Smithfield West Public School Annual Report
2017
4355
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Introduction
The Annual Report for 2017 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 aims to provide a quality education where each child achieves to the best of their ability. Students will work collaboratively to become resilient, adaptable and responsible life–long learners. We will promote respect, fairness, equity and compassion for all. We will encourage students to be creative thinkers and problem solvers prepared to meet the challenges of the 21st Century.
School context
Smithfield West Public School is situated in south western Sydney and is part of the Fairfield Principal Network of Schools. The school is set on spacious grounds and located in a residential area which accommodates both public and private housing. The majority of students live within walking distance of the school. The school receives funding through the Resource Allocation Model with the Family Occupation and Employment Index calculated at 152.
In May 2017, there were 345 students enrolled in 14 classes with 50% being male and 50% female. Smithfield West caters for a diverse student population with 73% from a language background other than English and more than 22 languages represented. Of these languages, Assyrian, Arabic, Spanish, Vietnamese and Samoan have the highest representation. 2.6% of students identify as having an Aboriginal or Torres Strait Islander background.
The profile of the teaching staff indicates an effective mixture of New Scheme and experienced teachers who are dedicated to improving student outcomes. There is a whole school focus on promoting best practice in teaching through the implementation of the Quality Teaching Framework and a strong belief in fostering the academic, social and emotional development of all students.
In 2017, Smithfield West began participation in Phase 2 of the Early Action for Success (EAfS) strategy. This 4 year program aims to improve student performance in literacy and numeracy in the early years of schooling.
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 New South Wales 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, our efforts have focused primarily on the 'Curriculum and Learning' and 'Assessment and Reporting' elements. Curriculum provision for our New Arrival students was enhanced through learning alliances with other schools and the Refugee Support Leader. Systematic policies, programs and processes enabled teachers and school leaders to identify and address student learning needs. Throughout the year, student reports were modified, enabling teachers to report in more detail about individual student learning achievements and areas of growth.
In the Teaching domain, we have concentrated on the elements of 'Data Skills and Use' and 'Collaborative Practice'. Teachers engaged in professional learning and discussions around student data. Teachers analysed student data to inform planning to meet the learning needs of the students in their class and to evaluate the effectiveness of their own teaching programs. The school leadership team used this data to identify student achievement and progress and to inform whole school decisions. Teachers engaged in lesson observations and classroom walk throughs. They provided and received constructive feedback from peers and school leaders to improve their teaching practice. Mentors were successfully established to support beginning teachers in their first years of teaching.
In the Leading domain, our efforts have focused on ‘School Resources’. Strategic financial management is used to gain efficiencies and to maximise resources. Additional funding for both physical and human resources were used to support the implementation of EAfS, our New Arrival programs, to update physical learning spaces and to increase technology so that it is easily accessible to staff and students.
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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
Student Learning
Purpose
To provide a learning environment that has high expectations and adds value to all students’ literacy and numeracy levels. Students will be productive and ethical users of technology equipped with the skills required for the 21st Century. Students will be nurtured to become resourceful, empathetic and resilient lifelong learners.
Overall summary of progress
Student Learning focuses on evidence based teaching and meeting the needs of all students. Evidence based teaching and learning utilising both qualitative and quantitative data to inform teaching and learning programs was identified as a key school priority, with a focus on improvement measures for writing.
Whole school analysis, including the use of National Assessment Program – Literacy and Numeracy (NAPLAN) and Planning for Literacy and Numeracy (PLAN) data, resulted in student goals being established in writing. With the continuation of the EAfS strategy, there was a strong emphasis on the teaching and assessment of numeracy and literacy. Evidence was regularly collected which demonstrated the growth of student learning as well as the percentage of students meeting and exceeding expected outcomes.
Students from Kindergarten to Year 6 engaged in goal setting and learning conversations with their teachers. Teachers explicitly assessed the learning needs of students and used ongoing assessment to plan, teach and personalise learning to monitor student progress. This was strongly supported through intensive learning support programs for targeted students. These programs supported the needs of English as an Additional Language/Dialect (EAL/D) students, Aboriginal students, refugee students and students with learning difficulties.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
NAPLAN $101, 524 Percentages of students at proficiency (3 year averages): Increase the % of students at Socio–economic • Numeracy Year 3: 24% proficiency (3 year average)from: Background funding • Numeracy Year 5: 18% • Numeracy Year 3: 15% to 23% • Reading Year 3: 26% • Numeracy Year 5: 8% to 16% 77,342 flexible funding • Reading Year 5: 17% • Reading Year 3: 16% to 24% • Writing Year 3: 41% • Reading Year 5: 11% to 19% • Writing Year 5: 5% • Writing Year 3: 26% to 34% • Writing Year 5: 5% to 13%
PLAN 1.0 FTE An additional 15% of students in K–2 achieved at or • Increase the % of students in above the expected level of Writing. K–2 achieving at or above Early Action for Success expected levels of Writing –Instructional Leader 97% of students in K–2 achieved at or above • Maintain the % of K–2 students expected levels for early arithmetical strategies. achieving at or above expected $101, 524 early arithmetical levels at 90%. Socio–economic Background funding
21st Century Learning Chromebooks $26,340 Targeted teachers have attended professional • 75% of teaching and learning learning on quality teaching practices and how to programs clearly demonstrate the Charging Carts $9792 effectively embed future focus learning skills into use of ICT skills to support and teaching and learning programs. develop 21st Century learning Socio–economic skills. Background Funding Professional learning has been delivered to all teachers in embedding cross curriculum and $10,000 general capabilities through teaching and learning programs. Professional Learning
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
21st Century Learning funding An additional 70 Chromebooks and three charging • 75% of teaching and learning carts were purchased for use in Stage 2 and 3 programs clearly demonstrate the classrooms. This technology allowed for future use of ICT skills to support and focused learning focusing on collaboration, critical develop 21st Century learning thinking and communication within a classroom skills. setting.
Next Steps
Continue to embed practices including EAfS, with a strong focus on embedding formative assessment across the curriculum, Kindergarten to Year 6.
Teachers will participate in professional learning and embed formative assessment practices to explicitly assess the learning needs of students to plan, teach and personalise learning and to monitor student progress. All students will be assessed using the literacy and numeracy progressions and data collated on PLAN2 software. (2018–2020 Strategic Direction 1)
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Strategic Direction 2
Staff and Leader Learning
Purpose
To enable teachers to be active, fearless and collaborative facilitators creating an engaged and collegial community of learners. Our teachers will demonstrate curriculum innovation, quality teaching and leadership capability that inspire learning. To ensure the continued alignment of our school’s primary purpose with our programs and practices through the expansion and increased development of leadership capability and succession planning using the Australian Professional Standard for Principals and the Australian Professional Standards for Teachers.
Overall summary of progress
In 2015, Smithfield West teachers were introduced to, and developed, an individual Performance and Development Plan (PDP) which aligned with school priorities. In 2016, the process was refined in order to provide greater support for teachers. This was further strengthened in 2017 with a strong emphasis on collaborative discussions, consistent teacher judgment, peer to peer lesson observations and classroom walk throughs.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
• All staff apply their PDPs to $1,000 Staff expertise was used to deliver high quality improve practice. professional learning to meet the the individual needs of staff as outlined in their PDP goals and the school's strategic directions.
100% of PDPs were completed and reviewed in consultation with peers and supervisors.
Staff worked closely across stage groups to develop opportunities for peer observation of best practice teaching strategies. Constructive feedback to support quality teaching was received and offered.
A formal school induction process was introduced to support the needs of beginning teachers and new teachers to the school.
• All staff demonstrate $1,000 To facilitate personal responsibility, staff were responsibility for their provided with a range of school developed support professional learning. materials, including a record of mandatory training, how to write Specific, Measurable, Attainable, Relevant and Timely (SMART) goals, their PDP and a professional learning reflection and log.
• All teachers undertake $1,000 Two teachers achieved accreditation at Proficient accreditation successfully by Teacher. completing and maintaining the process. Two teachers were successful in achieving their maintenance of accreditation at Proficient Teacher
Next Steps
The school leadership team will continue to support and encourage teachers to actively plan and seek out professional learning opportunities to improve their own professional development. Teachers will participate in walk throughs, lesson observations and collaborative discussions to apply new knowledge and teacher pedagogy. (2018–2020 Strategic Direction 1)
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Strategic Direction 3
Student Wellbeing
Purpose
To work across the school community to embed a positive culture based on our three values of: • We Care • We are Safe • We Learn
Overall summary of progress
The Smithfield West community has worked collaboratively to embed a positive culture of caring, learning and being safe. Classroom teachers have worked together with the Learning and Support Team and EAL/D team to implement and evaluate IndividuaI Learning Plans (ILP) and Personalised Learning Pathways (PLP) and class adjustment strategies. Recommendations from evaluations and assessment of students have included, but are not limited to, paediatric assessment, New Arrivals intensive support group, speech and/or language assessment, School Learning Support Officer (SLSO) allocation and school counsellor referral along with a variety of tiered interventions.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Student Learning Needs $3,000 Learning adjustments were developed for all identified students, ensuring that they had access to All students identified as requiring the curriculum at a level that allows for a successful a learning adjustment, work from and sequential progression of learning. PLaSP/ILP/PLP.
Student Attendance $2,500 Student attendance increased by 0.4% to 93.7%. The state attendance rate was 93.9% Average student attendance is equal to or exceeds the state Strategies to improve school attendance included average. communication with families, individual attendance programs, follow–up of absenteeism by staff, a whole school attendance incentive program and where necessary, referrals to the Home School Liaision Officer (HSLO).
Teachers were provided with professional learning on how to utilise EBS4 reports, and more recently Sentral reports to monitor student attendance. This has empowered teachers to address attendance issues in a more timely fashion.
Next Steps
Students who have been identified as requiring an ILP / PLP or learning adjustments will continue to be monitored and supported, with plans modified to meet their individual needs. New students will have their learning needs assessed and an ILP or PLP developed and implemented if appropriate.
Continue to monitor and promote on time and regular attendance by communicating with the whole school community and individual families, whilst working closely with the HSLO.
A whole school approach to student wellbeing and student discipline will be deigned and implemented. (2018–2020 Strategic Direction 2)
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading $7,194 100% of Aboriginal students have PLPs and made pleasing progress across the literacy Aboriginal Background and numeracy continuums as indicated in the funding school's PLAN data.
SLSOs have been utilised to support the learning and wellbeing of Aboriginal students.
All students experienced an Aboriginal incursion, gaining a more in–depth understanding of Aboriginal culture and customs.
English language proficiency 0.6 (staffing allocation) All EAL\D learners were tracked on PLAN using the curriculum, literacy and numeracy $27,096 (flexible funding) continuums and the EAL/D learning progressions.
The intensity and diversity of programs increased as the EAL/D population grew. Additional professional learning opportunities, team teaching and small withdrawal groups were established to provide intense literacy and numeracy sessions. Additional teaching and support staff were employed to meet the increasing need.
At the completion of the 2017 school year, the 236 EAL/D learners (71% of the school population) were achieving in the following phases:
* Beginning English – 6 students (2%)
* Emerging English – 53 students (16%)
* Developing English – 86 students (26%)
* Consolidating English – 1 student (27%)
High quality professional learning and teaching programs aimed at developing English language proficiency for targeted students were implemented.
Teachers differentiated teaching and learning programs and incorporated EAL/D pedagogy and strategies in classroom practice.
Low level adjustment for disability 1.2 FTE (staffing allocation) High quality early intervention programs in literacy and numeracy were delivered to $50,246 (flexible funding) ensure equitable access to the curriculum. A new needs based model was implemented allowing for a more efficient method of allocating support programs. Five SLSOs were employed to provide additional academic support to targeted students.
Quality Teaching, Successful 0.229 FTE (staffing The Executive established mentoring and Students (QTSS) allocation) coaching practices with the staff under their supervision. This resulted in constructive feedback to individual teachers on lesson delivery, programming, assessment and classroom management.
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Socio–economic background $427, 187 An additional classroom teacher was employed five days per week. Socio–economic Background funding 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 program.
.A speech pathologist was employed, one day per week to assess students, and plan for their individual learning needs. A SLSO was employed three days per week to implement these programs.
The purchase and implementation of Chromebooks led to more future focussed 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 teaching capacity at the individual, whole school and local network levels.
The implementation of an attendance reward program resulted in growth from 2016 to 2017 exceeding that of the state by 0.4%. An average of 61 students achieved 100% attendance each term, an increase of 10 students per term from 2016.
All students K–6 participated in an accredited gymnastics program, ensuring full access to the Personal Development Health Physical Education syllabus.
Support for beginning teachers $13,450 All beginning teachers receive additional support in the first three years of their career. Beginning Teacher Support Beginning teachers were provided with funding access to additional support, professional development and time with their mentor.
Targeted student support for 2.1 Teacher FTE (staffing – Additional SLSO and EAL/D staff were refugees and new arrivals New Arrivals Program) employed to cater for the significant increase in refugee students. Intensive English 1.5 Refugee Bilingual language support was given through two New SLSO FTE (staffing – New Arrivals classes. Arrivals Program) Structures and processes were implemented $9,702 to support the educational, physical, social and emotional needs of the refugee students. Refugee Student Support funding Professional learning was accessed through the Refugee Support Leader and the Refugee Student Support Team.
Flexible Wellbeing Services Funding $37,200 An additional Arabic speaking staff member was employed two days per week to develop Flexible Funding for home – school partnerships with refugee Wellbeing Services families.
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Early Action For Success $310,755 Teaching programs reflect the use of data to drive teaching and learning. Teachers Early Action for Success analyse class data to articulate and plan to meet the current needs of their class. $101, 524 Teachers acknowledge and share success and plan for challenges. Socio–economic Background funding 100% of Kindergarten students demonstrated early arithmetical strategies at or above expected level.
95% of Year 1 students demonstrated figurative strategies compared to just 69% in 2014.
73% of Year 2 students achieved at or above expected levels in place value, an increase of 15% since 2015. No student achieved this level in 2014.
An additional 15% of students in K–2 achieved at or above expected levels in writing.
Over 72% of Kindergarten, Year 1 and Year 2 students demonstrated reading skills at or above expected level when assessed against the literacy continuum.
Teachers in Kindergarten, Year 1 and Year 2 engaged in professional dialogue around the literacy and numeracy data of their students. Teachers were supported to analyse internal data and engage in robust professional conversations around the needs of the students in their class. They were also supported on how to differentiate the Literacy and numeracy continuum and curriculum as well as plan short term targeted interventions to meet the individual needs of students in their class.
61 students in their early years of schooling received high quality, intensive intervention support.
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Student information Workforce information
Student enrolment profile Workforce composition Enrolments Position FTE* Students 2014 2015 2016 2017 Principal 1 Boys 169 160 161 166 Deputy Principal(s) 0 Girls 153 160 165 168 Assistant Principal(s) 3 Head Teacher(s) 0
In addition to the K–6 enrolments, 20 children attend Classroom Teacher(s) 11.68 the Smithfield West Preschool each day. The preschool Teacher of Reading Recovery 0.42 is staffed and administered by Fairfield City Council. Learning & Support Teacher(s) 1.2
Student attendance profile Teacher Librarian 0.8 School Teacher of ESL 0.6 Year 2014 2015 2016 2017 School Counsellor 1 K 91.6 92 94.7 91.6 School Administration & Support 2.92 Staff 1 92 91.9 91.3 94.3 Other Positions 0 2 93.6 92.8 93.8 92.4 3 94.7 93.1 92.8 94.9 *Full Time Equivalent 4 95.3 93.9 94 94.4 5 94.8 93.9 94.8 93.5 No members of staff are from an Indigenous background. 6 95.7 94.1 92.6 95 All Years 93.9 93.1 93.4 93.7 Teacher qualifications State DoE All teaching staff meet the professional requirements Year 2014 2015 2016 2017 for teaching in NSW public schools. K 95.2 94.4 94.4 94.4
1 94.7 93.8 93.9 93.8 Teacher qualifications 2 94.9 94 94.1 94 Qualifications % of staff 3 95 94.1 94.2 94.1 Undergraduate degree or diploma 43 4 94.9 94 93.9 93.9 Postgraduate degree 57 5 94.8 94 93.9 93.8 6 94.2 93.5 93.4 93.3 Professional learning and teacher accreditation All Years 94.8 94 94 93.9 The professional learning program provides vital training for improving teachers' skills, competencies and knowledge and in turn improving learning Management of non-attendance outcomes for students.
Overall student attendance rates continue to improve Teacher professional learning is informed by the and are just below state average levels. Our school school's targets, Department of Education priorities, recognises that student attendance impacts prescribed departmental mandatory training and significantly on the achievement of student learning teacher goals as per individual PDPs. Funds expended outcomes. Awards are presented each term to students for professional learning are generally for course fees with 100% attendance. Class rolls are monitored by the and casual relief enabling staff to attend training. school and parents contacted for absences without an explanation. Ongoing concerns are referred to the The school professional learning program saw staff HSLO, where necessary. participate in weekly meetings throughout the year,
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while stage teams were allocated release days to 2017 Actual ($) engage in professional dialogue, collaboratively plan and program, and analyse student assessment tasks. Opening Balance 829,478
A further five School Development Days were used for Revenue 3,658,783 professional learning. A number of activities also took Appropriation 3,545,858 place off site during the year. Sale of Goods and Services 24,184 Staff professional learning included: Grants and Contributions 85,591 • A strong focus on understanding and supporting our Gain and Loss 0 refugee students, increasing staff understanding of the EAL/D progressions and how to use them to plan for Other Revenue 623 the individual needs of our EAL/D students; Investment Income 2,526 • mandatory training in child protection, anaphylaxis, Expenses -3,408,978 Work Health and Safety, first aid, cardio pulmonary resuscitation, Code of Conduct, and Corruption Recurrent Expenses -3,408,978 Prevention; Employee Related -3,062,473
• understanding and implementing the school's Operating Expenses -346,505 Attendance Policy; Capital Expenses 0 • consistent teacher judgment when assessing student Employee Related 0 learning; Operating Expenses 0 • staff collaborating, discussing and assessing their own and whole school practices against the SEF; SURPLUS / DEFICIT FOR THE 249,805 YEAR • increasing teacher understanding of the PDP process Balance Carried Forward 1,079,282 and how they can access online professional learning to meet their individual needs; and
• future focused learning and how it can be embedded Financial management of the school is overseen by a into the classroom. committee comprising the Principal, School Administrative Manager and Instructional Leader Through the NSW Education Standards Authority, (Deputy Principal). Revenue and expenses both seven beginning teachers were working towards increased by approximately $450,000 on 2016 figures. accreditation. Two were required to be accredited this Due to astute management, the school continues to be year and did so successfully. Nine teachers were in a very good financial position. In 2018, $250,000 will working towards maintaining at at Proficient Teacher. be allocated to the construction of a Covered Outdoor Two were required to complete the cycle this year and Learning Area in the K–2 playground. did so successfully. There were no teachers seeking voluntary or maintaining accreditation at the Highly Accomplished or Lead levels. Financial summary equity funding Financial information (for schools The equity funding data is the main component of the 'Appropriation' section of the financial summary above. fully deployed to SAP/SALM)
Financial summary
The information provided in the financial summary includes reporting from 1 January 2017 to 31 December 2017.
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2017 Actual ($) Base Total 2,225,016 Base Per Capita 49,821 Base Location 0 Other Base 2,175,195 Equity Total 694,556 Equity Aboriginal 7,194 Equity Socio economic 427,187 Equity Language 88,040 Equity Disability 172,134 Targeted Total 43,451 Other Total 517,857 Grand Total 3,480,880
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 Years 3, 5, 7 and 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.
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The My School website provides detailed information and data for national literacy and numeracy testing. Go to http://www.myschool.edu.au to access the school data.
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Parent/caregiver, student, teacher QTSS funding to spend more time in class supporting/observing and providing feedback for satisfaction teachers.
Each year schools are required to seek the opinions of Policy requirements parents, students and teachers about the school. In 2017 the school sought the opinions of parents/caregivers, students and staff about “Learning” Aboriginal education using Tell Them From Me survey which measures 20 Smithfield West Public School continued to enhance indicators based on the most recent research on school the understanding of Aboriginal Education for teachers, and classroom effectiveness. The following findings Aboriginal and non Aboriginal students by: were revealed and future directions identified:
* providing opportunities for all learners to deepen their Students knowledge and understanding of the Aboriginal culture • 94% of students believe that school is useful in by embedding Aboriginal perspectives across all key their everyday life and will have a strong bearing learning areas. on their future. • 90% of students reported that they try hard to * staff consulting with students and parents/caregivers succeed in their learning. to design and implement PLPs for Aboriginal students. • Over 80% of students stated that their learning Targeted support was provided where needed. time is used effectively, that it is relevant to their everyday lives and is delivered in well–organised * staff attending the Fairfield Aboriginal Education classrooms. Community Group where they made valuable • 80% of students reported that they get immediate connections with services and networks. feedback to help them learn. Parents * participation in NAIDOC activities with the Koomurri Aboriginal Group. Students, teachers and visitors were • 88% of parents identified that they feel welcomed welcomed by the group with a traditional smoking when at Smithfield West Public School with a ceremony. Students then rotated through four activities further 94% stating they can easily speak to their including dance, artefacts, boomerang throwing and art. child’s class teacher. The day concluded with a performance of traditional • 88% of parents indicated that they can easily Aboriginal dance and song. All students were actively understand their child’s school report. engaged and increased their understanding of • All parents reported they have attended at least Aboriginal culture, history and traditions. two meetings at the school throughout 2017 with 38% of parents indicating they have attended 3 or more meetings. • 88% of parents believe their child’s teacher shows Multicultural and anti-racism education an interest in their learning with 91% of parents believing their child is encouraged to do their best The rich cultural diversity within the Smithfield West when at school. school community provides valuable opportunities for • 82% of parents believe their child feels safe multicultural education within the classrooms. Over attending school and 75% believe the school 73% of students come from a language background helps prevent bullying. other than English. These students represent a total of Teachers 23 different language groups.
• 83% of teachers believe the school leaders have Units of work are planned by teaching staff across all taken the time to help them establish challenging stages and include multicultural perspectives that and visible learning goals. recognise and value the backgrounds and cultures of • Teachers work collaboratively, with 81% asking our students. Classroom teachers are supported by colleagues about particular learning problems EAL/D staff in meeting the learning needs of students presented in their classrooms. from a language background other than English. Future Directions • 26% of students stated that they needed further This year saw the enrolment of a high number of challenges in class to develop and extend their refugee students from Assyrian and Arabic speaking skills. This will be an area of focus for students for backgrounds continue. To meet this growing demand, 2018 and beyond. daily junior and senior intervention classes were • Improve the use of formative assessment and the established focussing on literacy and numeracy skills. use of technology in the classroom and increase Assyrian and Arabic SLSOs were employed to support teachers' knowledge in these areas so they are the program. Regular communication with parents confident to deliver lessons and embed new through meetings and excursions complemented the practices in their teaching. This is a focus for program. professional learning in 2018. • 65% of teachers believe school leaders have The school has a trained teacher who is appointed as taken the time to observe their teaching. This is a the Anti–Racism Contact Officer. This officer is the first focus for 2018 executive as we will be using our contact in dealing with any allegations of racism.
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