Illawong Public School Annual Report

2018

4077

Page 1 of 19 Public School 4077 (2018) Printed on: 3 June, 2019

Introduction

The Annual Report for 2018 is provided to the community of Illawong 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.

Ms Jennifer Birch

Principal

School contact details

Illawong Public School Fowler Rd Illawong, 2234 www.illawong-p.schools.nsw.edu.au [email protected] 9543 1604

Message from the Principal

In 2018, our students had many opportunities to participate in rich and meaningful experiences that supported their learning across a variety of subjects. All of these experiences added to their learning and provided them with opportunities to develop the skills of communication, collaboration, cooperation and critical thinking.

We are proud to say, that in 2018 we had an increased percentage of students in the top two NAPLAN bands for literacy and numeracy in both Years 3 and 5. Our teachers are committed to continuous improvement of our teaching practice so that all students have access to differentiated, engaging and relevant learning experiences, supported by fair and consistent behavioural expectations which are underpinned by respect and responsibility.

Our teachers put students at the heart of all our decision making. Our strong Learning Support Team meets weekly to ensure that all students have their needs met, both academically and socially. Our commitment to evidence–informed teaching practices helps us to provide an exceptional education for every student.

In 2018, our teachers were recognised across the for the Professional Learning they undertook with an academic partner from the University of . This learning will continue into 2019 and we are excited about extending that learning into every classroom in the school. In 2019, an additional group of teachers will be part of a leadership project that will support all of our teachers to make an increased impact in the classroom for all students. Students are also supported through employment of specialist staff including our Learning Support Teacher, School Counsellor, School Administrative Staff, Student Learning and Support Officers and our Student Wellbeing Support Officer.

Our P&C has again worked tirelessly to raise funds for our school, and as a result, they donated $25,000 towards our playground project. We also received additional funds though a Community Building Partnership and we are now on track to put the work out to tender through the Department of Education's Asset Management Unit. I extend a heartfelt thank you to the 2018 P&C President Melissa Elkin, for her tireless commitment to helping the students at Illawong Public School, and to the Vice President Julie Patterson, Secretary Nancy Feltaous and Treasurer Stuart Bowyer for the work they have done to help the students and teachers. They are a great group to work with and are very generous with their time. Thanks also goes to our Before and After School Care President Jen O'Gradey and to our uniform shop coordinator Alison McInerney, for the hours of their own time that they have committed to helping the school. We also have many wonderful parents and carers who volunteer their time to help in classrooms and across the school.

Every one of our students is unique and special and we are proud of their achievements. It is a privilege to be the Principal of Illawong Public School and to work as a member of this community.

Ms J. Birch Principal

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Message from the school community

Thank you to the 2018 Executive Team for stepping up and taking on their elected position: Stuart Bowyer (Treasurer), Nancy Feltaous (Secretary), and Julie Patterson (Vice President).

I especially want to acknowledge Nancy for her support and assisting in the tasks as they came along, when I was not present in the school due to work commitments.

Communication: Our email addresses were publicised and made available to the school community for feedback. Facebook group is available as a closed group, with over 120 members at the end of 2018. It is used regularly by parents and carers. Regular updates in our school newsletter ensured that the greater community were aware of P & C events.

Fundraising: Coordinating events was shared amongst a key group of parents, giving opportunities to share the load and introduce new fundraising activities. In 2018, the following fundraising events raised over $12000 and were led by;

• Easter Raffle (Term 1) Mrs Collins, Mrs Feltaous & Mrs Patterson • Mothers' Day stall (Term 2) Mrs Collins and Mrs Foss • Cookie Dough Fundraiser (Term 2) Mrs Borg • World Cup Soccer Guessing Competition & Mufti Day (Term 3) Mrs Polo. • School disco (Term 4) Ms Pronti, Mrs Elkin, Mrs Feltaous. • Entertainment Book (Terms 2 & 3) Mrs Kwok • Fathers' Day stall (Term 3) Mrs Collins • The major fundraiser "Outdoor Movie Night" (Term 4) Mrs Foss • Spada Kitchen & Bar Fundraising Night (Term 3) Mrs Brsakovski • Christmas Guessing Competition (Term 4) • Donation of basket of items to the Dandelion Support Network (Term 4) Mrs Feltaous & Mrs Patterson.

Thank you to all the volunteers who helped at these events throughout the year, and to school families and local businesses for their support to our school throughout 2018.

Uniform Shop: Thank you to Mrs Allison McInerney for her leadership in the role of Uniform Shop Coordinator and to all our wonderful volunteers who gave up their Friday mornings to ensure the uniform shop continued to operate, keeping prices down for families. Thank you to our volunteers Mrs Sprod, Mrs Feltaous, Ms Aurisch, Mrs Thomas, Mrs Munro, Mrs Moore, Mrs Patterson, Mrs Ferguson, Mrs Cross and Ms Pronti. A special mention must go to Mrs Alam and Mrs D'Alfonso for their many years of volunteering in the uniform shop, and who have now moved on as their children have left Illawong Public School to attend high school.

In July 2018 the new uniform shop was completed, and officially opened by Ms Eleni Petinos MP and our school community on 27 July 2018. This was as a result of a Community Building Partnership grant awarded in 2016. The dedicated space has made a significant improvement to the operations of our uniform shop and we have been able to expand our stock, to include socks and girls netball knickers, and to assist in keeping prices down for families.

The NSW Department of Education announced a change to their uniform policy in July 2018. This meant that as a school we needed to introduce a shorts and pants option for the girls' uniform. A comprehensive process of community consultation was undertaken and the P & C sought, discussed and shortlisted new uniform items at a number of meetings throughout the year. Students, parents and teachers voted on their preferred items and as a result of this process, the option of a blouse and shorts/pants for the girls was made available for 2019.

With successful fundraising over 2017 and 2018, we were able to give back to our school community and donate $25000 to our School Playground Project, due to commence work in 2019. It was announced in late 2018 that we were successful in our application for a Community Building Partnership Grant (state funding), giving us an extra $30000 towards our Playground Project. We thank Ms Eleni Petinos MP for her support with our application. This is a remarkable effort to begin our project with $55000. Exciting times ahead!

Thank you for everyone's support over 2018. Hope to see you on board in 2019!

Melissa Elkin

President 2018

[email protected]

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School background

School vision statement

We prepare students to become respectful, responsible life–long learners. This is achieved through the dynamic delivery of a quality curriculum which is underpinned by opportunities for all students to contribute to the collective wellbeing of their community.

School context

Illawong is located 27 kilometres south–west of the Sydney Central Business District, in the local government area of the Sutherland Shire. Illawong sits between the southern shore of the and the northern shore of the River. Illawong is an Aboriginal word meaning between two waters, referring to the Georges and Woronora Rivers. Illawong Public School is situated on a large site amongst extensive bushland and it boasts large play areas and a school oval.

In 2017 the school's enrolment was 208 students with 34% of students coming from language backgrounds other than English. There are 18 language backgrounds represented in the school. The largest language background of students is English with the next highest backgrounds being Arabic (11%), Greek (4%), Mandarin (2%) and Vietnamese (2%).

The school implements the Positive Behaviour for Learning Program (PBL) and actively incorporates the values of Respect, Responsibility and Learning into all aspects of school life. We provide a caring and consistent learning environment and hold high expectations for every student.

Students have opportunities to participate in extracurricular activities in the areas of creative arts and sport. We are proud to be part of the Community of Schools Between the Rivers (COSBTR) which involves eight local public primary and high schools. A large proportion of our students go on to attend Menai High School.

Illawong Public School has an involved Parents and Citizens Association (P&C) which meets once a term and actively supports the school through fundraising. The P&C operates an on–site school uniform shop and also oversees the Illawong Public School Before and After School Care (BASC) on two school owned sites – the former fire station on Fowler Road and a classroom at the school.

At Illawong Public School, we work collaboratively with parents and carers to ensure that our students are at the centre of all our decision making.

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 and participated in an external validation. 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. During the external validation process, an independent panel of peer principals considered our evidence and assessment of the school's progress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated:

Learning

In September 2018, self–assessment using the School Excellence Framework showed that overall the school is delivering in the elements of learning culture, wellbeing, curriculum, assessment, reporting and student performance measures. In the last 12 months, we have seen growth in learning culture and subsequently we have moved from delivering to sustaining and growing. This is due to improved practices in transitioning students into school and more transparent practices to support students whose learning or attendance is at risk. Behavioural expectations are clearly communicated and are explicitly and supportively applied across the school due to our ongoing commitment to Positive Behaviour for Learning. In the areas of assessment and reporting, we have moved from working towards delivering to delivering as a result of our Strategic Direction 3: Evidence – Informed Practices. The leadership team identified clear goals to help provide students and their parents with effective consistent feedback to improve learning. They also identified goals to use data to inform, analyse and support the effective teaching of literacy and numeracy. In June 2018,

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student reports were adapted to include more specific information for parents on the learning progress of their children and specific areas for growth. Currently our school's value add is below state average and we do not have 90% of students achieving above minimum standards on all measures of NAPLAN. We are still in the initial stages of identifying growth targets for all individual students and as such we consider that we are working towards delivering in this area. Over time, with continued rigour and a consistent focus on all of the elements in the teaching domain, we will see improved consistency in assessment and reporting throughout the school which will raise student performance and be reflected in improved value added growth for all students.

Teaching

In September 2018, self–assessment using the School Excellence Framework showed that overall the school is delivering in the elements of effective classroom practice, data skills and use, professional standards and learning and development. In the last 12 months, we have seen growth in the way data is used school–wide to identify student achievement and progress, in order to reflect on teaching effectiveness and inform future school directions. In this area, we have moved from working towards delivering to delivering. Teachers have engaged in school–based professional learning to build their skills in using data to improve practice. During a staff development day, all teachers reviewed and analysed results from external assessments and used the data to support the explicit teaching of literacy and numeracy. Through comparison of external assessment data with school based assessment data we have moved towards greater consistent judgement of student progress. Teachers are better able to use baseline data to develop teaching and learning programs that include adjustments to support student learning. Teachers use the Australian Professional Standards for Teachers to reflect on their practice and to plan for improved performance. They are supported through the school's Performance and Development process and through classroom observations and effective feedback. This year, all teacher professional learning has focussed on evidence–based practices in the areas of literacy and numeracy to help build teachers' understanding of how to have the greatest impact on student learning outcomes. The format of professional learning meetings at a school level has evolved from a one person delivery model to one of collegial evaluation, sharing, learning and capacity building. A group of teachers is involved in an ongoing Community of Practice with five schools which has included collaborative classroom visits across the schools. A more structured approach to mentoring or coaching would help improve teaching and reduce the variances that still exist between classrooms.

Leading

In 2018, self–assessment indicated that the school is delivering in the leading domain. There is strong evidence to show that the Principal and school leadership team support a culture of high expectations. Annual staff performance and development reviews are undertaken and we have identified a need for PDPs to be more tightly aligned with the School Plan and the School Excellence Framework in order to achieve sustained and measurable whole school impact. We also need to strengthen our systems to identify and manage poor performance more promptly and effectively. The school plan was developed through a rigorous consultation process and regular progress reports are delivered to the school community. This year teachers have been involved in the collection of evidence to support our strategic directions, and now the leadership team needs to develop clear processes to support a more consistent approach to collecting and analysing evidence to show the impact of our teaching and to guide our planning. There has been a strong focus on upgrading the school's facilities and providing a safe environment for students, teachers, staff and the community. Clear and transparent processes have been developed to ensure that the financial management of the school is compliant with departmental guidelines, streamlined and aligned with the school's three strategic directions. Teachers have an increased sense of responsibility for student engagement, learning and development. Administrative practices, systems and structures have been under ongoing review and whilst we have not yet moved to sustaining and growing, we are confidently moving towards this. The current leadership team of the Principal and two Assistant Principals work together with a strong shared vision which has resulted in 12 months of strategic and effective leadership and measurable whole school improvement. The process of External Validation has provided the leadership team with a clear plan to move forwards in the three domains of teaching, leading and learning.

Our self–assessment and the external validation 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 School Excellence Framework: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide

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Strategic Direction 1

Collective Wellbeing

Purpose

To support the individual and collective wellbeing of all students, which in the longer term will shape the values and attitudes of the society in which they live. To provide learning experiences and opportunities that develop and shape the character and wellbeing of students by promoting self–regulation and positive behaviour, curiosity, courage, resilience and empathy. To focus on giving students voice and developing active and connected learners who thrive, succeed and contribute positively throughout life.

Overall summary of progress

Staff participated in ongoing professional development focussed on student wellbeing. They enhanced capabilities to manage challenging behaviour through completion of the Management of Potential and Actual Aggression (MAPA) training. The Learning and Support procedures continued to be strengthened through regular meetings, strong communication and clear procedures. The school counsellor, departmental services and external agencies worked together to ensure that a coordinated approach to supporting students with additional needs was implemented.

Our Anti–Bullying Day of Action gave our school community an opportunity to address the issue of bullying and empower students to be a part of the solution in their school community. It provided an opportunity to focus on the ways students can contribute towards a safe and happy school.

Positive Behaviour for Learning (PBL) continued to be sustained across the school. Analysis of evidence and TFI data indicated PBL and the processes that support it have made a significant lasting impact on our systems and procedures. Teachers reported improved opportunities for teaching and learning as the behavioural expectations, language, record keeping and parental contact became more consistent. This resulted in reduced incidents of negative behaviour. An increased focus on attendance, in particular late arrivals to school, reduced disruptions to learning.

Parent information sessions were introduced and addressed issues such as Bullying, Anxiety in Children and Cyber Safety and these were well attended by parents.

Progress towards achieving improvement measures

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

Increased percentage of students Nil Results from the Tell Them From Me student demonstrate an understanding of survey showed that: the school expectations and can • 92% of students surveyed could identify the identify someone at school who is school values of respect, responsibility and an advocate for them. learning. • in the area of advocacy at school (students felt that they have someone at school who consistently provides encouragement and can be turned to for advice), our students scored 7.9 out of 10 which is higher than the NSW Govt norm of 71% This is an improvement on the 2017 and the 2016 results of 7.4 and 7.6 respectively.

Reduced incidences of negative Nil Data analysis from Sentral indicated: behaviours in class and on the • consistent and effective recording methods have playground. been sustained to ensure student behaviour is recorded and analysed. • from 2017–2018 there has been a significant decrease in minor and major student disruptive behaviours that impact learning. • there has been an increase in the positive culture of the school and in students' attitudes towards learning.

Improved results in the Partners Nil Results from the Partners in Learning parent survey for Learning survey in the areas showed that:

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Progress towards achieving improvement measures

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

of supporting learning, positive • in 2018, the percentage of parents who indicated behaviour and safety at school. that they talk to their child about how important schoolwork is (5.0) and discuss challenges they might have at school (5.3) has decreased from 5.8 and 5.9 respectively since 2017. • the school score for supporting positive behaviour (7.7) was equal to that of the NSW Govt norm. • the school score for safety at school (7.6) was higher than that of the NSW Govt norm (7.4).

Next Steps

In 2019, our school operating times will be adjusted from 9.30am–3.30pm to 9am–3pm and internal bell times will be changed to ensure longer blocks of learning in the morning and shorter blocks of learning in the afternoon. Uninterrupted Literacy and Numeracy blocks will be scheduled during the moring sessions. All staff will continue to use PBL consistently across the school to support student learning. Our School Wellbeing Support Officer will work with teachers, the school counsellor, parents and students to provide additional social and emotional support to individuals and small groups.

Attendance will be monitored more consistently as part of the Learning and Support Team agenda each week. Teachers will follow up attendance concerns more proactively and discuss any concerns with their supervisors.

We will trial separate play areas twice a week for students in Years K–2 and Years 3–6. We will review the playground data to see if this has any effect on student behaviour. A playground survey will be developed to generate ideas about how to improve the playground.

The school will work in partnerships with NSW Health clinicians to deliver the program Got it! Getting it on Track in Time to a small number of parents and students. We will also implement the Peaceful Kids program in collaboration with Lili Pilli Counselling Service to address anxiety in students.

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Strategic Direction 2

Evidence – Informed Practices

Purpose

To ensure students benefit from teaching and learning practices which have the greatest impact on their learning. To reduce the variances in the impact of teaching that exists between classrooms and employ the most effective evidence–based teaching methods which will optimise learning outcomes for all students across a full range of abilities.

Overall summary of progress

In 2018, teachers engaged in professional learning focused on What Works Best: Evidence–based practices to help improve NSW student performance. Teachers explored different methods of providing students with effective feedback and as a result students increased their understanding of how to improve. The consistent implementation of evidence based practice in the teaching of numeracy was addressed through professional learning at weekly staff meetings and teachers collaboratively planning lessons which included clear learning intentions and low floor, high ceiling mathematics tasks. This approach allowed students to be challenged at their level of proximal development. Teachers engaged in professional learning to build skills in data analysis and interpretation and applied these skills to analyse NAPLAN results and inform subsequent teaching programs. Staff were also introduced to the learning progressions and PLAN2 software.

Progress towards achieving improvement measures

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

An increased number of teachers $500 Staff engaged in professional learning that built use data effectively to analyse skills in the analysis, interpretation and use of student progress and student achievement data. As a result, teachers are achievement and inform their increasingly using data to inform practice. NAPLAN practice. and ACER test results and PLAN data have been used to analyse student progress and inform planning and teaching.

Increased percentage of students $32,000 to subsidise our In Year 3, there was an increase in the percentage achieving in the top 2 bands in Learning and Support of students achieving in the top 2 bands in Reading literacy and numeracy. program. and Numeracy. Writing, language conventions and spelling still remain as areas for improvement.

In Year 5, there was an increase in the percentage of students achieving in the top 2 bands in all aspects of literacy and in numeracy. We will continue to focus on increasing the percentage of students in the top two bands compared to the state average.

Increased percentage of students Included as part of the When comparing NAPLAN 2017–2018 results, the achieving expected growth in above expenditure to percentage of Year 5 students that achieved literacy and numeracy. subsidise our Learning and expected growth in literacy increased in all areas of Support Program literacy. In grammar and punctuation students achieving at or above expected growth rose from 37.5% in 2017 to 56% in 2018 whilst in spelling students achieving at or above expected growth rose from 33.3% in 2017 to 64% in 2018. When comparing NAPLAN 2016–2018 results the percentage of Year 5 students that achieved expected growth in numeracy increased from 29.4% to 62.5%.

Next Steps

In 2019 we will establish structures and whole–school routines to support the review of student progress and achievement to inform future learning.

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Our leadership team will build teacher capacity to understand and implement the learning progressions and PLAN 2 and teachers will work collaboratively to use these tools to effectively track student achievement and inform teaching that meets student needs.

The leadership team will establish structures and whole school routines to support teachers to plan units of work collaboratively, engage in peer observations and professional discussions and receive meaningful feedback which will lead to improved professional knowledge and practice.

Teachers will develop units of work and and implement strategies in the classroom and across the school to increase levels of student engagement and student responsibility for learning (student agency), developing students' ability to articulate their learning and understand what they need to learn next.

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Strategic Direction 3

Transformational Learning

Purpose

To prepare students for success in school and beyond by equipping them with the skills and knowledge to think creatively and critically, to work collaboratively and to communicate effectively. To develop strong learner dispositions, capacities and competencies in students which incorporate knowing, doing and being. The school culture, structures, visions, partnerships and leadership strategies will support effective transformational change.

Overall summary of progress

In 2018, five teachers embarked on professional learning with Dr Miranda Jefferson and Dr Michael Anderson from the University of Sydney. The Transforming Learning sessions focussed on developing students' 4C skills – collaboration, communication, critical thinking and creativity. Using a praxis model (theory, reflection, practice), the teachers introduced the 4C strategies into their teaching practice and shared them at staff professional learning meetings. The teachers participated in collaborative classroom visits both as observers and as demonstrators. As part of the praxis, teachers were encouraged to critically reflect on their own teaching and explore ways students can understand the curriculum at a deeper level.

The five teachers involved explored the dispositions required by successful learners and then systematically implemented activities into their classrooms which helped to enhance these dispositions. The practices were shared with their colleagues through school based professional learning enabling best practice to be embedded across the school.

Progress towards achieving improvement measures

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

Increased number of teaching $16,000 Five teachers undertook learning in the 4Cs and programs show opportunities for systematically shared their learning with the rest of students to engage with the 4Cs the teachers during our weekly professional across the curriculum. learning meetings. All teachers trialled a selection of the strategies in their own classrooms.

Increased student understanding Included as part of the Results from the tell Them From Me student survey of learning dispositions and their above expenditure. showed that: relevance to the classroom and • 90% of students try hard to succeed in their beyond. learning. This is an improvement on the 2017 results of 88%

Increased percentage of students Included as part of the Results from the tell Them From Me student survey show interest and motivation in above expenditure. showed that: their learning. • 71% of students responded that they were interested and motivated in their learning. This is an improvement on the 2017 and the 2016 results of 62% and 69% respectively.

Next Steps

In 2019, the five teachers will continue to attend professional learning in Transformational Learning to deepen their learning. Another seven teachers will undertake the professional learning ensuring that all teachers in the school understand how to incorporate the 4Cs into their teaching practice.

The teachers will measure the impact that the change in practice has had on student learning to help inform their programming and the future directions of the school. There will be a rigorous and whole school approach to employing the most effective evidence–based teaching methods to optimise learning outcomes for all students across a full range of abilities to reduce the variances in the impact of teaching that exists between classrooms.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $1341 Teachers developed personalised learning pathways for Aboriginal students in consultation with their parents. Students who identify as Aboriginal had strong engagement in the curriculum and maintained excellent levels of attendance.

English language proficiency $35,943 The English as an Additional Language or Dialect (EAL/D) teacher worked with small groups of students to improve their reading and vocabulary. Students were assessed according to the ESL scales and in Semester 2, student reports which reflected achievement against the ESL scales were provided to parents resulting in a greater understanding of individual student progress and areas for growth

Low level adjustment for disability $68,572 Funds were used to supplement our staffing entitlement for a Learning and Support Teacher (L&ST) from 2 days per week to 4 days per week. The L&ST worked with targeted students to improve literacy and numeracy outcomes. The L&ST trained parents to help support the Mutilit program. Funds were also used to employ teachers' aide (SLSO) support for students K–6.

Quality Teaching, Successful $36,440 Teachers improved their understanding of Students (QTSS) how to use data to improve student outcomes. The Assistant Principals led teachers through the school's external validation process of self–evaluation and collaboratively developed clear plans for future growth.

Socio–economic background $7971 The school funded a Student Wellbeing Support Officer to run social groups with targeted students K–6 and to foster partnerships with families of students in the areas of social and emotional wellbeing.

Support for beginning teachers $4164 Funds were used for one beginning teacher to be involved in a Community of Schools project in Transforming Learning with Dr Miranda Jefferson from Sydney University. This resulted in the teacher developing a greater understanding of how to embed the 4Cs of communication, collaboration, critical thinking and creativity into their pedagogy.

Targeted student support for No funds were received. We had no refugee or new arrival students in refugees and new arrivals 2018.

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Student information In 2018 we worked with individual families to successfully reduce the number of students who arrive to school late. Attendance concerns were addressed Student enrolment profile regularly at our Learning Support meetings and school–based interventions were implemented where Enrolments necessary. No students were referred to the Home School Liaison Officer. Students 2015 2016 2017 2018 Boys 119 114 122 128 Workforce information Girls 96 81 82 90 Workforce composition

In 2018, enrolment numbers reflected a slight increase Position FTE* in both male and female students. Principal(s) 1 Assistant Principal(s) 2 Student attendance profile Classroom Teacher(s) 8.13 School Learning and Support Teacher(s) 0.5 Year 2015 2016 2017 2018 Teacher Librarian 0.6 K 96.3 94.4 94.8 97.9 School Administration and Support 2.42 1 94.2 96.4 92.2 94.1 Staff 2 95.3 95.4 96.9 92 3 95.5 96.6 94.8 95.9 *Full Time Equivalent 4 96.1 93.6 97 94.3 Currently, no staff members at Illawong Public School 5 94.4 94.3 92.8 94.6 identify as Aboriginal or Torres Strait Islander. 6 95.2 94.9 94.2 93.7

All Years 95.2 95.1 94.6 94.6 Teacher qualifications

State DoE All teaching staff meet the professional requirements Year 2015 2016 2017 2018 for teaching in NSW public schools. K 94.4 94.4 94.4 93.8 1 93.8 93.9 93.8 93.4 Teacher qualifications 2 94 94.1 94 93.5 Qualifications % of staff 3 94.1 94.2 94.1 93.6 Undergraduate degree or diploma 8 4 94 93.9 93.9 93.4 Postgraduate degree 92 5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5 Professional learning and teacher accreditation

All Years 94 94 93.9 93.4 In 2018, all teacher professional learning was related to the three school directions in the 2018–2020 School Plan: Collective Wellbeing, Evidence–Informed Learning and Transformational Learning. The school Management of non-attendance was awarded an Ultimo Operational Directorate Attendance is monitored on a regular basis in Network Director's Award for the accordance with the NSW Department of Education of learning teachers undertook which improved their School Attendance Policy. Strategies to manage teaching practice to incorporate the 4Cs into their student attendance include meetings with parents, pedagogy. referrals to the Learning and Support Team and to the Home School Liaison Officer (HSLO). Information All teachers have been awarded accreditation at the regarding attendance requirements is communicated to proficient standard and they completed extensive parents and carers through the school newsletter and learning both face–to–face and online to ensure that at parent information sessions. The average student they meet the NESA requirements for accredited attendance in 2018 was 94.60% which was the same teacher professional learning. as 2017 and once again, higher than the state average.

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Financial information 2018 Actual ($) Base Total 1,669,253 Financial summary Base Per Capita 39,447 The information provided in the financial summary includes reporting from 1 January 2018 to 31 Base Location 0 December 2018. Other Base 1,629,806 Equity Total 113,827 2018 Actual ($) Equity Aboriginal 1,341 Opening Balance 52,855 Equity Socio economic 7,971 Revenue 2,288,403 Equity Language 35,943 Appropriation 1,991,489 Equity Disability 68,572 Sale of Goods and Services 4,144 Targeted Total 85,952 Grants and Contributions 287,922 Other Total 37,981 Gain and Loss 0 Grand Total 1,907,012 Other Revenue 1,700

Investment Income 3,148 Figures presented in this report may be subject to Expenses -1,989,676 rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. Recurrent Expenses -1,989,676 A full copy of the school's financial statement is tabled Employee Related -1,722,784 at the annual general meetings of the parent and/or Operating Expenses -266,891 community groups. Further details concerning the statement can be obtained by contacting the school. Capital Expenses 0 Employee Related -23,451 Operating Expenses 23,451 SURPLUS / DEFICIT FOR THE 298,727 YEAR Balance Carried Forward 351,583

In 2018, the school implemented audit recommendations which improved the structures, processes and procedures that support the SAP finance system and the financial processes which are part of the Learning Management and Business Reform (LMBR).

The school P&C generously supported the school through their fundraising efforts and committed to supporting the playground project that is due for completion in 2019.

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

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.

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

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

In 2018, our Year 3 NAPLAN results showed that students performed above state average in Grammar and Punctuation, Reading and Spelling.

In 2018, our Year 5 NAPLAN results showed there was an improvement in student performance in Reading and Spelling.

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In 2018, our Year 3 NAPLAN results showed that students performed above state average in Numeracy.

In 2018, our Year 5 NAPLAN results showed there was an improvement in student performance in Numeracy.

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Reading and Numeracy.

In 2018, we had an increase in the percentage of students in Year 5 in the top two bands in NAPLAN in Reading, Numeracy, Writing and Grammar and Punctuation.

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.

In 2018, we had an increase in the percentage of students in Year 3 in the top two bands in NAPLAN for

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Parent/caregiver, student, teacher The survey showed an upward trend in the areas of: satisfaction leadership, collaboration and parent involvement. Teachers scored school leaders highly for helping them to improve their teaching practice. Teachers rated the Tell Them From Me 2018 school highly for its inclusivity and learning culture,

particularly when it came to establishing clear Student Survey expectations for classroom behaviour and striving to

understand the needs of students with special learning Eighty four students from Years 4, 5 and 6 participated needs. They also felt strongly that the school set high in the survey which provided baseline data to inform expectations for student learning and that teachers our school directions and programs for 2019 and worked with school leaders to create a safe and orderly beyond. Highlights of the survey showed that from school environment. Teachers indicated that that peer 2017–2018 there was: feedback on their teaching practice was an area for • an increase from 87% to 91% of students who development. This will be considered when planning for identified that they have friends at school they can 2019 and beyond and will be reflected through the trust and who encourage them to make positive development of structures where there are increased choices. This is higher than the NSW norm of opportunities for more frequent peer and supervisor 85%. observations of lessons with specific feedback of • an increase from 36% to 41% of students who do teaching practice to drive improvement. homework for their classes with a positive attitude and in a timely manner. This is compared to the NSW norm of 63%. • an increase from 88% to 90% of students who responded that they try hard to succeed in their learning. This is higher than the NSW norm of 88%. • a decrease from 38% to 28% of students who responded that they are subjected to physical, social, or verbal bullying, or are bullied over the internet. This is lower than the NSW norm of 36%. Students felt that there was an expectation of success with school staff emphasising academic skills and holding high expectations for all students to succeed. This scored 8.8 compared to the NSW Govt norm of 8.7

The school is proud of our strong student wellbeing programs and our PBL team will build upon these in 2019.

Partners in Learning Parent Survey

The Partners in Learning Parent Survey is based on a comprehensive questionnaire covering parents' perceptions of their children's experiences at home and school. In 2018, 26 survey responses were received which was significantly lower than in 2017, where 56 responses were received. Scores from the survey showed that we are performing at or above the level of NSW norms in the areas of: supporting positive behaviour at school, safety at school and being an inclusive school.

Focus on Learning Teacher Survey

The Focus on Learning Teacher Survey is a self–evaluation tool for teachers and schools which complements the Tell Them From Me Student Engagement Survey. The survey provided the school leadership team with insights into school and classroom effectiveness from the perspective of teachers. Teachers responded to questions relating to the following eight drivers of student outcomes; leadership, parent involvement, inclusive school, technology, teaching strategies, data informs practice, learning culture and collaboration.

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Policy requirements group performed at an evening concert at the Sydney Opera House during the Festival of Instrumental Music. A number of students attended weekly extra curricular Aboriginal education lesson in the Music Bus. Students in K–2 participated in the annual Christmas musical to showcase their talents. In 2018, teachers developed Personalised Learning To ensure equity, all students had a role in the musical Pathways (PLPs) for our Aboriginal students in which was a lovely, collaborative way to end the year. consultation with their families. Teachers K–6 embedded the teaching of Aboriginal and Torres Strait Sport Islander histories and cultures into teaching and learning activities across the curriculum. Students and Students at Illawong Public School have access to a teachers at Illawong Public School follow Welcome To broad range of sporting activities both at a school and and Acknowledgement of Country Guidelines and at a representative level. A number of students were Protocols for NSW Public Schools. As part of our successful in qualifying for zone and regional carnivals commitment to showing respect to Aboriginal where they demonstrated strong sporting skills as well communities, we sing the second verse of the National as excellent team spirit. The way students encouraged Anthem in Dharawal – the traditional language of the their team mates to try their best at the school the original people of the area of Sydney in which our swimming and athletics carnivals was heartwarming school is located. and a reflection of our strong focus on collective wellbeing. In summer, a number of students participated in PSSA cricket, t–ball and softball and in Multicultural and anti-racism education winter they played soccer and netball. A selected group of students also also competed in an inter–school At Illawong Public School, we reject all forms of racism hockey knockout. All students participated in fitness and are committed to the elimination of racial and fundamental movement skills lessons. Our K–4 discrimination. As part of our school's commitment to students participated in a Learn to Swim program. We anti–racism, we have a trained Anti–Racism Contact accessed the Sporting in Schools Grant to employ Officer(ARCO) on staff. In 2018, no complaints or coaches in AFL, Cricket and Soccer. allegations of racism were referred to the ARCO.

All teaching staff integrate multicultural perspectives into their teaching and learning programs where appropriate, particularly through units of work in geography and history. Each year on Harmony Day, students and staff celebrate our cultural diversity through participation in activities that respect cultural and religious diversity and foster sense of belonging for everyone.

Other school programs

Each year, Illawong Public School provides opportunities for students to participate in a wide variety of extra curricular activities which are designed to broaden their experiences at school.

Technology

The school has comprehensive Wi–Fi access that services over 50 ipads and 80 computers. In 2018, the Stage 3 Bring Your Own Device (BYOD) program continued to be a success. Students from Kindergarten to Year 6 undertook coding classes which gave them exposure to problem–solving skills, mathematical, analytical and computational thinking skills. These classes were very well received and will expand in 2019 to cover the Digital Technologies strand of the new Science and Technology syllabus.

Performing Arts

In addition to the syllabus requirements, students were offered a range of extra curricular opportunities in creative arts. The choir and dance groups performed during Education Week, at the Sutherland Shire Music Festival and at various school functions. The recorder

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