Georges Hall Public School Annual Report
2016
3702
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Introduction
The Annual Report for 2016 is provided to the community of Georges Hall 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.
Poppy Cassimatis
Principal
School contact details
Georges Hall Public School Pennington Ave Georges Hall, 2198 www.georgeshal-p.schools.nsw.edu.au [email protected] 9707 1988
Message from the Principal
2016 was a successful year for Georges Hall Public School with a strong focus on high academic achievement. Our school proudly offers a variety of programs to meet the varied needs and interests of our students. Students were able to participate in dance, drama, debating, sport, public speaking, chess, choir groups and a number of both academic and creative competitions. A large group of our students also performed in Wakakirri, a performing arts event for public schools across NSW.
All staff participated in extensive professional learning throughout the year ensuring the ongoing development of quality teaching. A number of parent workshops were also held where teachers and community groups provided valuable information and strategies to parents and carers.
There was a focus placed across the school on Positive Behaviour for Learning. Students were asked “To Play Their Part” and appropriate behaviours and expectations were explicitly taught to all students.
At Georges Hall Public School we have a strong focus on literacy and Numeracy. We are continuously striving towards improving student outcomes through the engineering of high quality tasks that are guided by embedded formative assessment practices and which provide explicit andpurposeful feedback. A focus on comprehension through the embedding of Super 6 strategies across K–2 has been a highlight for our school.
Our P&C have worked tirelessly to support the school throughout 2016. They held successful Mother’s Day and Father’s Day Stalls, a wonderful Halloween disco and raised funds to beautify our K–2 courtyard. Our P&C also provide great services to our school community with a well– run canteen, a fabulous uniform shop and excellent school banking opportunities. Our Community Hub is becoming a very important feature of our school. Parents are provided with opportunities to build social networks, develop skills and learn about ways in which they can support their children.
I am very proud of our school’s achievements and lookforward to 2017.
Poppy Cassimatis
Message from the school community
The Parents & Citizens’ Association (P&C) at Georges Hall Public School is made up of a committed group of active and enthusiastic parents. We welcome mums, dads and carers from diverse backgrounds and enjoy the support of the school staff, student body and also the parent body.
We were pleased to see many projects completed in 2016. Some of the highlights were resurfacing the 3–6 and K–2
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courtyards. These projects were able to be completed because of the hard work and generosity of our families. The NSW Government’s Community Building Partnership grants also contributed to these projects.
In 2016, the P&C recommenced running the school canteen, after almost 5 years of management by the school. Parents, students and teachers helped devise our new menus, with an emphasis on fresh and healthy foods.
Our Uniform Shop continues to be a successful part of our P&C. Other P&C activities included our Mother’s Day and Father’s Day stalls. 2016 saw the introduction of “Frozen Fridays” – a great fundraiser that saw hundreds of families buying a gelato treat each Friday afternoon.
As always, our school community has been amazingly generous with both their time and their money. Many parents have volunteered countless hours to make P&C projects a success; other families have continued to make generous financial donations to help complete our improvement projects. Contributions of both time and money are valued by our P&C and also by the school staff.
In closing, it has been a real privilege to lead such a committed team of parent volunteers. Our school is abetter place and our children benefit enormously from the great partnership between the school and P&C. In 2017, I know that the P&C will continue to flourish as we welcome new families into our team.
Deborah Bennetts
P&C President
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School background
School vision statement
Georges Hall Public School’s vision is to provide a safe and innovative environment, where the school community will be engaged in quality learning experiences.
The school will offer differentiated, creative and effective curriculum that will support connectedness to the world, through engagement in 21st century learning.
This will be achieved through tailored professional learning opportunities for all stakeholders, quality learning environments and successful leadership programs.
School context
Georges Hall is a class one primary school with an enrolment of over 800 students and a community with high expectations.
It is located in South Western Sydney in a low density residential zone in Bankstown Local Government area. The school is set in expansive grounds serving an increasingly diverse, urban population. Currently 79% of our students come from language backgrounds other than English and are supported by an EAL/D program.
The school has an ongoing commitment to the development and delivery of quality teaching and learning programs, with an emphasis on literacy and numeracy. This is achieved through a collaborative, strategic professional learning program for all teaching staff.
The integration of technology into all areas of teaching and learning helps create a rich, engaging learning environment for students.Enrichment classes in stages 1, 2 and 3 support gifted and talented students. Strong analysis of internal and external data sources is an essential part of the school evaluation and planning process.
Georges Hall Public School is a happy and caring school community,providing skills for continued lifelong learning that lays the foundations forpositive contributions to Australian society.
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.
All teaching staff understand that student engagement and learning are related, with the school communicating priorities for strengthening both. Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as classroom, playground, hallways, canteen and assemblies. School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students with disability and students for whom English is a second language).Attendance rates are regularly monitored and action is taken promptly to address issues with individual students.
Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhance wellbeing and lead to improved student outcomes. The school has identified aspects of, and factors contributing to, wellbeing in the delivery of teaching and learning. Students are taught to accept responsibility for their own behaviours as appropriate to their age and level of understanding, as expressed in the Behaviour Code. The school encourages students to recognise and respect cultural identity and diversity. School staff maintain currency of knowledge about requirements to meet obligations under Keeping Them Safe.
Curriculum provision meets community needs and expectations and provides equitable academic opportunities. The school has an effective plan for student transitions in place. School plans elaborate on what all students are expected to know, understand and do. Curriculum delivery integrates technology, library and information services. The school
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provides a range of extra–curricular offerings for student development. Teachers differentiate curriculum delivery to meet the needs of individual students.
The school analyses internal and external assessment data to monitor, track and report on student and school performance. Individual student reports include descriptions of the student’s strengths and areas of growth. Teachers set transparent criteria for student assessment and have in place principles of consistent assessment and moderation.
The school achieves value–added results. Students are at or above national minimum standards on external performance measures. Students are showing expected growth on internal school performance measures.
Teachers regularly review and revise teaching and learning programs. Teachers routinely review previous content and preview the learning planned for students in class. All classrooms are well managed, with well planned teaching taking place, so that students can engage in learning productively, with minimal disruption.
Teachers analyse and use student assessment data to understand the learning needs of students. The school’s professional learning builds teacher skills in the analysis, interpretation and use of student performance data. Data analysis informs the school’s learning goals and monitors progress towards them.
Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups. Teachers provide and receive planned constructive feedback from peers, school leaders and students to improve teaching practice. Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practice. The school identifies expertise within its staff and draws on this to further develop its professional community.
There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas. Teachers are actively engaged in planning their own professional development to improve their performance.
Teachers understand and implement professional standards and curriculum requirements. Staff attainment of professional learning goals and teaching requirements are part of the school's performance and development processes. The school has a culture of supporting teachers to pursue higher–level accreditation. Teachers are committed to their ongoing development as members of the teaching profession. Teachers demonstrate currency of content knowledge and teaching practice in all their teaching areas.
The school solicits and addresses feedback on school performance. Leadership development is central to school capacity building.
All students, parents and the broader school community are welcomed and engaged, when possible, in the development of the vision, values and purpose for the school. The three–year school plan has annual iterations focused on achieving identified improvements. The school articulates a commitment to equity and high expectations for learning for each student and is responsive to changing needs. The school plan aligns to local and system priorities and ensures responsiveness to emerging needs. Planning and implementation includes processes for resource allocation, professional learning, performance monitoring and reporting. The school acknowledges and celebrates a wide diversity of student, staff and community achievements.
School staffing ensures that full curriculum implementation and delivery requirements are met. Systematic annual staff performance and development reviews are conducted. The school’s financial and physical resources and facilities are well maintained, within the constraints of the school budget, and provide a safe environment that supports learning. School and other facilities are used creatively to meet a broad range of student learning interests and needs.
There are opportunities for students and the community to provide constructive feedback on school practices and procedures. Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement.
Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework
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Strategic Direction 1
Teachers will be high performing, collaborative and dynamic (High Quality Teaching).
Purpose
To empower teachers to be excellent facilitators through the creation of engaging learning opportunities by understanding the specific needs of all students in the school and how to move learning forward.
Overall summary of progress
Regular scheduling of collaborative planning days has resulted in a culture of shared efficacy where teachers provide feedback, share strategies and support to ensure student outcomes are achieved. Teacher peer observations are scheduled to enable teachers to observe quality teaching practices and provide valuable feedback to colleagues. Formative assessment and the Super 6 comprehension strategies were a focus in professional learning.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
100% of teachers working Introduced Formative Assessment across the • $8000 – Quality collaboratively to embed school, evidence of learning intentions and success Teaching, Successful formative assessment strategies criteria evident in all classrooms as noted by Students funds and the pedagogy of the new classroom observations and mentor walk throughs. • $10 000 – curriculum in their teaching Data walls evident in most classrooms and used Socio–economic practice as reflected in their effectively to monitor and track student progress background (RAM funding) professional development plans along the Numeracy and or Literacy continuum. and evident in every classroom.
80% of students achieving at or Data walls evident in most classrooms and used $13 600 – Socio–economic above expected achievement on effectively to monitor and track student progress background (RAM funding) the literacy and numeracy along the Numeracy and or Literacy continuum. continuums. There was a focus on improving the teaching of comprehension using the Super 6 strategies and embedding learning intentions and success criteria across numeracy and literacy. Stage 1 teachers actively engaged in lesson studies that built confidence in their use of the Super 6 strategies.
10% increase in students Tell Them From Me survey results show an engaging in learning as increase in students engaging in learning. Teacher measured by the annual Tell surveys show a positive increase in student Them From Me (TTFM) student engagement. survey.
Next Steps
In 2017, Quality Teaching Rounds will enable teachers to refine their teaching practice, share strategies and utilise professional judgement and engage in professional dialogue. Professional learning in the Super 6 comprehension strategies will be extended through K–6 and supported using the Quality Teaching Rounds, lesson studies, sharing of strategies and celebrating successes.
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Strategic Direction 2
Students will be successful learners and active global citizens (Engaged Learning).
Purpose
To promote learning success for all students through differentiated teaching and learning activities, with high expectations, in a 21st century learning environment.
Overall summary of progress
Regular scheduling of professional learning for all staff has resulted in teachers successfully catering for the needs of individual students through differentiation. All class teachers worked collaboratively with the learning and Support Team to develop Personalised Learning Plans for students with learning and/or behaviour needs. Teachers across the school have incorporated project based learning into their teaching and learning programs.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
All students access a curriculum Handover meetings were held where previous class $2250 RAM funds were that is differentiated and catered teachers met with current class teachers to ensure utilised to release staff to to individual learning needs with that learning plans were meeting student needs. It develop personalised a 10% increase in the number was a school expectation that all teaching and learning plans. and proportion of students with learning programs were differentiated to support the personalised learning and needs of students. Learning and Support teachers support plans (PLaSP’s) across and class teachers worked collaboratively to the school. develop and implement personalised learning plans.
80% of teachers demonstrate a A weekly staff newsletter was distributed clear shift towards student addressing the 6C's and providing strategies for centred, teacher managed implementation in the classroom. Teachers pedagogy focussed on the 6C’s participated in professional learning at whole school of character education, staff meetings and teachers began trialling project citizenship, communication, based learning in their classrooms. critical thinking and problem solving, collaboration, creativity and imagination.
Next Steps
In 2017, handover meetings will continue between past and current teachers. Learning and Support staff will collaborate with teachers to develop personalised learning plans for students. All teachers will ensure differentiation of curriculum utilising guided reading and TEN and TOWN strategies. professional Learning will continue across the school to ensure teachers feel confident in embedding the 6C's and creating 21st Century learning environments.
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Strategic Direction 3
The learning community will be successful in developing informed, effective leaders (Effective Leadership).
Purpose
To successfully develop the leadership capacity of all members in our learning community by recognising strengths and providing engaging opportunities to inspire learning.
Overall summary of progress
Throughout the year staff were provided with opportunities to relieve in Assistant Principal positions and as team leaders. Students across the school were given the opportunity to engage in authentic leadership roles through student parliament. All teachers engaged successfully in the Performance and Development Framework process. Opportunities for staff and parent representatives to develop and present parent workshops were created for example, Super 6 workshops for Parents.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
An increase in the number and Students across Years 1–6 participated in Student proportion of students Parliament. Students in Year 6 formed and led the participating in authentic student school student body as prefects and captains. leadership roles in the school.
100% of teachers and leaders 100% of teachers successfully completed their A beginning temporary successfully complete performance and Development Plans. 6 teachers teacher mentor was utilised Performance Development Plans were either accredited at proficient or completed to support staff through the (PDP’s) and/or the accreditation their maintenance cycle. accreditation process. process and are committed to their ongoing professional development.
An increase in the number of The Community Hub was a venue for parent $20000 RAM funds were community members leading leadership. parents were encouraged to lead used for the employment of parent information sessions and cooking sessions, playgroup and working bees. the school's Hub leader. activities.
Next Steps
In 2017, all teachers will continue to participate in and successfully complete performance and Development Plans. Accreditation and maintenance processes will continue and the Community Hub will continue to support our parents. In 2017, all non– teaching school staff will also successfully complete performance and development plans. Strategic Direction 3 has been modified for 2017 to support the implementation of Wellbeing at Georges Hall Public School.
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Key Initiatives Impact achieved this year Resources (annual)
English language proficiency School Learning Support Officer employed to An Arabic speaking School support students in their home language. A Learning and Support Community Hub Leader was employed to Officer was employed to support families with their transition to school support students across the and to new school environments. An intensive school. 4 English as an New Arrivals program supported 7 students Additional language with their language acquisition and curriculum teachers are employed to access. English as an Additional Language ensure student needs are teachers supported classroom teachers with met. strategies to support students access the • English language curriculum successfully. proficiency ($21 494.46)
Low level adjustment for disability 9 School Learning and Support officers were School Learning and employed to support identified individual Support officers, learning student needs in classrooms and the and Support Teachers, playground. Individual support programs Reading Recovery such as MultiLit, MiniLit and Reading Teacher. On–Line Recovery were utilised to support student programs including; reading and comprehension. On–Line Reading Eggs, MiniLit and programs such as Reading Eggs, Literacy MultiLit . Planet and Mathletics were used to support • Low level adjustment for differentiated learning across the school. 1.3 disability ($59 308.00) Learning and Support teachers met the identified needs of students through the use of small group withdrawal. Identified students have educational learning plans developed to ensure equitable access to curriculum.
Quality Teaching, Successful Establishment of collaborative planning and Teacher employed 3 days Students (QTSS) programming days for teams across the per week. school. Opportunities were provided to all • Quality Teaching, teachers to participate in lesson studies, Successful Students quality teaching rounds and mentor support. (QTSS) ($64 195.00) Identified professional goals from Professional Development Plans were supported through scheduling of mentoring, classroom observations, team teaching and professional learning.
Socio–economic background Super 6 Comprehension strategies utilised Curiosity and Powerful across K–2 classes with a view to implement Learning Program and across 3–6 in 2017. All teachers participated Systems leadership in professional learning on Formative Program. Collaborative Assessment and teachers embedded Planning and professional practices daily. learning days. Lesson studies and classroom observations. • Socio–economic background ($58 658.00)
Support for beginning teachers All beginning teachers with the support of Temporary Teacher their mentors were able to successfully Mentor, school based complete their accreditation. The school mentors, adjustment of ensured that beginning teachers were teaching load to support supported through strategies such as collaborative practice and mentoring support, lesson observation, access to high quality professional learning in Positive behaviour for external professional Learning and Microskills, Super 6 and learning. Formative Assessment. • Support for beginning teachers ($0.00)
Targeted student support for New arrivals and refugee students have been Community Hub Leader, refugees and new arrivals supported in accessing the curriculum utilising Arabic speaking School the EAL/D teacher in intensive withdrawal Learning and Support programs, access to school excursions and Officer, additional EAL/D extra curricular activities. Social support teacher support.
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Targeted student support for provided by the Community Hub Leader • Targeted student support refugees and new arrivals through liaison with community agencies and for refugees and new Arabic speaking School Learning and Support arrivals ($68 787.00) officer. Financial support has been provided where needed to ensure that students feel connectedness with the school community.
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Student information Workforce information
Student enrolment profile Workforce composition Enrolments Position FTE* Students 2013 2014 2015 2016 Principal 1 Boys 437 430 415 432 Deputy Principal(s) 2 Girls 397 414 417 417 Assistant Principal(s) 4 Classroom Teacher(s) 30.87
Student attendance profile Teacher of Reading Recovery 0.42 School Learning and Support Teacher(s) 1.3 Year 2013 2014 2015 2016 Teacher Librarian 1.4 K 96.3 95.4 94.6 95.6 Teacher of ESL 4.6 1 95.8 95.9 94.8 94 School Counsellor 1 2 97.2 95.9 95.4 94.9 School Administration & Support 5.17 Staff 3 96.4 96.3 95.9 94.6 Other Positions 0 4 96.9 97 95.3 95.9 5 96.1 97 95.5 94.8 *Full Time Equivalent 6 94.9 94.9 93.8 94.3 All Years 96.2 96 95.1 94.9 The Australian Education Regulation, 2014 requires State DoE schools to report on Aboriginal composition of their workforce. Year 2013 2014 2015 2016 K 95 95.2 94.4 94.4 In 2016, one staff member was of Indigenous background. 1 94.5 94.7 93.8 93.9
2 94.7 94.9 94 94.1 3 94.8 95 94.1 94.2 4 94.7 94.9 94 93.9 5 94.5 94.8 94 93.9 Teacher qualifications
6 94.1 94.2 93.5 93.4 All teaching staff meet the professional requirements for teaching in NSW public schools. All Years 94.7 94.8 94 94
Teacher qualifications Management of non-attendance Qualifications % of staff All students are encouraged to attend school daily. Undergraduate degree or diploma 100 Information was provided to families regularly in the school newsletter outlining the importance of regular Postgraduate degree 24 attendance. When a student’s attendance was of a concerning nature their parents were notified through a letter. Staff would make a telephone call to ensure that appropriate support was provided so that students were Professional learning and teacher accreditation attending regularly. The Home School Liaison Officer was also available to offer support where necessary. Professional Learning is a high priority at Georges Hall Public school. In 2016, we had 6 new scheme teachers working towards accreditation through the New South Wales Educational Standards Authority. We also had 4 teachers who were maintaining accreditation at Proficient. All staff participated in school development days including staff who work part time. During our
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school development days our professional learning Income $ focus included: formative assessment, quality teaching, project based learning, Super 6 Comprehension Balance brought forward 0.00 Strategies, the new History Syllabus and the new Geography Syllabus. Global funds 475 393.06 Tied funds 331 708.24 All staff undertook courses in Child protection, Anaphylaxis, Emergency care and collaborative School & community sources 360 612.34 planning days each term for teams. There were opportunities provided to staff to participate in lesson Interest 5 397.98 studies and external courses targeting Quality Trust receipts 24 175.30 Teaching, Syllabus Implementation and Wellbeing. A total of $49600 was spent on Professional Learning. Canteen 12 397.98 Total income 0.00 Financial information (for schools Expenditure using both OASIS and SAP/SALM) Teaching & learning Financial information Key learning areas 102 863.63 The three financial summary tables cover 13 months Excursions 79 867.25 (from 1 December 2015 to 31 December 2016). Extracurricular dissections 145 713.74 The financial summary consists of school income Library 3 212.58 broken down by funding source and is derived from the school Annual Financial Statement. Training & development 8 125.15 Tied funds 284 602.42 Short term relief 147 460.76 Administration & office 141 882.12 School-operated canteen 15 567.49 Utilities 53 350.12 Maintenance 32 350.72 Trust accounts 25 297.70 Capital programs 30 377.04 Total expenditure 0.00 Balance carried forward 0.00
The information provided in the financial summary includes reporting from 27th January to 14th October 2016.
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2016 Actual ($) Financial summary equity funding Opening Balance 0.00 The equity funding data is the main component of the Revenue 404 462.53 'Appropriation' section of the financial summary above. (2a) Appropriation 357 711.28 (2b) Sale of Goods and 69.09 Services 2016 Actual ($) (2c) Grants and Contributions 46 388.01 Base Total 5 092 665.58 (2e) Gain and Loss 0.00 Base Per Capita 44 478.86 (2f) Other Revenue 0.00 Base Location 0.00 (2d) Investment Income 294.15 Other Base 5 048 186.72 Expenses -218 575.63 Equity Total 741 383.87 Recurrent Expenses -218 575.63 Equity Aboriginal 0.00 (3a) Employee Related -129 709.36 Equity Socio economic 58 658.22 (3b) Operating Expenses -88 866.27 Equity Language 490 790.51 Capital Expenses 0.00 Equity Disability 191 935.14 (3c) Employee Related 0.00 Targeted Total 44 122.07 (3d) Operating Expenses 0.00 Other Total 151 472.65 SURPLUS / DEFICIT FOR THE 185 886.90 Grand Total 6 029 644.17 YEAR Balance Carried Forward 185 886.90 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 There is no opening balance recorded in the SAP statement can be obtained by contacting the school. finance table. The opening balance for the school for this reporting period is recorded as the Balance Brought Forward in the OASIS table. Financial information (for schools fully deployed to SAP/SALM) The OASIS Balance carried forward amount (ie, funds on date of migration) is included in the (2a) Financial summary Appropriation amount in the SAP table. The information provided in the financial summary Any differences between the OASIS Balance carried includes reporting from 14 October to 31 December forward and (2a) Appropriation amount is the result of 2016. other accounts and transactions being included in the (2a) Appropriation amount.
• At Georges Hall Public School the leadership team together with the Principal and the School Administration Manager ensure school funds are used to support programs to improve student learning outcomes. • There was a large amount of funding utilised to employ staff to replace staff taking sick leave and long service leave. • Available funds will be utilised to ensure that programs such as Super 6 Comprehension and Curiosity and Powerful Learning continue to be embedded across all teaching and learning programs.
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2016 Actual ($) 2016 Actual ($) Opening Balance 0.00 Base Total 5 092 665.58 Revenue 404 462.53 Base Per Capita 44 478.86 (2a) Appropriation 357 711.28 Base Location 0.00 (2b) Sale of Goods and 69.09 Other Base 5 048 186.72 Services Equity Total 741 383.87 (2c) Grants and Contributions 46 388.01 Equity Aboriginal 0.00 (2e) Gain and Loss 0.00 Equity Socio economic 58 658.22 (2f) Other Revenue 0.00 Equity Language 490 790.51 (2d) Investment Income 294.15 Equity Disability 191 935.14 Expenses -218 575.63 Targeted Total 44 122.07 Recurrent Expenses -218 575.63 Other Total 151 472.65 (3a) Employee Related -129 709.36 Grand Total 6 029 644.17 (3b) Operating Expenses -88 866.27 Capital Expenses 0.00 A full copy of the school's financial statement is tabled (3c) Employee Related 0.00 at the annual general meetings of the parent and/or (3d) Operating Expenses 0.00 community groups. Further details concerning the statement can be obtained by contacting the school. SURPLUS / DEFICIT FOR THE 185 886.90 YEAR School performance Balance Carried Forward 185 886.90 NAPLAN
The school leadership team and School Administrative In the National Assessment Program, the results across Manager work together to ensure that funds are utilised the Years 3, 5, 7 and 9 literacy and to support programs across the school which impact numeracy assessments are reported on a scale from positively on student outcomes. Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Financial summary equity funding
The equity funding data is the main component of the 64.6% of our Year 5 students had greater than or equal 'Appropriation' section of the financial summary above. to expected growth in reading. 72.4% of our Year 5 students had greater than or equal to expected growth in spelling. 58.3% of our Year 5 students had greater than or equal to expected growth in grammar and punctuation. 88.2% of our students who sat NAPLAN in Year 7 had greater than or equal to expected growth in reading. 68.3% of our students who sat NAPLAN in Year 7 had greater than or equal to expected growth in spelling. 59.2% of our students who sat NAPLAN in Year 7 had greater than or equal to expected growth in grammar and punctuation. More than 89% of students in Year 3 achieved greater than the minimum standard in reading.
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71.4% of our Year 5 students had greater than or equal to expected growth in numeracy. 87.5% of our students who sat NAPLAN in Year 7 had greater than or equal to expected growth in numeracy. More than 83% of students in Year 3 achieved greater than the minimum standard in numeracy.
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In 2016, the percentage of our Year 5 students achieving in the top 2 bands was above that of the state. In reading 45% of our Year 5 students were in the top 2 bands, whilst 39% of the state were placed in these bands. In writing, 29% of our Year 5 students were in the top 2 bands, whilst 19% of the state were placed in these bands. In spelling 44% of our Year 5 students were in the top 2 bands, whilst 33% of the state were placed in these bands. In grammar and punctuation, 42% of our Year 5 students were in the top 2 bands, whilst 41% of the state were placed in these bands. In numeracy, 40% of our Year 5 students were in the top 2 bands, whilst 31% of the state were placed in these bands.
In 2016, the percentage of our Year 3 students achieving in the top 2 bands was above that of the state. In reading 49% of our Year 3 students were in the top 2 bands, whilst 52% of the state were placed in these bands. In writing, 56% of our Year 3 students were in the top 2 bands, whilst 54% of the state were placed in these bands. In spelling 57% of our Year 3 students were in the top 2 bands, whilst 55% of the state were placed in these bands. In grammar and punctuation, 47% of our Year 3 students were in the top 2 bands, whilst 53% of the state were placed in these bands. In numeracy, 40% of our Year 3 students were in the top 2 bands, whilst 39% of the state were placed in these bands.
Parent/caregiver, student, teacher satisfaction
Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.
Parent Survey: • The majority of parents feel welcome at Georges Hall Public School. • The majority of parents support learning at home and encourage their child to do well at school. • The majority of parents believe that their child is encouraged to do their best at school. • The majority of parents believe that teachers have high expectations for their child to learn and expect them to work hard. • The majority of parents believe that their child is clear about the rules for school behaviour. • Most parents believe that teachers help students who need extra help. • 65% of parents surveyed found emails most useful as a form of communication and 43% of parents surveyed found telephone calls most useful. Student Survey: • 86% of students surveyed believed they had The My School website provides detailed friends at school they can trust and who information and data for national literacy and numeracy encourage them to make positive choices. testing. Click on the link http://www.myschool.edu.au • 92% of students surveyed believe that education and insert the school name in the Find a school and will benefit them personally and economically, select GO to access the school data. and will have a strong bearing on their future. • 83% of students at our school believe that they do not get in trouble for disruptive behaviour or
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inappropriate behaviour. The NSW Government Policy requirements average is 83%. • 92% of students at our school believe they try hard to succeed in their learning. Aboriginal education • 100% of students surveyed stated they had Aboriginal education is integrated across all curriculum someone to talk to at school if they were having a areas at Georges Hall Public School. Personalised bad day. Learning Plans were developed, evaluated and Teacher Survey: modified in consultation with parents, where possible, • 80% of teachers surveyed believe that school and students. There was recognition of NAIDOC Week leaders clearly communicate their strategic vision with activities developed and implemented in all and values for our school. classes.. NAPLAN data was used to identify Aboriginal • 95% of teachers believe they have very clear students requiring support with Literacy and Numeracy expectations for classroom behaviour. and support was provided through adjustments to class • The majority of staff surveyed believe they strive programs. to support students with special needs. • Teachers surveyed stated that they set high expectations for student learning and learning Multicultural and anti-racism education goals. • The majority of staff surveyed believe they share Georges Hall Public School is a culturally diverse strategies and understandings with their community. Over 79% of our students are from colleagues. language backgrounds other than English. Through our History, geography and literacy lessons students explore many different cultures and religions to develop an understanding and respect for Australia's culturally diverse communities as well as for Australia's Indigenous people. Our English as an Additional Language Teachers continue to support the learning needs of our students from language backgrounds other than English. Students new to English are withdrawn from classes for intensive lessons. Our Anti–Racism Contact officer was available to provide mediation for students when necessary. Acknowledgement and celebration of our school's cultural diversity was manifested in our celebration of Harmony Day and our Olympic day and Multicultural Day.
Page 18 of 18 Georges Hall Public School 3702 (2016) Printed on: 26 April, 2017