Smithfield West Public School Annual Report
2018
4355
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Introduction
The Annual Report for 2018 is provided to the community of Smithfield West 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.
Stephen Gray
Principal
School contact details
Smithfield West Public School Wetherill St Wetherill Park, 2164 www.smithfielw-p.schools.nsw.edu.au [email protected] 9604 3161
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School background
School vision statement
Smithfield West Public School is a safe and inclusive learning environment, that works in partnership with families and the wider community to maximise opportunities for students to be engaged learners who aspire to reach their full potential and be active contributors today and into the future.
School context
Smithfield West Public School is a dynamic primary school, serving the Wetherill Park community for over 54 years. Our school prides itself on providing a welcoming and supportive environment, built upon high expectations for all. There is a strong belief in fostering the academic, social and emotional development of all students.
Smithfield West celebrates and values our diverse community, with 3% of students identifying as either Aboriginal or Torres Strait Islander and 79% from a language background other than English. There are currently 25 language backgrounds represented, with Arabic and Assyrian the largest of these. The school experienced a significant influx of humanitarian refugees, predominantly from Syria and Iraq, between July 2016 and April 2018. These students currently represent 23% of the school population.
A commitment to ongoing school improvement in pedagogy, school management and professional learning acts as an umbrella for teaching and learning, leading to the achievement of school priorities. It provides a vehicle to build the capacity of teachers to deliver programs explicitly, and the capacity of students to be engaged and successful learners.
We have a team of highly dedicated teachers, support and administrative staff,ensuring the specific needs of all students are met. Our staffing mix includes very experienced teachers, through to those in their early years.
Situated on spacious grounds in south western Sydney as part of the Fairfield Network of Schools, Smithfield West is located in a residential area which accommodates both public and private housing.
Parents and the wider community are supportive of the school's goals and celebrate its achievements with pride.
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 (SEF), school achievements and the next steps to be pursued.
This year, our school undertook self–assessment using the SEF. 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.
In the Learning domain, we continued to show strength in 'Curriculum' and 'Assessment'. Smithfield West has a strong commitment to ensuring the school's curriculum provision and evidenced–based teaching practices provide high expectations so all students can effectively develop their knowledge and skills. Throughout the year, there has been a strong whole school focus on formative and summative assessment practices. Teachers use reliable, ongoing summative assessments as a tool to capture information about student learning. Assessment information is then used to drive teaching and learning programs, which include learning intentions and success criteria, ensuring students have a clear understanding of what they are learning and what success in their learning will look like, therefore, increasing student engagement.
In the Teaching domain, we concentrated on the elements of 'Effective Classroom'. Through the whole school formative assessment focus, teachers increased their ability to regularly use student progress and achievement data to inform lesson planning. They were given professional learning about how to provide explicit, specific and timely feedback, related to specific success criteria. Through this feedback, teachers noted improved student engagement in their classrooms. 'Professional Standards' is an element of strength within the domain of Teaching. Professional Development Plans (PDPs) have a whole school and stage focus and are supported by the school leadership team which continued to implement mentoring and coaching practices with the staff under their supervision. Teachers were provided with constructive feedback on lesson delivery, classroom management and programming and assessment, with a strong literacy and numeracy focus to ensure they were proficient at meeting the needs of their students.
In the Leading domain, our efforts have focused on 'School Resources'. Technology has been a focus in 2018 with
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significant financial resources strategically utilised to increase the technology available and used throughout the school. Through ongoing professional learning opportunities and the additional technology resources available, teachers have increased their effective use of technology to enhance learning.
Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.
For more information about the SEF: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide
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Strategic Direction 1
Quality Teaching and Learning
Purpose
To develop teacher capacity, empowering them to create a stimulating and engaging learning environment in literacy and numeracy. This will be underpinned by high expectations and a differentiated curriculum that is flexible, reflective, relevant and dynamic to meet the diverse needs of our students, staff and community.
Overall summary of progress
Formative assessment was a whole school focus and teachers engaged in professional learning, professional readings and observations. Through professional learning, teachers increased their understanding on how to design and implement teaching strategies that are responsive to the learning strengths and needs of the students in their class. There has been an increase in the ability of teachers to organise content into coherent, well–sequenced lessons and programs that engage students and promote learning. This has included setting explicit, challenging and achievable learning goals for all students. Formative assessment professional learning increased teacher understanding of the use of effective verbal and non–verbal communication strategies to support student understanding, participation, engagement and achievement. They had the opportunity to evaluate their teaching and learning programs using evidence. Feedback from students and student assessment data was used to inform planning and there were opportunities to contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice.
School leaders worked collaboratively with their teams to build a culture of high expectations and quality learning. Through the use of Quality Teaching, Successful Students (QTSS) funding, school leaders increased their visibility and assistance in the classroom learning process through co–teaching, program monitoring, lesson observations and demonstrations.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increased percentage of students Literacy Resources $12,256 Staff engaged in professional learning around the achieving expected growth in National Literacy Progressions and the links that literacy. Reading and Literacy can be found within the NSW English Syllabus for Interventionist 1.2 FTE the Australian Curriculum. Through using the National Literacy Progressions teachers began to Professional Learning effectively locate a student's current knowledge and $21,000 ability and determine the next steps in their learning. This was evidenced by the growth of Early Action for Success student learning plotted against the literacy (EAfS) – Instructional progressions. Leader
Increased percentage of students Numeracy Resources Staff engaged in professional learning around the achieving expected growth in $5,000 use of the National Numeracy Progressions, in numeracy. particular the Quantifying Numbers sub element. Numeracy Interventionist 0.6 FTE School and National Assessment Program Literacy And Numeracy (NAPLAN) baseline data was Professional Learning established, with targeted interventions introduced $19,000 for students at risk of not achieving expected growth. EAfS – Instructional Leader
100% of teaching and learning Professional Reflection Throughout the year, teachers engaged in nine programs reflect the use of Days $7,500 hours of professional learning, professional learning intentions and success readings and observations. Through the criteria. professional learning, teachers increased their understanding of how to design and implement teaching strategies that are responsive to the learning strengths and needs of the students in
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
100% of teaching and learning their class. programs reflect the use of learning intentions and success Through program conversations and support from criteria. supervisors, class teaching and learning programs now include learning intentions and success criteria.
Next Steps
All staff will continue to increase their understanding of National Literacy and Numeracy Progressions through professional learning and consistent teacher judgement. Using the National Literacy and Numeracy Progressions, staff will effectively locate a student's current knowledge and ability and determine the learning that should follow.
Teaching programs will continue to be monitored so that they reflect the use of learning intentions and success criteria. New staff will have professional learning to ensure their programs reflect this priority.
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Strategic Direction 2
Whole School Approach to Student Wellbeing
Purpose
To ensure the social, emotional and academic needs of all students are met in a happy and safe learning environment where there are consistent expectations for behaviour across the school.
Overall summary of progress
A student wellbeing committee was formed to update the Behaviour for Excellence and Student Discipline policies. The implementation of a whole school integrated approach to student wellbeing was established including the introduction of Sentral, a web–based software program, to register student behaviours, incidents and parent communications.
Student wellbeing policies have been updated, making them current and in line with departmental policies and procedures. A common language pertaining to wellbeing is used by all staff, students and parents. Staff consistently use Sentral to effectively track student behaviour and communicate these with executive.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increase the percentage of Resources $2,500 The number of students achieving silver level and students achieving silver level or above was impacted due to the late start date of the above on the Behaviour for Sentral $6,000 program. Staff needed to be consulted, allowing for Excellence program. discussion and feedback to occur before the full QTSS Funding implementation of the reward system. Thorough training in the use of Sentral was provided.
Close monitoring of the number of students achieving silver level and above, will continue in 2019.
100% of teaching programs Class programs include evidence of teaching include evidence of the explicit behaviour expectations through links to the Physical and consistent teaching of Education, Health and Personal Development behaviour and expectations. syllabus outcomes for each stage level.
Next Steps
Plans for 2019 will include a focus to continue to develop a planned whole school evidence–based approach to student wellbeing and engagement so that all students can connect, succeed, thrive and learn. Class programs and assessment processes will include explicit and consistent teaching of behaviour and expectations appropriate at each stage level, creating an effective learning environment.
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Strategic Direction 3
Connecting
Purpose
To foster authentic partnerships and develop effective collaboration and communication between students, families, staff and the wider community to enhance student learning opportunities.
Overall summary of progress
Throughout the year a variety of opportunities were given to families to foster partnerships and develop effective collaboration and communication with families.
Early in Term 1, 102 families attended 'Meet the Teacher'– informal open classroom visits, greeting and conversation followed by a barbeque. Attendance was encouraging and brought positive feedback from all stakeholders.
In Term 2, 228 students of a total population of 340 (representing 67%) had a parent or parents attend a parent teacher interview to discuss their child's overall progress and set directions for future focus. Interpreter services were available to those who expressed the need for them.
Important permission notes and information sheets were translated into Arabic as required throughout the year. Parents were encouraged to seek translator assistance from school staff or external agencies we were able to organise, in regard to a variety of issues and enquiries that arose.
Parents and community members were regularly reminded of major communication methods and encouraged and supported to join our Facebook site and Sentral App. Information is regularly updated, school events are promoted and outcomes celebrated, mainly in photograph form which are always well received. School newsletters were sent to all families fortnightly in printed or electronic format.
Parent workshops targeted English as an Additional Language/Dialect (EAL/D) parents and their children in an effort to develop strategies to assist understanding of mathematical concepts at respective levels. Sessions were regularly well attended and the outcomes positive – especially in home/school links and parent confidence.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increase the percentage of parent $1,000 102 families attended 'Meet the Teacher' and community members attending school activities.
Increase the percentage of Parents of 228 students of a total population of 340 parents engaging purposefully (representing 67%) engaged in parent teacher with teachers about their child's interviews education. 80% of parent surveys indicated they had spoken to their child's teacher two or more times throughout the year
Next Steps
In the coming year we will continue to: • encourage strong home/school partnerships; • value providing opportunities for parents to be upskilled in supporting their own and their child's learning; • encourage parents to participate in collection of data related to school practice and decision making; • communicate to parents and the community through a variety of mediums; • provide translation services in written and verbal forms – especially in Arabic; and • encourage the involvement of grandparents in the school through 'Grandparents Day' celebrations.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading $5,396 (flexible funding) Staff were released to meet with parents to develop Personalised Learning Pathways (PLP) for Aboriginal students at the school. Subsequently, these PLPs were implemented, monitored and reviewed. All Aboriginal students demonstrated progress in their learning outcomes during 2018.
English language proficiency 1.2 FTE (staffing allocation) English Language Proficiency
$46,853 (flexible funding) EAL/D teaching and support staff were employed to provide English language support to students identified as EAL/D learners, with priority given to students working at the Beginning, Emerging and Developing stages. This support was provided through team teaching and withdrawal groups aimed at targeting specific needs.
At the end of the 2018 school year the 252 students identified as requiring EAL/D support were achieving at the following levels:
* Beginning English – 12 (5%)
* Emerging English – 48 (19%)
* Developing English – 97(38.5%)
* Consolidating English – 95(37.5%)
Class teachers differentiated teaching and learning programs to meet the English language needs of their students and incorporated EAL/D teaching strategies and methods into their classroom practice.
Professional learning was offered to teachers to support their understanding and use of the ESL Scales in their programming.
Continued professional guidance and support was provided to class teachers by EAL/D staff to support the tracking of their students on the EAL/D progression.
Low level adjustment for disability 1.2 FTE (staffing allocation) Early intervention programs in literacy and numeracy targeted students at risk allowing $52,145 (flexible funding) them equitable access to the curriculum. Support programs were developed in consultation with classroom teachers that catered for individual and small group needs across the school. School Learning Support Officers (SLSOs) were employed to provide additional academic support to targeted students.
Quality Teaching, Successful 0.563 FTE (staffing The Executive implemented mentoring and Students (QTSS) allocation) coaching practices with staff under their supervision. Teachers were regularly provided with constructive feedback on lesson delivery, classroom management and programming and assessment to improve their practice and student learning outcomes.
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Socio–economic background 0.4 FTE (staffing allocation) An additional classroom teacher was employed five days per week. $453,634 (flexible funding) A teacher was employed five days per week to support the EAfS program as an interventionist.
61 students in their early years of schooling received high quality, intensive intervention support.
A SLSO was employed three days per week to implement the MultiLit reading intervention program to 15 targeted students. The average improvement in word attack skills was 63% and 25% in sight word recognition.
A speech pathologist was employed one day per week to assess students and develop programs for those requiring intervention. A SLSO was employed three days per week to implement these programs to the 64 targeted students. Five of these students successfully completed the program and no longer required intervention.
The purchase and installation of 14 Prowise 65" UHD Interactive Flat Panels led to more future focused teaching and learning activities, resulting in improved student engagement and participation.
Upon application, financial support was provided to families in need to ensure maximum student opportunity and participation in all aspects of school life.
Ongoing professional learning continued to build teacher capacity at the individual, whole school and local network levels.
The school attendance program contributed significantly to the annual attendance rate of 94.6, an increase of 0.9 from 2017. This exceeded both the state average of 93.4 and the state growth of 0.4. An average of 61 students achieved 100% attendance each term, an increase of 10 students per term from 2017.
All students K–6 participated in an accredited dance program, ensuring full coverage of the dance component of the Creative Arts syllabus.
Support for beginning teachers $24,841 (flexible funding) Throughout the year, four beginning teachers were allocated additional release from class to support them in their first years of teaching. This support included mentoring, lesson observations, professional learning and working towards achieving accreditation at proficient teacher status.
Targeted student support for $26,004 (flexible funding) New Arrivals Program funding and Refugee refugees and new arrivals Student Support funding were used to employ 1.4 (staffing allocation) additional SLSO and EAL/D staff to cater for the significant needs of refugee students. New Arrivals Program Intensive English language support was
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Targeted student support for provided through a daily New Arrivals class refugees and new arrivals 1.0 (bilingual support and in–class support from EAL/D teachers officer) and bilingual SLSOs. Structures and processes were implemented to support the New Arrivals Program educational, physical, social and emotional needs of the refugee students. Parent and student workshops were implemented so that parents and students were learning new skills together.
Early Action for Success 2.0 FTE (staffing allocation) 62 students in their early years of schooling received high quality, intensive intervention support, along with intense in–class support for Early Stage 1 classes.
Early Stage 1 teachers engaged in professional learning and were supported by the Deputy Principal Instructional Leader (DPIL) to implement Language, Learning and Literacy (L3), a research–based intervention program for Kindergarten students, targeting reading and writing. Students received daily explicit instruction in reading and writing strategies in small groups.
The DPIL supported K–2 staff in leading professional learning sessions on the National Literacy and Numeracy Progressions. Through the use of Learning Sprints and the data collected against the progressions, teachers continued to build a culture involving the analysis of data and student work samples, leading to effective, differentiated and targeted interventions.
Teachers in K–2 engaged in professional learning, collaborative planning and co–teaching with a focus on Number Talks to build numeric reasoning in our students. Numbers Talks became a daily occurrence in classes with teachers noting a significant increase in the strength, accuracy, efficiency and flexibility with mental maths and computational strategies. These observations were reflected in the data collected for the National Numeracy Learning Progressions.
In response to literacy data, there was a deeper focus on phonemic awareness and phonological knowledge. To support this need, the DPIL and Assistant Principal implemented professional learning on Reading in the Early Years. Supported by the National Literacy Learning Progressions, teachers increased their understanding of how phonological skills develop in students and implemented daily explicit systematic teaching of phonics in conjunction with the classroom literacy program. Teachers noted that through explicit teaching, student's reading, spelling and writing had shown improvement. This was reflected in the data that was gathered using the learning progressions.
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Student information Workforce information
Student enrolment profile Workforce composition Enrolments Position FTE* Students 2015 2016 2017 2018 Principal(s) 1 Boys 160 161 166 176 Assistant Principal(s) 3 Girls 160 165 168 175 Classroom Teacher(s) 12.01 Teacher of Reading Recovery 0.42
In addition to the K–6 enrolments, 20 children attend Learning and Support Teacher(s) 1.2 the Smithfield West Preschool each day. The preschool Teacher Librarian 0.8 is staffed and administered by Fairfield City Council. Teacher ESL 1.2
Student attendance profile School Counsellor 1 School School Administration and Support 2.92 Staff Year 2015 2016 2017 2018 K 92 94.7 91.6 92.6 *Full Time Equivalent 1 91.9 91.3 94.3 93.3 2 92.8 93.8 92.4 94.9 No members of staff are from an Indigenous background. 3 93.1 92.8 94.9 93.6 4 93.9 94 94.4 96.2 Teacher qualifications 5 93.9 94.8 93.5 95.4 All teaching staff meet the professional requirements 6 94.1 92.6 95 96.3 for teaching in NSW public schools. All Years 93.1 93.4 93.7 94.6
State DoE Teacher qualifications Year 2015 2016 2017 2018 Qualifications % of staff K 94.4 94.4 94.4 93.8 Undergraduate degree or diploma 100 1 93.8 93.9 93.8 93.4 Postgraduate degree 61 2 94 94.1 94 93.5 3 94.1 94.2 94.1 93.6 Professional learning and teacher accreditation 4 94 93.9 93.9 93.4 The professional learning program provides vital 5 94 93.9 93.8 93.2 training for improving teacher skills, competencies and 6 93.5 93.4 93.3 92.5 knowledge and in turn improves learning outcomes for students. Teacher professional learning is informed by All Years 94 94 93.9 93.4 the school's targets, Department of Education (DoE) priorities, prescribed departmental mandatory training and teacher goals, as per individual PDPs. Funds expended for professional learning are generally for Management of non-attendance course fees and casual relief enabling staff to attend training. The average student attendance rate improved significantly from 2017 and now exceeds that of the The school professional learning program saw staff state average. Our school recognises that attendance participate in the five School Development Days (as impacts significantly on student learning. Awards are mandated by the DoE), weekly meetings as well as presented each term to students with 100% individually identified learning throughout the year. attendance. Class rolls are monitored by the school and Stage teams were allocated release days to engage in students who become an ongoing concern have professional dialogue, collaborative planning and individual attendance programs implemented and if programing, and analyse student assessment tasks. necessary are referred to the Home School Liaision Most activities presented by DoE personnel or external Officer.
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providers took place off site. Financial information
A total of $26,416 was expended on professional learning throughout the year. Financial summary
The information provided in the financial summary Formative Assessment was the whole school focus for includes reporting from 1 January 2018 to 31 2018. Throughout the year, teachers engaged in December 2018. professional learning, professional readings and observations. Teachers increased their understanding on how to design and implement teaching strategies that are responsive to the learning strengths and needs 2018 Actual ($) of the students in their class. They had the opportunity to evaluate their own teaching and learning programs Opening Balance 1,079,282 using evidence. Feedback from students and student Revenue 4,139,125 assessment data was used to inform planning and there were opportunities to contribute to collegial Appropriation 4,019,867 discussions and apply constructive feedback from colleagues to improve professional knowledge and Sale of Goods and Services 24,947 practice; Grants and Contributions 91,467
Other professional learning included: Gain and Loss 0 • Mandatory training in Child Protection Update Other Revenue 0 2018, Recognition and Management of Anaphylaxis (face to face), Health and Safety Investment Income 2,844 Induction (new employees), Cardio Pulmonary Expenses -4,056,870 Resuscitation CPR, Code of Conduct, and Corruption Prevention; Recurrent Expenses -4,056,870 • Understanding and implementation of the school's Behaviour For Excellence and Wellbeing policies; Employee Related -3,375,164 • National Literacy and Numeracy Learning Operating Expenses -681,707 Progressions; • Scout reports – providing teachers with Capital Expenses 0 knowledge on how to access and navigate these reports and an understanding of the data Employee Related 0 governance and privacy obligations; Operating Expenses 0 • Communication and engagement through social media; SURPLUS / DEFICIT FOR THE 82,254 • Effective Reading in the Early Years, systematic YEAR and explicit phonics pedagogy, including assessment, text selection, planning Balance Carried Forward 1,161,537 programming and teaching; • Consistent teacher judgment when assessing student learning using the National Literacy and Financial management at the school is overseen by a Numeracy Learning Progressions; committee comprising the Principal, School • Staff collaborating, discussing and assessing their Administrative Manager and DPIL. The committee own and whole school practices against the SEF; effectively allocates operational funds and plans • Increasing teacher understanding of maintaining processes to address school strategic directions and accreditation and its requirements; meet identified improvement priorities. $281,500 was • Future focused learning and how it can be allocated towards the construction of a shade shelter in embedded into the classroom; the K–2 playground and $75,040 to the installation of • New South Wales Education Standards Authority 14 Prowise 65" UHD Interactive Flat Panels in learning (NESA) regulation and compliance requirements; areas across the school. • Expressive and receptive language and articulation; • Refugee and EAL/D students in the classroom; • Language, Learning and Literacy Kindergarten; Financial summary equity funding and The equity funding data is the main component of the • Supporting students with emotional issues in the 'Appropriation' section of the financial summary above. classroom. Through NESA, seven beginning teachers were working towards accreditation.
Three were required to be accredited this year and did so successfully.
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2018 Actual ($) The My School website provides detailed information and data for national literacy and numeracy testing. Go Base Total 2,309,088 to http://www.myschool.edu.au to access the school data. As schools transition to NAPLAN online, the band Base Per Capita 64,585 distribution of results is not directly comparable to band Base Location 0 averages from previous years. While the 10 band distribution available to schools who completed Other Base 2,244,503 NAPLAN online is a more accurate reflection of student performance, caution should be taken when Equity Total 849,544 considering results relative to what was formerly a six Equity Aboriginal 5,396 band distribution. As the full transition of NAPLAN online continues, the most appropriate way to Equity Socio economic 495,279 communicate results for NAPLAN online is by scaled scores and scaled growth. This is the reporting format Equity Language 171,789 agreed by state and territory education ministers, and is Equity Disability 177,081 reflected on the myschool website.
Targeted Total 64,715 In accordance with the Premier's Priorities: Improving Other Total 565,449 Education Results, schools are required to report on student performance for the top two NAPLAN bands in Grand Total 3,788,796 reading and numeracy. In Year 3, the number of students achieving in the top two reading bands increased by 7% from the previous year. In Year 5 numeracy, the number of students achieving above Figures presented in this report may be subject to national minimum standards has increased by 50% rounding so may not reconcile exactly with the bottom over the past two years. line totals, which are calculated without any rounding.
A full copy of the school's financial statement is tabled Parent/caregiver, student, teacher at the annual general meetings of the parent and/or community groups. Further details concerning the satisfaction statement can be obtained by contacting the school. Each year schools are required to seek the opinions of School performance parents, students and teachers about the school. In 2018 the school sought the opinions of parents, caregivers, students and staff about "Learning" using NAPLAN the Tell Them From Me survey which measures 20 In NAPLAN, literacy and numeracy assessments are indicators based on the most recent research on school reported on a scale from Band 1 to Band 6 in Year 3 and classroom effectiveness. and from Band 3 to Band 8 in Year 5. The achievement scale represents increasing levels of skills and Student responses indicated: understandings demonstrated in these assessments. • 91% try hard to succeed in their learning, Student in Years 3 and 5 participated in the online test compared to the NSW Government average of for the first time. 88%; • important concepts are taught well, class time is From 2018 to 2020 NAPLAN is moving from a paper used effectively, and homework and evaluations test to an online test. Individual schools are migrating to support class objectives; the online test, with some schools attempting NAPLAN • classroom instruction was relevant to their on paper and others online. everyday lives; • they have someone at school who consistently Results for both online and paper formats are reported provides encouragement and can turn to for on the same NAPLAN assessment scale. Any advice; and comparison of NAPLAN results – such as comparisons • classroom instruction is well organised, with a to previous NAPLAN results or to results for students clear purpose and immediate feedback that helps who did the assessment in a different format – should them to learn. take into consideration the different test formats and Parent responses indicated: are discouraged during these transition years. • they feel welcome at school and can easily speak to their child's teacher and/or the school principal; The literacy assessment focused on assessing the • 82% believe that the school supports learning students' skills in reading, writing and language through high expectations, with teachers showing conventions (spelling, grammar and punctuation). interest in their child's learning, encouraging them to do their best; The numeracy assessment focused on assessing the • 85% support positive behaviour. They agree that students' skills in number and algebra, measurement their child understand school behaviour rules; and and geometry, and statistics and probability. • 79% acknowledge there is two–way
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communication between themselves and the school. They feel that student reports are written In March, Harmony Day was embraced as an ideal time in language they can understand, meaning they to reflect on and celebrate the many cultures within our are well informed about their child's progress. school. Students were encouraged to wear something Staff responses indicated: orange and participated in class activities to develop their understanding of our diversity and foster a sense • 100% agree or strongly agree that school leaders of belonging. Selected students from Years 3–6 are leading improvement and change; participated in the annual Multicultural Perspective • improved skill and confidence when working with Public Speaking competition which enabled students to technology in the classroom; explore ideas of multiculturalism in Australia. • increased knowledge and skill when implementing teaching strategies. More teachers were using The school has a trained teacher who is appointed as two or more teaching strategies during lessons the Anti–Racism Contact Officer (ARCO). The role of and there was greater prevalence of students the ARCO in schools is to be the contact between receiving written feedback; and students, staff, parents and community members who • collaboration within the school was increasing, wish to make a complaint regarding racism. There were particularly with staff sharing strategies and no reported incidents of racism in 2018. learning goals to increase student engagement.
Policy requirements
Aboriginal education
12 students identified as being of Aboriginal or Torres Strait Islander descent. Staff at Smithfield West include Aboriginal perspectives across the six key learning areas in teaching and learning programs to ensure students develop deep knowledge and understanding about Australia's first people. The school acknowledges the traditional custodians of the land, The Dharug people of the Cabrogal clan at assemblies and meetings.
Multicultural and anti-racism education
Smithfield West has over 78% of students from language backgrounds other than English and student data shows that 25 different languages are spoken across the school. Teaching and learning programs across all stages and curriculum areas incorporate multicultural perspectives that recognise and value the backgrounds and cultures of our students.
EAL/D students, including those who are newly arrived in Australia and refugee students, are supported in their English language development by specialist EAL/D teachers. The number of refugee students at the school continued to be high in 2018 at 23%, mostly from Assyrian and Arabic backgrounds. The school received an additional teaching allocation to support these students and continued to implement a New Arrivals Program for students at the Beginning and Emerging levels of English proficiency. This took the form of a daily morning withdrawal class focusing on intensive language and literacy tuition.
Assyrian and Arabic bilingual SLSOs were employed to support students in class, on excursions and in the New Arrivals Program. Families were supported through interpreting and the translation of materials. Parent information sessions, English language classes and a program for refugee parents to support their children in Mathematics were implemented by EAL/D staff with the assistance of the bilingual SLSOs.
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