embed evidence Total spent for Strategic • 20 staff attended four days of Sounds–Write based teaching practices, such Direction 2: $224 358.00 training, with full implementation of program in all as the elements of Visible Kindergarten to year 3 classes by the start of term 2 Learning, Project Based and in learning and support programs from the Learning, Positive Behaviour for beginning of the year. Learning and Sounds Write into • Project Based Learning and Visible Learning daily teaching and learning pedagogies maintained a focus for all learning activities. teams, with full implementation of Visible Learning across all curriculum areas and Project Based Learning tasks aligned to Genius Hour and STEAM Ahead on Friday sessions. • Positive Behaviour for Learning was embedded into classroom programs as a focus to address identified social and emotional issues in the classroom and the playground and to provide support for at risk students.

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

All staff aspire to improve their • 100% of staff aligned their PDP to the Australian professional practice through the Teaching Standards and our current school plan. formulation of performance and Each staff member had a school goal, team goal development plans (PDPs) and and personal goal, with one goal selected for staff personalised professional to formulate an action plan for improvement and learning plans (PPLPs) that link achievement as per our Personalised Professional to the 2018–2020 school plan Learning Plan (PPLP) approach. 100% of staff and the Australian Teaching presented their PPLP research, findings and Standards. outcomes to all staff during term 4.

All staff demonstrate the core • 100% of staff completed training around the values of the school and the Department of Education's 'Code of Conduct' in Department of Education, as per term 1. Further discussions regarding the Code of the Code of Conduct and Conduct were held in whole staff administration ‘Respect,Reflect and Reset’. meetings as questions or concerns arose.

Next Steps

To build on the successful work already completed around Visible Learning, Project Based Learning and Positive Behaviour for Learning, all staff will maintain the focus on these evidence–based pedagogies to further develop the growth of all stakeholders in our community. To support this work, the executive team will work through the research of Lyn Sharratt as we focus on 'putting faces on the data' to ensure we are meeting the needs of all learners. Lyn Sharratt's work will see the executive team, in consultation with the staff, work through the 14 parameters of school improvement as we create a data wall around reading fluency and comprehension.

With changes to staff, additional staff will need training in the evidence–based program, Sounds–Write, with full implementation across all Kindergarten to year 3 classroom and Kindergarten to year 6 learning and support programs from the beginning of the 2019 school year. This consistency will allow staff and students to utilise the potential of the program and will benefit all learners. To coincide with this program, all staff will implement a new spelling scope and sequence across the school that develops the skills of all learners following a logical and explicit sequence that is aligned to Sounds–Write and the English syllabus.

As a part of the PDP and PPLP process for our school, all staff will work towards new goals in 2019. As with 2018, these goals will be aligned to the Australian Teaching Standards and the school's 2018–2020 school plan. All staff will have a school goal relating to writing, as identified as a need in our 2018 data evaluation, a team goal and a personal goal. Staff will then formulate a PPLP action plan to guide their own professional learning and present their work to staff in term 4. To coincide with the school goal of writing, the school executive team will further explore PLAN2 as a tool for monitoring and guiding the success of teaching and learning programs for all learners.

In addition to the Department's Code of Conduct, staff will work through the 'Respect, Reflect, Reset' charter that has been released so that all staff feel supported by their colleagues at all times and to ensure the Dignity and Respect charter for the Department of Education is maintained at all times.

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Strategic Direction 3

COMMUNITY ENGAGEMENT

Purpose

Through the promotion of community participation in teaching and learning, wellbeing and family partnership projects our school community will support all students growing into confident, creative and resilient citizens. Quality education takes places when staff, parents and students have a shared understanding and commitment to learning and wellbeing.

Overall summary of progress

In the first year of the school plan, we have strengthened measures to ensure our community is well–informed and engaged.

Successful parent information sessions related to Cyber safety with Leonie Smith, BYODD parent information evening, Kindergarten transition, Interrelate and Student Leadership. These sessions were well–attended and often provided follow up discussion at P and C meetings.

Following an extensive, and a somewhat contentious process, survey data indicated that the idea of a Bring Your Own Dedicated Device (BYODD) was well–supported by 68% of year 5 2019 students. This was in addition to the 75% of Kindergarten to year 6 parents who supported the initiative in the initial parent survey. From the beginning of the process, Mrs Swift communicated that this initiative would only proceed if 60% of the year 5 2019 parents supported the move. While this process allowed vigorous discussion, some members of our school community were not happy with the move towards BYODD and events have been timetabled to allow for Kindergarten to year 6 parents to see the program in action in our year 5 2019 classes.

Mrs Swift and Mrs Helsloot travelled to Wentworth Public School for the annual CCA conference. During this conference, schools shared aspects of their learning between the city and the country. This led to the donation of half our school's Woolworths Earn and Learn program points to our alliance school, Tingha Public School. This allowed our school to donate resources to their school to support their STEAM and robotics programs.

In 2018, our school formed our inaugural Student Parliament. Parliament included students from year 1 to year 6. Parliament was led by Mrs Swift and was supported by a committee of teachers. The year 6 student leadership team fulfilled the official roles of Student Parliament. Motions passed at the meetings were discussed with the relevant staff members and possible projects implemented across the school, eg: year 3 to year 6 classes choosing the bell song, water bottle refill stations installed on two bubbler systems and a 'Waste free Wednesday' to coincide with straws being removed from the canteen.

Following feedback from parents through the Tell Them From Me parent survey, a suggestion was made to trial electronic permission notes to reduce the amount of paper used to publish hard copy notes and to ease the paper trail that was delivered home by students. The school office trialled electronic permission notes in term 3 and this system proved extremely popular with our families. The system used, SchoolEnews, also delivers our school communications electronically and allows parents to electronically submit absent notes. Along with our Facebook page, parents provided feedback that our communication systems are working very well and they expressed their thanks for the opportunity to trial the electronic permission process. While 17% of our families completed this survey in 2018, opportunities to do so were provided multiple times through the newsletter and the Facebook pages for the school and the P and C.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Comprehensive consultation with Total spent for Strategic • The consultation process supported a move staff, students and parents in the Direction 3: $85 000 towards BYODD so a school procedures document development of a Bring Your Own was created to outline safety and usage protocols. Designated Device (BYODD) Parents were invited to submit questions to be procedure for the school. included in a Q&A section of the procedures.

Improvement in students’ sense • Attendance by Mrs Helsloot and Mrs Swift at the of place, community and CCA annual conference. experience of urban and rural life • Requested support provided to the community of as a part of the City Country Tingha Public School.

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Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Alliance. • Attendance by Mrs Helsloot and Mrs Swift at the CCA annual conference. • Requested support provided to the community of Tingha Public School.

Successful establishment of • The Allambie Heights Public School Student student parliament, empowering Parliament was successfully formed and meetings students to make a difference to ran across the year. their school environment and beyond.

Increase completion rate in the • 17% of parents completed the 2018 Tell Them parent Tell Them From Me From Me (TTFM) parent survey. This is an increase survey. of 3% from 2017.

Next Steps

In 2019, year 5 students will commence the BYODD program. To date, 58 students have purchased or leased a Chromebook, while 27 students will use a school issued Chromebook. This arrangement will address the issue of equity that was highlighted as a concern for our parents. To demonstrate the implementation of the program, Mrs Swift will work with the 2019 year 5 teachers to organise open classrooms so that all Kindergarten to year 6 parents have the opportunity to see how the Chromebooks are used in the classroom. To assess the success of the program in 2019, year 5 students, year 5 staff and year 5 parents will be surveyed for their feedback. This feedback will be used to determine how the program will look beyond 2019.

Following information received at the 2018 CCA conference, our school will participate in the 2019 Mungo Youth Project conference. This opportunity will see two staff members and eight students attend the conference in May 2019. This four day event is held in Mungo National Park. In addition to this opportunity, we will continue to work with Tingha Public School to assist in meeting any requests they feel we may be able to support.

The success of Student Parliament in 2018 was evaluated by supporting staff and 2018 parliamentarians. These suggested changes will be implemented in 2019 so that our Student Parliament is reflective of this feedback, eg: the senior roles of Parliament will not automatically be appointed based on the role year 6 leaders have as the student leadership team, these roles will be voted in by parliamentarians. Student Parliament students will also receive a special Student Parliament badge during a term 1 assembly so that they are easily recognisable by our school community.

Parent feedback through P and C, TTFM and non–formal methods will be evaluated and suggestions implemented, where a need is identified and supported, by all stakeholders.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $717.00 Improved teaching and learning outcomes for the four students in our school who identify as ATSI. Increased community knowledge about the Guringai people – the traditional custodians of the land in which our school sits.

English language proficiency $56 288.00 All EAL/D students supported to access all areas of the curriculum, especially English, as they understand, learn and use the English language in their day to day interactions with others.

Low level adjustment for disability $278 025.00 Support for all students in the classroom and the playground so that all students can reach their academic, social and emotional capabilities.

Quality Teaching, Successful $99 011.00 Personalised Professional Learning action Students (QTSS) plans are supported by QTSS funds so that the professional learning needs of all staff are being met.

Socio–economic background $10 000.00 Relevant support provided for all students to have the opportunity to access the curriculum in class teaching and learning programs, and the programs supported with excursions and incursions.

Support for beginning teachers $50 482.00 All beginning teachers are well supported and equipped with the skills to be effective and quality NSW DoE employees. Effective school based mentoring program to ensure our beginning teachers do not feel overwhelmed with their role in our school.

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Student information for parents to be able to explain their child's absence and this is well utilised by our parents. Parents of students taking leave of 5 or more days are requested Student enrolment profile to complete a leave application form and a certificate of leave is issued by the Principal prior to the leave Enrolments commencing. Students 2015 2016 2017 2018 Workforce information Boys 272 289 297 327 Girls 246 262 265 252 Workforce composition Position FTE* In 2018, our school was arranged into 23 classes. Principal(s) 1 These classes were arranged as 22 straight classes and one composite class. This composite class was in Deputy Principal(s) 1 Stage 3. Assistant Principal(s) 4 Classroom Teacher(s) 22 Student attendance profile Teacher of Reading Recovery 0.42 School Learning and Support Teacher(s) 0.5 Year 2015 2016 2017 2018 Teacher Librarian 1 K 96.7 95.1 96.4 96.1 School Administration and Support 4.06 1 95.4 96.5 95 95.7 Staff 2 94.7 96.3 95.3 94.2

3 94.2 95.1 95.4 94.8 *Full Time Equivalent 4 96.7 95.6 95.6 95.1 Our school staff are highly qualified professionals who 5 95.6 95.2 95.6 94.7 are committed to excellence. In 2018, Allambie Heights 6 95.1 94 95.2 94.3 Public School had one teacher who identified as Aboriginal or Torres Strait Islander. All Years 95.4 95.5 95.4 95 State DoE Teacher qualifications Year 2015 2016 2017 2018 All teaching staff meet the professional requirements K 94.4 94.4 94.4 93.8 for teaching in NSW public schools. 1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5 Teacher qualifications 3 94.1 94.2 94.1 93.6 Qualifications % of staff 4 94 93.9 93.9 93.4 Undergraduate degree or diploma 100 5 94 93.9 93.8 93.2 Postgraduate degree 10 6 93.5 93.4 93.3 92.5 All Years 94 94 93.9 93.4 Professional learning and teacher accreditation

Four staff members successfully completed their Management of non-attendance accreditation at Proficiency against the Australian Professional Standards for Teachers as a part of the Electronic class rolls are monitored daily for patterns of NSW Education Standards Authority (NESA) late arrivals or early departures and full day absences. requirements for new or returning teachers in NSW. In After two days of full day absences, classroom teachers addition, staff previously accredited as Proficient, phone parents or carers to check on the wellbeing of maintained their accreditation by meeting the the student. Each Tuesday, unexplained full day professional learning requirements of accreditation. absence letters are generated through EBS4 Central and distributed to relevant students. A student's full and All staff are provided with a range of opportunities, both partial absence rate is recorded on the Semester 1 and at school and externally, to continue to evaluate, Semester 2 student reports. A school app is available develop and inform their teaching practice. Professional

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learning is clearly linked to the 2018–2020 school plan. Financial information In 2018, all teaching and administration staff attended professional learning relating to Visible Learning, Project Based Learning, PLAN2 and the literacy and Financial summary numeracy progressions, Sounds–Write, Quality The information provided in the financial summary Teaching Rounds, eFPT budgeting systems, CPR, includes reporting from 1 January 2018 to 31 emergency care, asthma, child protection, Code of December 2018. Conduct, creative and critical thinking skills, Lyn Sharratt's 14 Parameters for School Improvement and Seven Steps to Writing Success. 2018 Actual ($) In addition to whole staff professional learning, teaching staff identified one of their PDP goals to work in small Opening Balance 709,507 teams to complete an action learning project targeted to Revenue 4,996,694 their own professional learning needs. Weekly professional meeting times were scheduled on a Appropriation 4,431,309 rotational basis to the whole school project around Visible Learning/Project Based Learning and action Sale of Goods and Services 7,924 learning projects. To showcase what staff had learned Grants and Contributions 544,489 through their action learning project, all staff teams presented the research, observations, findings and Gain and Loss 0 outcomes to all staff during term 4. Personalised professional learning action plans focussed on a variety Other Revenue 2,250 of areas including: co–teaching, effective feedback, Investment Income 10,722 writing, differentiation across the curriculum and Sounds–Write. Expenses -4,665,927

Recurrent Expenses -4,665,927 The cost of professional learning for the year was $43 307 plus the casuals costs that were funded by our Employee Related -3,932,644 QTSS allocation. This cost does not include Beginning Teacher funds that were used to pay for the Operating Expenses -733,283 professional learning opportunities that were offered to Capital Expenses 0 the nine staff who were expending these tied funds. Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE 330,767 YEAR Balance Carried Forward 1,040,274

A new budgeting tool was used by the Department of Education to support the implementation of the 2018–2020 school plan. All budgets were aligned to the three strategic directions of the school plan and their effectiveness evaluated.

Weekly budget meetings were held between the Principal and the SAM to ensure we were on track with our planned spending so that budget plans were effectively funded. In addition to this detailed planning, Strategic Direction committee leaders and secondary committee leaders – comprised of executive staff and teaching staff – were responsible for their specific budget areas through detailed budget plans, committee ordering processes and tracking of budget expenditure.

Higher than expected funds will be carried forward to 2019 and this surplus will be used to fund the strategic directions of the 2018–2020 school plan, including an additional classroom teacher, additional learning and support teacher time and additional school learning support officer time.

Financial summary equity funding

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

2018 Actual ($) Base Total 3,917,539 Base Per Capita 108,674 Base Location 0 Other Base 3,808,866 Equity Total 125,682 Equity Aboriginal 1,302 Equity Socio economic 7,489 Equity Language 33,288 Equity Disability 83,603 Targeted Total 43,543 Other Total 146,286 Grand Total 4,233,050

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

A full copy of the school's financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results across the year 3, year 5, year 7 and year 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

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

Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should take into consideration the different test formats and are discouraged during these transition years.

The following graphs detail literacy NAPLAN data for 2018. This data has been evaluated by staff, and in conjunction with school based assessment data, will guide directions for literacy in 2019.

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The following graphs detail numeracy NAPLAN data for 2018. This data has been evaluated by staff, and in conjunction with school based assessment data, will guide directions for numeracy in 2019.

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Our 2018–2020 school plan supports the drive for feedback. school improvement in literacy and numeracy as detailed by the Department of Education's strategic Staff directions. With a sustained focus on individual achievement in literacy and numeracy for all students, The following is a snapshot from the domains evaluated programs implemented across the school for learning through the staff survey. This online survey was support and enrichment plus differentiation in our completed by 13 staff members. classrooms ensures that the literacy and numeracy • I work with school leaders to create a safe and needs of all learners are being met. This is clearly orderly school environment – 8.8 evidenced for our Indigenous and Non–Indigenous • I discuss my learning goals with other teachers – students in our 2018 NAPLAN results. 8.9 • I set high expectations for student learning – 9.1 Parent/caregiver, student, teacher • I give students feedback on how to improve their performance on formal assessment tasks – 9.2 satisfaction • My students are very clear about what they are expected to learn – 9.1 Parent/carers, student and staff satisfaction • I work with students to identify a challenging learning goal relevant to the use of interactive Each year schools are required to seek the opinions of technology – 8.1 parents, students and teachers about the school. This • I establish clear expectations for classroom information can be gathered in the form of electronic behaviour – 9.5 surveys, staff meetings and discussions with all • I work with parents to help solve problems stakeholders. In 2018, the staff, students and parents of interfering with their child's progress – 8.2 Allambie Heights Public School were provided with the Comments received through the survey: opportunity to complete surveys from the Tell Them From Me suite of surveys. The Tell Them From Me Great organisation of events and good communication survey results are scored out of 10. about what is happening across the school. The support for the Assistant Principals, Deputy Principal Parents/Carers and the Principal is excellent, particularly in regards to parents. The following is a snapshot from the domains evaluated through the parent survey. This online survey was Support from each other as we aim to build on the great completed by 63 parents. things we do to improve student achievement. I love • I am well informed about school activities – 8.2 that we are using an evidence–based approach with • If there were concerns with my child's behaviour, the Visible Learning and the Sounds–Write programs the teachers would inform me immediately – 7.3 and I can see huge improvements in our school • My child is encouraged to do their best work – 7.7 already.

• My child is clear about the expectations of school Great behaviour management systems with Positive behaviour – 8.8 Behaviour for Learning working so well with Visible • My child feels safe going to and from school – 8.2 Learning. Scheduled meetings allows us time to dive • I encourage my child to do well at school – 6.8 deeply into concepts – the best I have seen in a school! Comments received through the survey: As a new teacher to the school, I believe our school Your office staff is second to none often going over and has provided me with an amazing amount of support in beyond what would be expected from support staff. helping me learn the ways of the school as well as taking on the responsibility of a class of my own. I have The school has a strong sense of community. As a been supported with continuing on from the previous parent you feel welcomed when in the school grounds. teacher and being provided with a number of ways I Students are offered and encouraged to participate in a can enhance the learning of the students in my class. wide range of extra–curricular activities. The weekly professional learning opportunities have provided me with the chance to work with colleagues The teachers and staff are resilient in the face of on different stages and learn about their different ways questioning and criticism from the community. I hope of providing the best education to all students across they realise there are many in the community who are the school. not in the 'vocal minority' who support and respect all the hard work and decisions the staff make every day Students for our kids. We're all trying to do our best and AHPS does a better job than most. The following is a snapshot from the domains evaluated through the student survey. This online survey was The school grounds are fantastic – lots of free play completed by 213 students from year 4 – year 6. spaces, the new surfacing is wonderful and it is not • I feel accepted and valued by my peers and overcrowded like many schools. The staff are fantastic others at school – 8.1 and the leadership and the management of the school • Important concepts are taught well and class time is great. We like that the school is very open to trying is used efficiently – 8.2 new methods and is very progressive and listen to

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• My teacher has high expectations for me to designed to be inclusive and promote an open and succeed with my learning – 8.6 accepting attitude towards diversity. Opportunities to • I believe that my schooling is useful to my explore and develop intercultural understanding are everyday life and will have a strong bearing on my presented across the curriculum areas of history, future – 9.5 geography and personal development, health and • I am interested and motivated with my learning – physical education. The school has a trained 7.9 anti–racism officer and this officer is available to • I try hard to succeed with my learning – 9.0 support students, staff or parents who believe they may be experiencing cultural issues. Students who identify as EAL/D are supported, as evaluated through the EAL/D progressions, in their acquisition of the English Policy requirements language. This is funded through flexible EAL/D funding and targeted EAL/D new arrivals program funding. Aboriginal education

'Acknowledgement of Country' is an integral part of each formal school occasion. Our 'Acknowledgement of Country' was rewritten by the 2017 student leadership team under the guidance of Aboriginal Education Officer, Dave Lardner, to reflect the Guringai people who first inhabited the area on which our school now sits. In addition to our school specific 'Acknowledgement of Country', an Indigenous themed National Anthem is played as the backing music at each formal school occasion.

Aboriginal perspectives are blended throughout the curriculum to promote quality teaching and to develop a deep understanding of Aboriginal histories and cultures. Aboriginal performances occur to augment the cultural aspects of the curriculum. Personalised Learning Plans were developed by classroom teachers and the parents of the four students in our school community who identify as Aboriginal or Torres Strait Islander.

Our school also had representation on the Warringah Community of Schools Advisory Group. This group brings together both Indigenous and Non–Indigenous staff and students to support Aboriginal Education across our community of schools.

Our school is also a member of the City Country Alliance (CCA) and this alliance allows us to build connections around Aboriginal Education beyond our local area. The community of Allambie Heights Public School is aligned to the community of Tingha Public School and we support each other as needed. In 2018, we donated half of our Woolworths Earn and Learn points to their school so that they could enhance their resources in the areas of STEAM and robotics. Mrs Swift and Mrs Helsloot also attended the CCA conference at Wentworth PS. Wentworth is a small located on the Murray River on the border between NSW and Victoria. At this conference, these staff members were informed of additional programs available to our school as a part of the CCA and in 2019, we will have eight students and two staff attend the Mungo Youth Project conference in Mungo National Park.

Multicultural and anti-racism education

Multicultural Education programs at Allambie Heights Public School respond to the diverse cultural backgrounds of our student population and community composition. Programs and teaching resources are

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