Allambie Heights Public School Annual Report

2016

4200

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Introduction

The Annual Report for 2016 is provided to the community of Allambie Heights Public School as an account of the school's operations and achievements throughout the year.

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

Angela Helsloot

Principal

School contact details

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

Message from the Principal

It is with great pride that I present the 2016 Annual School Report for Allambie Heights Public School.

Our school prides itself on delivering a curriculum focussed on meeting the needs of all students whilst providing every student with a variety of outstanding opportunities. Our highly qualified, professional staff strive to achieve the best for our students by providing engaging, quality and relevant teaching and learning programs in a safe, stimulating and secure learning environment. Our personal approach to education ensures that each student has the opportunity to be a successful learner and to reach their individual potential.

I would like to thank the staff for the outstanding job they have done throughout 2016. They have continued to support our school and given their time to the students in so many ways beyond the classroom – attendance at camps, sporting activities, excursions, student focussed P&C events, encouragement of students in activities outside of school and their general support of ongoing school and P&C activities.

Our school is an inclusive learning environment where all students feel that they can and will succeed. Our students have continued to showcase their talents in many areas throughout the school – Tournament of the Minds regional finals, Premier’s spelling bee, sporting events, performing arts, university competitions, public speaking and debating to name a few. The students have also displayed a strong understanding of our school values – Respect, Responsibility and Resilience. Upholding these values is a lifelong asset and assists each individual in present and future endeavours.

A strong partnership exists between parents, our school and the wider community. Allambie Heights Public School greatly appreciates the ongoing support of our community. Parents and the wider community are heavily involved in P&C, assisting in classrooms and on excursions, at sporting activities, volunteering in the canteen and uniform shop, fundraising activities, school banking and gardening. So many parents are prepared to give their time where possible and our school thanks our volunteers for their valuable contributions.

I look forward to 2017 – to another year of providing excellent opportunities for all our students at Allambie Heights Public School.

Angela Helsloot

Principal

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School background

School vision statement

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

School context

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

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

This year, the school executive team undertook self–assessment using the domains of the School Excellence Framework. Members of the school executive evaluated the domains of the School Excellence Framework – Learning, Teaching or Leading. Evaluations were discussed as a team to assess where Allambie Heights Public School was placed on the framework at the end of 2016 and where we need to progress in 2017. The executive review of the School Excellence Framework shows that we are at varying levels of achievements across the different elements of the Leading, Teaching and Leading domains of the School Excellence Framework.

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

Building student capacity

Purpose

STUDENTS WILL BE SUCCESSFUL 21st CENTURY LEARNERS

To foster an environment that supports student learning through the implementation of quality teaching and learning experiences and high expectations.

To be successful learners, our students need to be literate, numerate, confident, creative problem solvers, critical thinkers and effective collaborators.

Our students will be engaged, inspired and motivated to reach their potential in all areas of their development.

Our students will be nurtured to become resourceful, respectful, responsible and resilient lifelong learners.

Overall summary of progress

Quality teaching and learning programs focussed on the new curriculums formed the basis of our plans for building student capacity throughout 2016. Tracking student growth across all aspects on Planning Literacy and Numeracy (PLAN) was the expectation for all staff and the role this information plays in assisting with the formulation of differentiated teaching and learning programs for literacy and numeracy. 100% of staff tracked student progress in literacy and numeracy to assess the impact of their teaching and learning programs on individual student growth. PLAN data was utilised by staff to guide teaching and learning programs while embedding Information Communication Technologies (ICT) as an important aspect to curriculum delivery and achievement. Our evaluation shows that through the support provided by the Learning and Support team and Stage leaders to promote a differentiated program for learners of all abilities that 2017 will be a year of consolidation as staff have more confidence in devising personalised learning plans for identified students, all K–6 student data is entered in PLAN for both literacy and numeracy and our student wellbeing program of Positive Behaviour, Engaging Learners (PBEL) will continue to underpin the quality learning environments in which our students can thrive.

Progress towards achieving improvement measures

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

A yearly increase in the number • 50% increase of year 5 students achieved in the Total spent for Strategic of year 3, year 5 and year 7 top two proficiency bands in reading. This is an Direction 1: $356 249.00 students achieving in the top two increase of 2% from 2015. proficiency bands, and • 67% of year 3 students achieved in the top two demonstrating greater than or proficiency bands in writing. This is an increase of equal to expected growth in 3% from 2015. NAPLAN reading, writing and • 42% of year 7 students achieved in the top two numeracy proficiency bands in numeracy. This is an increase of 10% from 2015.

All staff effectively use the PLAN • 100% of teaching staff entered data for all software to record, evaluate, students in their class into the PLAN software for monitor and plan student literacy and numeracy. This data was entered once achievement in literacy and per term and used by staff when planning numeracy differentiated teaching and learning programs. Staff also used this information to provide valuable feedback to parents. • Teams of staff utilised the information from the cluster groupings to assist with the formulation of Learning Intentions and Success Criteria as a part of our whole school Visible Learning project.

Reduction in the number of • Consistency by all staff in monitoring playground students recorded for minor expectations was further consolidated in 2016. misdemeanours in the PBEL Explicit teaching of playground expectations was playground tracking sheet and led by weekly PBEL playground data and was

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Progress towards achieving improvement measures

Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources) the PBEL classroom executive adjusted to suit the needs of individual grade tracking sheet before cohorts. This approach saw a reduction by 35% in misdemeanours escalate to a the number of recordings in the playground tracking major incident requiring the sheet between term 1 and term 4. planning room • Consistent classroom expectations became the focus of classroom systems and the PBEL committee worked with their teams to ensure expectations were clear, visible and understood by all students in the class. The PBEL committee focussed on refreshing staff with level one and level two ideas and then formulating the final steps for level three and level four. By the end of 2016, a classroom tracking system similar to the playground tracking system was implemented by all team supervisors to ensure consistency in approach and documentation of negative behaviour details.

Next Steps

• Visible Learning formed an important part of our 2016 teacher professional learning and brought about change in the how and why we teach students. In 2017, Visible Learning will be further enhanced across learning areas for all Kindergarten to year 6 classes so that Learning Intentions, Success Criteria, Formative Assessment and Feedback become a part of what we do each and every day. In addition, professional learning and classroom programs will look at the Project Based Learning scaffold as a way to further enhance all teaching and learning programs. These initiatives will assist with continued school growth in school based assessments and external assessments, such as NAPLAN. • All staff will continue to use the cluster markers on PLAN to assist with the formation of Success Criteria and Learning Intentions inline with the Visible Learning work commenced across the school. In addition, the English committee will guide staff through the use of the cluster markers to enhance consistent teacher judgement in all aspects of writing. • PBEL will continue as a main focus across the school to ensure the emotional and social wellbeing of all students reflect the core values of Respect, Responsibility and Resilience. Playground and classroom misdemeanours will continue to guide explicit teaching and learning programs for all learners.

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Strategic Direction 2

Building staff capacity

Purpose

STAFF WILL BE HIGH PERFORMING, COLLABORATIVE AND DYNAMIC

To build a culture of commitment in teaching, where all staff are actively reflecting on learning outcomes and maintain high expectations of excellence in student learning.

To be effective educators, our staff will be collaborative and dynamic facilitators; creating an engaged and collegial community of learners.

Our teachers will demonstrate curriculum innovation, quality teaching and leadership capability that inspire learning.

Our staff will be committed to excellence and have high expectations for themselves and for every student.

Overall summary of progress

2016 was a big year for all staff in relation to their own professional learning. The school executive team participated in a Warringah Community of Schools professional learning initiative focussed on Visible Learning. Executive members led their teams through the research behind Visible Learning, the ideals of Visible Learning and the potential difference Visible Learning could make in all classrooms if implemented effectively across the school. Growth Mindset and 'the learning pit' were important parts of this professional learning for all staff. The school's Visible Learning project formed the first goal for all staff on their Performance and Development Plan (PDP). Following a review of the differentiated professional learning on offer in 2015, all staff undertook action plan research in relation to their own professional learning needs in 2016. This was formalised through a process titled, 'Personalised Professional Learning Plans' (PPLP) and involved all staff working individually or in small groups to up skill in an area in which they felt was most important for them in relation to the school plan, the context of the school and their own professional learning needs. In addition, Quality Teaching, Successful Students (QTSS) funding was utilised by all staff to observe staff within our school, across our community of schools, our network of schools and the wider Sydney network of schools in relation to PDP/PPLP goals and the observations made during these visits exhibited best practice in regards to teaching and learning. These initiatives led to a reinvigorated professional learning timetable across the school and in turn, enhancements in teaching and learning programs in all classrooms.

Progress towards achieving improvement measures

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

Increased involvement by • All executive staff completed regular professional Total spent for Strategic teachers across the school in the learning on Visible Learning and worked with their Direction 2: $101 358.50 Warringah Community of Schools teams for the successful implementation of the professional learning Visible Learning ideals into all classrooms. This opportunities with staff involved in project was a combined project with the Warringah specific programs leading change Community of Schools. at Stage level

Stage supervisors report • The Visible Learning methods of Success enhanced programming and Criteria, Learning Intentions, Formative Assessment assessment capabilities detailing and Feedback enhanced teaching and learning differentiation of content inline programs in all writing programs across the school. with the NSW syllabi for the Some teams successfully implemented Visible Australian Curriculum and based Learning across other areas within the English on the Quality Teaching syllabus, mathematics, history, geography, personal Framework and Visible Learning development, health and physical education and music.

All staff effectively use the PLAN • 100% of teaching staff entered data for all software to record, evaluate, students in their class into the PLAN software for monitor and plan student literacy and numeracy. This data was entered once achievement in literacy and per term and used by staff when planning numeracy differentiated teaching and learning programs. Staff

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Progress towards achieving improvement measures

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

All staff effectively use the PLAN also used this information to provide valuable software to record, evaluate, feedback to parents. monitor and plan student • Teams of staff utilised the information from the achievement in literacy and cluster groupings to assist with the formulation of numeracy Leaning Intentions and Success Criteria as a part of our whole school Visible Learning project.

All teachers will have professional • 100% of staff successfully completed the PDP discussions with their Stage process, including a school goal, a team goal and a supervisor inline with the personal goal. Staff then utilised their PDP goals to Performance and Development nominate one goal to be further extended into a Plans (PDP) as a part of the PPLP – an action learning project targeted at Performance and Development meeting the needs of individual or a small group of Framework. In addition, staff staff. 100% of staff presented their PPLP research, complete and action research as findings and outcomes to all teaching staff during a part of Personalised term 4. Professional Learning Plans (PPLP)

Increase in teaching staff • Six staff successfully completed their successfully completing and accreditation at Proficiency against the Australian maintaining their accreditation Professional Standards for Teachers as a part of across all levels the Board of Studies Teaching and Educational Standards NSW (BOSTES) requirements for new or returning teachers in NSW. One staff member continued the process for lead accreditation and this process will continue in 2017. In addition, staff previously accredited as Proficient, maintained their accreditation by meeting the professional learning requirements of accreditation.

Reduction in the number of • Consistency by all staff in monitoring playground students recorded for minor expectations was further consolidated in 2016. misdemeanours in the PBEL Explicit teaching of playground expectations was playground tracking sheet and led by weekly PBEL playground data and was the PBEL classroom executive adjusted to suit the needs of individual grade tracking sheet before cohorts. This approach saw a reduction of 35% in misdemeanours escalate to a the number of recordings in the playground tracking major incident requiring the sheet in term 4 compared to term 1. planning room • Consistent classroom expectations became the focus of classroom systems and the PBEL committee worked with their teams to ensure expectations were visible, clear and understood by all students in the class. The PBEL committee focussed on refreshing staff with level one and level two ideas and then formulating the final steps for level 3 and level 4. By the end of 2016, a classroom tracking system was implemented by all team supervisors to ensure consistency in approach and documentation of negative behaviour details.

Next Steps

• To build on the successful implementation of Visible Learning for all classes, a focus of professional learning in 2017 will be the scaffold of Project Based Learning and how both teaching ideals support each other to improve students outcomes for all learners. Dedicated professional learning time will be allocated for the implementation of this project at team level so that student engagement and quality teaching programs remain at the forefront of our purpose as a school. In addition to dedicated professional learning sessions, staff will be provided with quality time off class to collaboratively plan teaching and learning programs for their team across all learning areas. • PPLP action plans will continue as a strong tool for differentiation in regards to professional learning for all staff. Each staff member will formulate their PPLP based on the school goal, team goal or their personal goal. Professional learning funds and QTSS funds will be utilised to fund this highly valuable and highly effective

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differentiated professional learning approach. • With more staff across the school interested in completing their accreditation for Highly Accomplished or Lead teachers, several staff have commenced professional learning and professional conversations with the executive team in regards to completing their accreditation at Highly Accomplished or Lead in 2017. This process will be guided and supported by the school's executive team.

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Strategic Direction 3

Building school capacity

Purpose

A SCHOOL COMMUNITY THAT IS INCLUSIVE, INFORMED AND ENGAGED

To build strong school community relationships by leading and inspiring a culture of collaboration, open communication and organisational practice.

To ensure effective and meaningful partnerships our school community will operate in a cooperative and sustainable manner that supports a system of values and a culture of success.

Our school community will demonstrate strong relationships to become resourceful,respectful, responsible and resilient lifelong partners in the learning journey of our students.

Overall summary of progress

Strategic Direction 3 aims to continue to foster and embrace our highly active parent community and to ensure that open lines of communication are evident across all aspects of the school. In 2016, the school continued to communicate through the ever improving SchoolEnews app and 100% of school families subscribe to this app. This guarantees that all families receive our weekly communication in a timely and efficient manner. As another tool of communication in the 21st century, the school launched our official Allambie Heights Public School Facebook page at the beginning of term 2. This additional form of communication has been extremely well received by all members of our school community and posts receive many hits. Several parent sessions were run throughout 2016 – Visible Learning, Creative and Critical Thinking, Interrelate and year 6 leadership – and these sessions were very well attended by our parent body. The sessions offered in 2016 allowed for parents to be more aware of the many components that contribute to the emotional, social and academic development of their child.

Progress towards achieving improvement measures

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

Increase in parents engaging • Our school runs on volunteers each and every Total spent for Strategic positively in supporting their day. P&C meetings are well attended with a quorum Direction 3: $208 000.00 child’s education and in the life of present for all P&C decisions to be made in a timely the school, particularly the P&C manner; P&C sub–committees are well structured and their events and school and allow for a fair distribution of workload for specific practices volunteers; P&C fundraising initiatives are extremely well supported by our school families with nearly $50 000 raised in 2016 and many parents donate their time to assisting in classrooms, on excursions and at carnivals.

Increase in parental attendance • All planned parent sessions extremely well at school led forums addressing attended with positive feedback provided by those parent priorities in identified areas in attendance at the conclusion of all sessions. relating the development of all students

Increase in the amount of plastic • Plastic recycling bins purchased for the wrappings and containers playground for students to recycle plastics brought recycled in the co–mingle bins from home or purchased from the school canteen. This initiative was highly successful, particularly in K–2, where the bins were full several days a week.

Successful community grant • Completion of beautification work in the application enables the amphitheatre area and playground north area so opportunity to improve identified that our outdoor learning spaces are stimulating for outdoor learning environments play and learning.

Next Steps

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• Plan parent information sessions in relation to directions of the school in 2017 – Project Based Learning and the Got It! program for developing emotional intelligence. • Continue to build on the importance of recycling by engaging with community organisations to support this student initiative. • P and C to continue applying for community grants to support outdoor beautification projects across many areas of the school.

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Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading In 2016, the Peaceful Place garden was • ($2 960.00) completed and officially opened. The Peaceful Place garden is a place where our community can acknowledge and celebrate our Indigenous history. NAIDOC Week 2016 celebrations highlighted the importance of the 2016 theme, 'Song Lines' to the community of Allambie Heights Public School and further developed individual understanding of our traditional custodians of the land.

English language proficiency EAL/D students were strongly supported in • ($36 045.00) the classroom across all areas of the curriculum with the EAL/D teacher employed twelve hours per week to provide this support. The 2016 EAL/D survey return completed in June highlighted the positive difference this additional funding was providing for our students who come from an EAL/D background.

Low level adjustment for disability Additional Student Learning Support Officer • ($83 027.00) (SLSO) time in classrooms and in the playground ensured all students were provided with equal access to the curriculum and provided all students the chance to reach their academic, social and emotional potential. Timetabling of Learning and Support Teacher to target students in Kindergarten – year 6 who required support in the development of literacy and numeracy concepts. Students for teacher and SLSO support were identified through the school's Learning and Support Team through evaluation of PLAN data and PBEL playground data.

Quality Teaching, Successful As an essential part of the Performance • ($42 000.00) Students (QTSS) Development Plan process and personalised professional learning, all staff were provided with the opportunity to access the QTTS funding to visit other schools from within our community of schools, the Ku Ring Gai network of schools and schools within the wider Sydney area to observe best practice in regards to the school goal, team goal or their own personal goal. This opportunity led to a strong focus on teaching and learning beyond our own classrooms and improved staff confidence in welcoming staff from other schools into their own classrooms to see the great work being done in our schools.

Socio–economic background All students across the school had the • ($6 309.00) opportunity to engage in curriculum based excursions and incursions to supplement classroom teaching and learning programs. Additional SLSO time in classrooms ensured that all students were provided with equal access to the curriculum and provided all students the chance to reach their academic, social and emotional potential.

Support for beginning teachers All staff who received allocated funds were • ($23 625.55) given reduced teaching loads, provided with the opportunity to observe teachers in our

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Support for beginning teachers own school and in other local schools and • ($23 625.55) worked with school staff on areas of interest (ICT, mathematics, environmental education, student leadership) to further develop their own capabilities. Three staff who received this tied funding also attended an offsite 'New Teacher Network' initiative, planned and implemented by an experienced Principal.

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Student information Workforce information

Student enrolment profile Workforce composition Enrolments Position FTE* Students 2013 2014 2015 2016 Principal 1 Boys 237 262 272 289 Deputy Principal(s) 1 Girls 241 256 246 262 Assistant Principal(s) 4 Classroom Teacher(s) 21.05

Student attendance profile Teacher of Reading Recovery 0.42 School Learning and Support Teacher(s) 0.6 Year 2013 2014 2015 2016 Teacher Librarian 1 K 96.3 98.1 96.7 95.1 School Administration & Support 4.06 Staff 1 95.2 96.4 95.4 96.5 Other Positions 0 2 96.6 97 94.7 96.3 3 95.7 97.1 94.2 95.1 *Full Time Equivalent 4 96.9 96.1 96.7 95.6 5 95.9 96.2 95.6 95.2 Allambie Heights Public School does not have any 6 96.4 95.9 95.1 94 teachers who identify as Aboriginal or Torres Strait Islander. All Years 96.1 96.8 95.4 95.5 State DoE Year 2013 2014 2015 2016 Teacher qualifications K 95 95.2 94.4 94.4 All teaching staff meet the professional requirements for teaching in NSW public schools. 1 94.5 94.7 93.8 93.9 2 94.7 94.9 94 94.1 Teacher qualifications 3 94.8 95 94.1 94.2 Qualifications % of staff 4 94.7 94.9 94 93.9 Undergraduate degree or diploma 100 5 94.5 94.8 94 93.9 Postgraduate degree 15 6 94.1 94.2 93.5 93.4 All Years 94.7 94.8 94 94 Professional learning and teacher accreditation

Six staff members successfully completed their accreditation at Proficiency against the Australian Professional Standards for Teachers as a part of the Board of Studies Teaching and Educational Standards NSW (BOSTES) requirements for new or returning teachers in NSW. In addition, staff previously accredited as Proficient, maintained their accreditation by meeting the professional learning requirements of accreditation. One staff member commenced the accreditation for Lead and this process is still underway.

All staff are provided with a range of opportunities, both at school and externally, to continue to evaluate, develop and inform their teaching practice. Professional learning is clearly linked to the 2015–2017 school plan. In 2016, all teaching and administration staff attended professional learning relating to Visible Learning, LMBR

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systems, technology, curriculum, CPR, emergency Income $ care, asthma, the accreditation process, collaborative planning practices and the Business Intelligence Balance brought forward 463 040.00 application. Global funds 400 155.00 In addition to whole staff professional learning, teaching Tied funds 230 179.00 staff identified one of their PDP goals to work in small teams to complete an action learning project targeted to School & community sources 403 319.00 their own professional learning needs. Weekly professional meeting times were scheduled on a Interest 7 113.00 rotational basis to the whole school project around Trust receipts 47 029.00 Visible Learning. To showcase what staff had learned through their action learning project, all staff teams Canteen 0.00 presented the research, observations, findings and outcomes to all staff during term 4. Personalised Total income 1 550 835.00 professional learning action plans focussed on a variety Expenditure of areas, including mathematics, spelling, sensory processing disorder, enrichment, English concepts, the Teaching & learning accreditation process, history and geography. Key learning areas 72 254.00

The cost of professional learning for the year was Excursions 27 584.00 $35,733.00. This does not include Beginning Teacher funds that were used to pay for the professional Extracurricular dissections 212 754.00 learning opportunities that were offered to the five staff Library 9 410.00 who were expending these tied funds. Training & development 58 023.00 Financial information (for schools Tied funds 93 853.00 using both OASIS and SAP/SALM) Short term relief 45 356.00

Financial information Administration & office 50 734.00

The three financial summary tables cover 13 months School-operated canteen 0.00 (from 1 December 2015 to 31 December 2016). Utilities 47 118.00

Maintenance 106 353.00 The financial summary consists of school income Trust accounts 52 085.00 broken down by funding source and is derived from the school Annual Financial Statement. Capital programs 114 339.00 Total expenditure 889 863.00 This summary covers funds for operating costs and Balance carried forward 660 972.00 does not include expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2016 financial statement is The information provided in the financial summary tabled at the general meeting of the school parent body above includes reporting from 1 December 2015 to 2 held in February. Further details concerning the September 2016. statement can be obtained by contacting the school.

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2016 Actual ($) 2016 Actual ($) Opening Balance 0.00 Base Total 3 698 153.28 Revenue 811 038.45 Base Per Capita 28 067.28 (2a) Appropriation 715 692.26 Base Location 0.00 (2b) Sale of Goods and 1 280.40 Other Base 3 670 086.00 Services Equity Total 125 425.42 (2c) Grants and Contributions 92 164.48 Equity Aboriginal 1 336.90 (2e) Gain and Loss 0.00 Equity Socio economic 6 309.46 (2f) Other Revenue 0.00 Equity Language 34 752.53 (2d) Investment Income 1 901.31 Equity Disability 83 026.53 Expenses -249 806.12 Targeted Total 29 889.99 Recurrent Expenses -249 806.12 Other Total 47 820.77 (3a) Employee Related -116 657.02 Grand Total 3 901 289.46 (3b) Operating Expenses -133 149.10 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 561 232.33 YEAR Balance Carried Forward 561 232.33

There is no opening balance recorded in the SAP finance table. The opening balance for the school for this reporting period is recorded as the Balance Brought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, funds on date of migration) is included in the (2a) Appropriation amount in the SAP table.

Any differences between the OASIS Balance carried forward and (2a) Appropriation amount is the result of other accounts and transactions being included in the (2a) Appropriation amount.

The information provided in the financial summary above includes reporting from 2 September 2016 to 31 December 2016

Financial summary equity funding

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

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School performance excuse their child from homework when they felt it was necessary. • 57% of parents sometimes had conflict with their NAPLAN child around homework. • 35% of parents believed that their child’s after In the National Assessment Program, the results across school activities left little time for homework. the Years 3, 5, 7 and 9 literacy and • 98% of parents have access to a computer for numeracy assessments are reported on a scale from their child to complete homework. Band 1 to Band 10. • 78% of parents regularly check their child’s

homework to make sure it was completed. The achievement scale represents increasing levels of • 35% of parents believed that homework should be skills and understandings demonstrated in these optional, while 23% of parents wanted less assessments. homework and 16%of parents wanted no

homework. Year 3: from Band 1 (lowest) to Band 6 (highest for • 80% of parents believed that Mathletics was a year 3) good task for homework.

Year 5: from Band 3 (lowest) to Band 8 (highest for Comments received in regards to homework were year 5) highly diverse as many parents had varying opinions. The following comments were gathered through the The My School website provides detailed survey: information and data for national literacy and numeracy • As a parent of three children that struggle with testing. Click on the link http://www.myschool.edu.au homework, it’s a very challenging task for us and and insert the school name in the Find a school and causes a lot of upset in the limited time we get to select GO to access the school data. spend with our children. • Clear time guide for each task. Not given every week. A few discrete tasks each term. Needs to be age appropriate. • Items where kids have to research something seems to have more engagement. I think levels of homework in term 4 has been much more manageable. Parent/caregiver, student, teacher • Homework should be minimised. Kids already satisfaction work hard at school. Time away should be dedicated to enjoying other activities. • No issues at the moment with the level of Parent/carers, student and teacher satisfaction homework being asked to complete. • Thanks for taking the time to gather our feedback. Each year schools are required to seek the opinions of parents, students and teachers about the school. This information can be gathered in the form of electronic Staff surveys, staff meetings and discussions with all stakeholders. In 2016, the staff, students and parents of Staff were asked to complete an eleven question Allambie Heights Public School undertook a review of survey about homework. Questions in the survey current homework procedures. This review was led by allowed staff to provide additional written information or a committee of staff and parent volunteers. This comments. Twenty–four staff completed the survey and committee read and evaluated current research, the following feedback was gathered in their survey formulated surveys for staff, parents and students in responses: year 1 – year 6 and evaluated survey feedback against the current research. As a result of this evaluation, a • 70% of staff believed homework was somewhat new homework procedures document was written for important or not important. implementation across the school from the start of the • 46% of staff believed homework should be 2017 school year. optional. • 100% of staff believed homework should be differentiated. • On average, staff believed only 15% of their class Parents/Carers were completing set homework each week. • On average, staff believed that the quality of the Parents/Carers were asked to complete a sixteen set homework being completed by their students question survey for each school aged child in their was 10% poor, 70% satisfactory and 20% good. family. Questions in the survey also allowed parents to Comments received from staff in regards to homework provide additional written information or comments. were highly diverse as many staff had varying opinions. Surveys were completed for 208 students – this The following comments were gathered through the equates to 150families (40% of our parent community). survey: The following feedback was gathered through the • Many parents in my class have expressed survey: concerns that homework is an added stress to • 76% of parents believed they should be able to their already busy home life.

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• Homework needs to suit a wide range of ability Mathletics to consolidate mathematical concepts levels. Open–ended tasks would address this. learnt in class. • Projects have been good. Weekly homework not • Staff highly recommend students in year 3 and as good. year 4 complete one project relating to concepts • Homework is not about quantity, rather quality. It being taught in class per semester, while students should be enriching, meaningful and relevant. in year 5 and year 6 complete one project per • Homework is a huge chunk of time out of the term. class timetable. It is also a huge amount of time • All students will complete their public speaking for teachers to mark. Homework should be competition entry at home in term 2 each year. scrapped altogether, just leaving Club 100 for This new procedure will be emailed to all parents on the reading. afternoon of the 2017 Meet the Teacher evening so that the changes can be explained to all parents in one the forum. Students

In 2016, the school sought the opinions of our students Policy requirements on homework. This information was gathered in a thirteen question online survey. Random classes from Aboriginal education year 1 to year 6 were invited to complete the survey. 230 students completed the survey, with students in Aboriginal perspectives are blended throughout the year 5 and year 6 offered the opportunity to add curriculum. Aboriginal performances occur to augment comments and ideas to the last question. The following the cultural aspects of the curriculum. feedback was gathered in their survey responses: ‘Acknowledgement of Country’ is an integral part of • 52% of students sometimes like getting each formal school occasion. 2016 saw the homework. continuation of an Indigenous themed National Anthem • 65% of students liked the amount of homework played as the backing music at each formal school they were receiving at the time they completed occasion. In 2016, NAIDOC Week was recognised and the survey. celebrated with a cultural day focussed on traditional • 48% of students mostly complete set homework Aboriginal games. This special day also saw the official tasks independently. opening of our Aboriginal Garden – Peaceful Place. • 68% of students require some help from an adult Our two Indigenous students assisted our school to complete set homework. leaders in this official opening ceremony. Education • 59% of students selected Mathletics as a good plans were also developed for our two Aboriginal option for completing homework. students. The following suggestions in regards to homework were made by students in year 5 and year 6 as a part of the survey: • No Look, Say, Cover, Write, Check for spelling as it’s a waste of time and doesn’t help me learn my words. • I like the amount of homework we do but I would like to do some projects on the topics we are learning in class. • We shouldn’t get homework because it is stressful. • I love the projects we get to do and the speeches we have to write. I don’t like presenting them, though. • I think that we shouldn’t do weekly homework but do a term project. This way the teachers can see Multicultural and anti-racism education what we can do over a longer period of time. We often don’t have enough time to do things in just a The staff at Allambie Heights Public School remains week. committed to ensuring all students appreciate the diverse, multicultural nature of our modern Australian society and that students show empathy and Future directions understanding towards others. History and Geography units of work reflect these values and encourage Following the evaluation of the survey data and current appreciation of multicultural Australia, as do related research, the committee formulated a new Homework topics across other curriculum areas. The school has a Procedure for full implementation from the start of the trained Anti–racism officer. 2017 school year. This procedure includes the following: • Set minimum reading time for each grade each night. • Staff highly recommend the completion of

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