2016 maryland public school annual report...introduction the annual report for€2016 is provided to...

Maryland Public SchoolAnnual Report

2016

4600

Printed on: 21 April, 2017 of 23 Maryland Public School 4600 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Maryland Public School as an account of the school'soperations and achievements throughout the year.

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

John Theissen

Principal

School contact details

Maryland Public SchoolJohn T Bell DriveMaryland, 2287www.maryland-p.schools.nsw.edu.aumaryland-p.school@det.nsw.edu.au4955 9430

Message from the school community

Parents and Citizens Association

In 2016 The Maryland PS P&C fundraised through Mothers' Day and Fathers' Day stalls and raffles, Easter raffles, anElection Day BBQ, pie drive, school discos, Christmas raffles, a carols evening as well as providing support for theschool walkathon. In 2016 the P&C provided $20000 for the upgrade of the school canteen, the seating and shade coverin the David Cox friendship area, $8000 towards new Ipads, new sporting and lego robotics equipment. A school fetehas been scheduled for Term 3 2017 to celebrate the schools' 25th anniversary. The MPS Canteen continued toproduce and serve healthy and nutritious food for the students, teachers and school guests. The Canteen supervisor MrsBailey, with the assistance of Kim Woolley continued to run a high quality service supported by canteen helpers and thecanteen committee. Although the P&C committee is made up of a relatively small group of dedicated members, it isstrongly supported by a large number of school community volunteers who assist in the canteen and the pre–loveduniform shop, by packaging gifts and prizes for stalls and raffles as well as assisting with the running of events. The 2016MPS P&C group worked well as a team, laying down strong foundations to move the organisation forward in the years tocome.

Shaun Ramadge

P&C President

School Council

The School Council of Maryland Public School is an active body of interested teaching, parent and communityrepresentatives who meet monthly to perform the following functions:

• Review school policies and programs • Oversee and contribute to the school planning cycle • Act as a sounding board reflecting parent and community sentiment to teacher and school management

representatives The year 2016 saw the Council’s membership meet on nine occasions as parent and community members worked withschool staff on the following:

• Review, assessment and modification of the 2015–2017 School Plan including participation in a productiveplanning workshop

• Review of NAPLAN results and discussion of "Bump It Up" Strategy • Review of Tell Them From Me survey data • Community Engagement programs


• Understanding the learnings arising from Staff Development Days • Involvement in staff recruitment for 2016 and 2017 • Critiquing the school’s academic, sporting and extra–curricular programs • Review of the learning continuum format for student semester reporting to parents

I wish to thank School Council members for their contribution to and support of our school in 2016. As a parent who hasbeen associated with the school and the School Council for eight years, I am proud to witness the dedication andgenuine intent of all who are involved and want to contribute to the advancement of the school and our children.Undoubtedly “Skills for Life” are taught and nurtured at Maryland Public School.

Brendon Harrod

Chairman


School background

School vision statement

The Maryland Public School vision is to create a learning environment which improves outcomes for all students bycatering for individual needs in academic, social, physical and emotional development. The school promotes inclusivityfor students and parents.

This vision was based on “The Melbourne Declaration of Educational Goals for Young Australians” (2008).

The Maryland Public School community has reaffirmed its core values which in turn guide planning, policies andprocedures.

The Maryland Public School community values: RESPECT, RESPONSIBILITY, EXCELLENCE and SAFETY.

The school motto is SKILLS FOR LIFE.

School context

Maryland is situated in a residential zone between Wallsend and Minmi and draws on a vibrant, family orientated andinvolved local community. The school is an integral part of the Wallsend Community of Schools, with strong links toWallsend Campus and the Callaghan Education Pathway.

The school community takes pride in the variety and depth of learning activities and opportunities available to ourstudents. These include our extensive core academic programs, provisions for gifted and talented students, learningsupport programs and extra–curricular programs including sports, concert band, dance, technology and access to avariety of competitions. The school has an active and involved School Council that assists with governance, evaluationand improvement as well as a proactive Parents & Citizens Association. The 2016 enrolment is 468 students. The schoolhas a mix of cultures, with 9% identifying as Aboriginal and 14% as from a non–English speaking background. MarylandPublic School also hosts a selective entry Opportunity Class for gifted and talented students as well as a dedicatedsetting for students with increased support needs.The school has spacious grounds, great facilities and modernclassrooms. All classrooms are air conditioned and technology enabled learning centres, as technology is a major focus.School infrastructure includes a large hall, playground equipment, canteen, uniform shop, special programs facilities,dedicated technology lab and large student library. The school takes pride in the variety and depth of learning activitiesand opportunities available to students. Our students are supported by a safety net of regular screenings andassessments. As a standard practice, students are provided with in class support or enrichment programs wherever aneed may exist.

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 elements of the School Excellence Framework and itsimplications for informing, monitoring and validating our journey towards excellence. Time was dedicated during StaffProfessional Learning sessions several times throughout the year to determine our strengths and areas for improvement.We looked at our Strategic Directions in our School Plan and evaluated our performance using the criteria: Delivering,Sustaining and Growing and Excelling. In the domain of Learning, our primary focus areas have been Wellbeing andStudent Performance Measures. The continued implementation of Positive Behaviour for Learning (PBL) across theschool has focused on the explicit teaching of behaviour expectations across all settings. These expectations have beenreinforced at weekly assemblies resulting in a reduction in planning room referrals and an increase in student ability toself regulate behaviour. Students can articulate and demonstrate our four PBL values of Respect, Responsibility, Safetyand Excellence. In the area of Student Performance Measures, development of systematic processes for trackingstudent achievement in 5 weekly cycles, is underway. In the domain of teaching, a relentless focus on improvingclassroom practice through Quality Teaching Rounds and streamlined professional learning has resulted in positivechanges to classroom practices. Teachers use student performance data and other student feedback to evaluate theeffectiveness of their own teaching practices. They also provide explicit, specific, timely and formative feedback tostudents on how to improve. Collaborative practices are in place to provide formal mentoring support which has improvedteaching and leadership. In the domain of Leading, our priority was to strengthen the leadership capabilities and promotesuccession planning, distributive leadership and organisational best practice. We are currently delivering on this priorityand will continue to focus on improving these areas during 2017. Our self–assessment process will further


assist the school to refine the strategic priorities in our School Plan leading to further improvements in the delivery ofeducation 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


Strategic Direction 1

EXCELLENCE – Consistently high standards of educational practice are delivered across the school to ensure the bestlearning opportunities for students.

Purpose

To improve outcomes for all students, through the implementation of the Australian curriculum.

To improve teaching and learning programs to reflect ‘Best Practice’ developed through quality, professional learning forstaff aligned with Australian Professional Teaching Standards.

Overall summary of progress

In ES1 literacy, teachers endeavour to provide differentiated practice in order to accommodate diversity. Data collectedin week 38 (end of the school year) indicated that 90% of students were reading at Level 6 or above with their teacher inguided reading sessions. 68% of students attained an independent writing vocabulary of 40+ words and 78% of studentsrecorded a score of 30 or above (out of a possible score of 37) in hearing and recording of sounds in words.

ES1 Teachers trained in, and implemented the TEN (Targeted Early Numeracy) program in semester two this year. Bothstaff and students found the program to be fun and rewarding with students showing good growth in the EarlyArithmetical strand (EAS) of mathematics.

All Stage 1 teachers including the two Learning and Support teachers were trained in the Numeracy program TEN andimplemented this program in 2016. Teaching staff also completed their L3 (literacy program) training with one staffmember completing the first year of training in 2016. This staff member will complete the training in 2017. All classes asa result implemented quality, individualised literacy lessons.

Students in years 3–6 continued working with the new syllabus for English and Mathematics in 2016. Teacher programshave been adjusted to suit the new syllabus documents for even years in the stage scope and continuum. Teachersincorporated Focus on Reading (FoR) strategies into their teaching programs, supporting student comprehension.Teachers participated in Quality Teaching Rounds QTR, throughout 2016. Teachers in Stage 2 and 3 completed TakingOff With Numeracy (TOWN) training.

Streamed maths groups were implemented for 2016 and teachers recorded student assessment data on a shared digitaldata wall, informed by TOWN assessments.

Throughout the year, students received additional support through LaST (Learning and Support Teacher) teamwithdrawal groups, to strengthen literacy and numeracy skills. Groups consisted of both intervention support andextension support groups.

The implementation of the History syllabus continued with staff collaborating to produce new units of work.

All classroom teachers have completed PDPs aligned to the Australian Professional Standards for Teachers.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of students will beachieving at or above the nationalminimum standards.

In Year 3, NAPLAN data shows the followingpercentages of students achieving at or above thenational minimum standards; Reading – 94%,Writing – 96%, Spelling – 93%, Grammar andPunctuation – 91% and Numeracy – 94%.

In Year 5, NAPLAN data shows the followingpercentages of students achieving at or above thenational minimum standards; Reading – 95%,Writing – 92%, Spelling – 88%, Grammar andPunctuation – 91% and Numeracy – 95%.

Professional Learning fundsfor L3 $6300, TOWN$4500 and Focus onReading $3800.

75% of students will, in bothLiteracy and Mathematics,

In school data shows that all students have madegrowth along the Literacy and Numeracy

Teacher release forcontinuum plotting and data





achieve year appropriateoutcomes as measured bycontinuums.

continuums in 2016.

All students are plotted on the PLAN and / orSENTRAL continuum at regular intervals.

analysis.

$16,200

75% or more of Aboriginalstudents and the broaderpopulation will meet or exceedReading Recovery levels: K=6;Y1=16; and Y2=26.

Ongoing L3 data indicates we are on track toachieve this target by the end of the current schoolplan cycle.

Literacy and NumeracySupport

$6,000

Growth from Y3 to Y5 and Y5 toY7 in Literacy and Numeracy tomeet or exceed DEC Stategrowth for both Aboriginalstudents and the broaderpopulation.

In 2016, growth from Year 3 to Year 5 in Readingis slightly below state for our Aboriginal and nonAboriginal students.

In 2016, growth from Year 3 to Year 5 in Grammarand Punctuation exceeds state for both Aboriginaland non Aboriginal students.

In 2016, growth from Year 3 to Year 5 in Spellingexceeds state for our Aboriginal students. Our nonAboriginal students are slightly below state averagegrowth.

In 2016, growth from Year 3 to Year 5 in Numeracyexceeds state for our Aboriginal students. Ournon–Aboriginal students are slightly below stateaverage growth.

Literacy and Numeracysupport

$6,000

All teachers (100%) will havetheir professional learning alignedto the Australian ProfessionalStandards from 25% in 2014 to100% in 2017.

The Performance and Development Framework isembedded into professional learning andsupervisory practices. All staff align ProfessionalDevelopment Plan goals to the AustralianProfessional Standards for Teachers.

Staff training anddevelopment time.

Quality Teaching Rounds

$12,000

Next Steps

1. Maryland Public School has been identified as a "Bump It Up" school as part of the Premier's priority to increase theproportion of students in the top two NAPLAN bands for reading and numeracy by 8% by 2019. This will drive much ofour teaching and learning for both students and staff heading into 2017 and beyond. Professional Learning will centrearound explicit teaching strategies, explicit feedback, high expectations and evidence based best practices.

2. A focus on ongoing five weekly data collections and deep analysis to drive the next teaching and learning cycle willenable staff to identify student needs and strengths and plan accordingly.

3. Investigation into best tools to support ongoing assessment and planning around literacy and numeracy in order tostreamline practices K–6.

4. Investigate targeted and tiered intervention practices to ensure students at educational risk have the best opportunitiesto achieve 12 months growth each year.

5. Investigate targeted support for students in zone of high performance to ensure continued growth and engagement.



EQUITY – A learning culture where individual needs are catered for regardless of background, disability or ability.

Purpose

To establish a comprehensive and inclusive framework to support the cognitive, emotional, social, physical and spiritualwellbeing of students, which measurably improves individual and collective wellbeing.

To encourage students to recognise and respect cultural identity and diversity.


A continued focus this year on the importance of the school's Learning Support Team has ensured all students requiringadjustments to learning have been supported and provided the very best opportunities for success. Documented sets ofprocedures outlining the processes for securing support for students has resulted in streamlined systems and practicesin Learning Support. Analysis of all available data (NAPLAN, NCCD, NDIS reports, in class student performance dataetc) provided to the LST (Learning Support Team) allows for explicit, targeted intervention development for eachreferred student. All interventions are documented through class programs and are recorded through SENTRAL recordkeeping and LST minutes.

The implementation this year of MGoals has been well received by the school's Aboriginal community. The Mgoals goalsetting tool was launched in Term 1 with a ‘Meet and Greet BBQ’ for Aboriginal parents and students. Teachers andstudents worked throughout the year on achieving PLP goals and creating Mgoals personal profile pages . ProfessionalLearning opportunities for staff were provided to develop cultural awareness and understanding in particular throughthe Speaking in Colour program presented by Deborah Byrne and Cherie Johnson from the Aboriginal Education Team. Further workshops throughout the year on the History K–6 Syllabus provided opportunities for further development ofcommunity understanding and sharing of local Aboriginal history and culture.

David Newham worked at MPS for 1 day a week in Semester 2. He taught cultural lessons through stories, language,drama and song across the school. David has also worked with Stage 2 & 3 Aboriginal students teaching traditionalcultural understanding, games and dance. He also made a "Coolamon" from one of the trees on the school groundwhich the Year 6 Aboriginal students gifted to the school. The dance group performed a traditional welcome dance onPresentation Day.

A focus on multicultural perspectives throughout all Key Learning Areas has seen a significant improvement in studentengagement and focus during lessons.




100% of students requiringadjustments for teaching, learningand assessment haveappropriate plans in place.

NAPLAN and in school student performance data(PLAN, L3, TEN, TOWN, Reading Recovery)evaluated.

School processes support students with specificand / or additional needs.

Students with Integration Funding support haveIEPs in place with regular reviews.

6 release days = $2160

There will be increasedparticipation in the AboriginalEducation Team and the DiversityCommittee, which will meet eachterm, as compared to 2014.

Both teams have been well represented amongststaff in 2016. Regular meetings have ensuredimproved community engagement in Multi–culturaland Aboriginal Education activities throughout theyear. The MGoals initiative in consultation withAECG has increased parent participation in the PLPprocesses.

Regular team meetingsscheduled and minutestaken.

All staff will participate inappropriate training to buildknowledge and capacity to cater

Staff PL in NDIS processes has ensured smoothdelivery of support to students working with serviceproviders.

Teacher ProfessionalLearning meetings and StaffDevelopment Days.





for individual needs. NCCD (Nationally Consistent Collection of Data) forstudents requiring adjustments to learning hassupported staff understanding and capacity to caterfor individual needs.

Next Steps

1. Investigation into evidence based targeted interventions for students with additional needs in literacy and numeracy toensure all students achieve 12 months growth every year.

2. Professional Learning for staff in deep data analysis to drive teaching and learning cycles.

3. Expansion of MGoals initiative at MPS. Consult with local AECG and Aboriginal Education Team to determine bestways to engage our parents and community as partners in the MGoals process.

4. Diversity Team working toward more inclusive and wide reaching multi–cultural education events. Further communityengagement and participation is required to ensure success.



ENGAGEMENT – The school and the entire community are engaged in providing improved opportunities for students.

Purpose

To inspire MPS students to be inquisitive and interested learners by offering high quality and engaging opportunities andexperiences.

To develop an holistic approach, which caters for the social, academic, physical and cultural interests and talents ofstudents.

To build and develop community partnerships.


In 2016 a range of opportunities were offered to students to enrich their school life. A focus on Public Speaking acrossthe school provided students the chance to represent MPS in both zone and regional Public Speaking competitions. Theschool band was promoted more widely and performed and competed in a variety of competitions and locations acrossthe school year. Stage based CAPA programs have also provided students with a greater range of experiences acrossthe year in creative and performing arts. Feedback from students indicates high levels of satisfaction and engagement.

Technology continued to develop widely at Maryland in 2016. Further infrastructure was developed to improve wifiaccess across the site. As a result the school has campus wide wifi which allows students to work outside theirclassrooms (in outdoor learning areas) whilst still accessing the network. BYOD continues to expand. A record 126students took up the program this year. That equates to 86% of Stage 3 students. Teachers are managing this programthrough the use of the Google Suite of apps for Education. Money raised at the Walkathon was used by the technologygroup to purchase 18 additional iPads, Lego Robotics kits and Beebots (robotics for the junior school). The technologygroup has also been able to expand the mini lab running in the Library to enhance research and enquiry skills. 21stCentury learning has remained at the forefront of syllabus implementation and staff development during the year.

The PBL team began the introduction of Tier 2 processes. These strategies are designed specifically to address theneeds of students who experience difficulty with social and behavioural interactions in the classroom and playground.The introduction of the Games Room and structured lunch time sport activities has seen a significant reduction inPlanning Room referrals across the year. The introduction of a whole school reward system which is inclusive of allstudents, compliments the individual student PBL reward system already in place and ensures that success is achievablefor all students.




Student attendance rates willimprove as compared to 2014.

100% attendance awards have been introduced.

Attendance rates for 2014 averaged 95.3% acrossthe whole school.

Attendance rates for 2016 averaged 94.3% acrossthe whole school.

Certificates purchased.

Maryland PS becomes a Tier 2PBL school.

Tier 2 initiatives were introduced across the year.They included;

Whole School Reward System, Attendance Awards,Principal's Picnic and PBL Orientation Program fornew staff.

$2000

85% of students enjoy thecreative and performing artsprograms.

A wide range of CAPA experiences are available tostudents both through regular class programs /stage CAPA group activities and extra–curriculaactivities such as band, dance and choir.

Levels of participation are extremely high and

CAPA budget – $5000





85% of students enjoy thecreative and performing artsprograms.

students have indicated strong satisfaction.

The range of activities andopportunities in cultural andsporting pursuits increases ascompared to 2014, as doesparticipation rates.

Student surveys indicate a high degree ofsatisfaction due to additional programs.

Enrichment opportunities planned and offered.

The use of technology will begreater than in 2014 for bothteaching and learning.

Continued professional learning for staff in use ofICT in everyday teaching and learning.

BYOD continued in Stage 3.

All classrooms equipped with technology to supportinquiry based / project learning.

ICT Scope and Sequence implemented.

3 Release days =$1350

Resourcing = $2000

Next Steps

1. PBL team to look at data driven practices across the school to ensure focus areas are determined by need. Regionalsupport staff to be contacted for assistance. School Evaluation Tool to be implemented to ensure best practices andsystems are in place in 2017.

2. Review of BYOD and investigation of possible expansion into Stage 2. This will require an audit of hardware andpossible upgrades to support.

3. Wellbeing Framework to be unpacked by staff and implementation plan to be developed.

4. Investigation into enrichment programs for students identified as having gifts or talents.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading An Aboriginal Education team wasestablished and developed an action planwith a focus on cultural significance. AnAboriginal Education Worker was employedto support school programs. This resulted in improved attendance by family andcommunity members at school events. AllAboriginal students have a PLP that wasdeveloped in consultation with families.

$27,160

English language proficiency Funding provided teacher time via LAST toassist students who have languagebackgrounds other than English. In 2016, 54students were identified as having anotherlanguage or dialect spoken at home. Progresswas measured against English languageproficiency markers and targeted support wasimplemented for students as needed.

Progress against the literacy continuumindicates that our EAL/D (English as anotherlanguage or dialect) students made averagegrowth as compared to their peers.

Multi–cultural events at the schoolstrengthened ties and engagement with thebroader community.

RAM funding to employadditional LAST $14,388plus 0.6 FTE

Low level adjustment for disability All students requiring adjustments andlearning support are catered for within classprograms and other whole school strategies.

School Learning Support Officers wereemployed to support students with additionalneeds both in the classroom and playground.

LAST staffing allocation =1.2 FTE

$51,236 School LearningSupport Officer time.

Quality Teaching, SuccessfulStudents (QTSS)

The QTSS reform allowed for additionalexecutive teacher release specifically used forsupporting staff through the performance anddevelopment framework processes. Time wasused to support lesson observations and togive explicit feedback against performanceand development goals.

Staff feedback indicated that this process hada direct impact on improved classroompractice and built confidence and teamcollaboration.

Staff allocation – 0.360($36,567)

Socio–economic background Additional LAST employed at 0.4 for highlevel support in Literacy and Numeracy.

This initiative has allowed employment of4 LASTs across the school with one teacherattached to each stage for high levels ofconsistency and support.

$42,624

Support for beginning teachers Maryland Public School had 2 teachers in thefirst year of funding and 1 teacher into thesecond year.

As per policy, teachers were allocatedadditional release time for professionallearning, preparation for teacher accreditationand time with an experienced mentor. All

New Teachers $27,556

Second Year Teacher $4063


Support for beginning teachers teachers have completed the accreditationprocess at Proficient level.

New Teachers $27,556

Second Year Teacher $4063

Norta Norta Norta Norta tutor employed to deliver targetedsupport for identified students.

$5536


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 251 233 236 243

Girls 245 231 233 225

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.4 97.1 93.9 95.4

1 94.7 96 94.1 93.1

2 95.1 95.5 95.7 95.6

3 94.1 95.4 93.8 94.5

4 95.7 94.7 95.3 94.1

5 93.5 95.6 93.4 94.4

6 93.1 93.2 92.7 93.6

All Years 94.6 95.3 94.1 94.3

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 16.64

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.2

Teacher Librarian 1

School Counsellor 1

School Administration & SupportStaff

4.58

Other Positions 1.19

*Full Time Equivalent

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 20

Professional learning and teacher accreditation

All teachers developed Professional Learning Plans aspart of the Performance and Development Frameworkin 2016. Teacher goals were directly linked topersonalised professional learning needs and theAustralian Professional Standards for Teachers.Professional Learning throughout 2016 was planned toaddress needs as outlined in teacher PDPs and alignedto the School Plan strategic directions..

Two staff members gained accreditation at Proficient in2016.


Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Income $

Balance brought forward 293 611.61

Global funds 165 864.77

Tied funds 198 321.42

School & community sources 94 135.04

Interest 4 500.72

Trust receipts 6 645.00

Canteen 0.00

Total income 763 078.56

Expenditure

Teaching & learning

Key learning areas 12 080.57

Excursions 6 371.81

Extracurricular dissections 33 241.93

Library 5 188.33

Training & development 1 599.30

Tied funds 142 396.05

Short term relief 47 806.59

Administration & office 29 765.22

School-operated canteen 0.00

Utilities 25 456.63

Maintenance 27 217.95

Trust accounts 9 233.32

Capital programs 30 985.47

Total expenditure 371 343.17

Balance carried forward 391 735.39

The information provided in the financial summaryincludes reporting from 10 June 2016 to 31 December2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 896 238.72

(2a) Appropriation 734 152.26

(2b) Sale of Goods andServices

159.10

(2c) Grants and Contributions 159 959.63

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 967.73

Expenses -545 669.83

Recurrent Expenses -545 669.83

(3a) Employee Related -355 117.33

(3b) Operating Expenses -190 552.50

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

350 568.89

Balance Carried Forward 350 568.89

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

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

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.


Financial summary equity funding

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

2016 Actual ($)

Base Total 2 934 019.60

Base Per Capita 25 372.35

Base Location 0.00

Other Base 2 908 647.25

Equity Total 286 638.07

Equity Aboriginal 31 940.73

Equity Socio economic 68 782.79

Equity Language 22 417.49

Equity Disability 163 497.06

Targeted Total 304 237.11

Other Total 270 816.50

Grand Total 3 795 711.27

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

Maryland Public School has been identified as a "BumpIt Up" school as per the Premier's priority to increasethe proportion of students in the top two NAPLANbands in Reading and Numeracy by 8% by 2019.Significant improvement is evident compared to 2015NAPLAN data.

The percentage of students in the top two bands inYear 3 Reading in 2016 is 43.3%. This is animprovement of 5.4% compared to 2015.

The percentage of students in the top two bands inYear 3 Numeracy in 2016 is 34.3%. This is animprovement of 15.4% compared to 2015.

The percentage of students in the top two bands inYear 5 Reading in 2016 is 26.7%. This is animprovement of 1.7% compared to 2015.

The percentage of students in the top two bands inYear 5 Numeracy in 2016 is 28.8%. This is animprovement of 11.4% compared to 2015.

Parent/caregiver, student, teachersatisfaction

In 2016 students, parents and teachers participated inthe Tell Them From Me surveys.

The student survey measures 20 indicators based onthe most recent research on school and classroomeffectiveness. Results from the Student Survey atMaryland Public School indicate; • 86% of students have positive relationships with

their peers. The NSW Gov't norm is 85%. • 85% of students have positive behaviour. The

NSW Gov't norm is 83%. • 79% of students in this school are interested and

motivated. The NSW Gov't norm is 78%. • 92% of students in the school try hard to succeed.

The NSW Gov't norm is 88%. • In this school, students rated teacher's

expectations for academic success 8.8 out of 10.The NSW Gov't norm for these years is 8.7.

The parent survey is based on a comprehensivequestionnaire covering several aspects of parent'sperceptions of their children's experiences at home andschool. The survey provides feedback to schools aboutthe extent to which parents feel the school supportslearning and positive behaviour and promotes a safeand inclusive environment. The measures were scoredon a ten–point scale with 0 indicating a strongdisagreement and 10 indicating strong agreement.Results from the Parent Survey at Maryland PublicSchool indicate; • The highest level of agreement being "The school

supports positive behaviour." • The lowest level of agreement being "Parents are

informed." • Parents feel welcomed when visiting the school =

8.1 out of 10. • Teachers expect the children to pay attention in

class = 9.1 out of 10. • Teachers would inform parents immediately if

there were concerns regarding a child's behaviour= 6.6 out of 10.

The teacher survey is a self–evaluation tool forteachers and schools which is based on twocomplementary research paradigms. One is 'effectiveschools' research which has identified the mostimportant correlates of student outcomes. The secondparadigm is related to dimensions of classroom andschool practices. The measures were scored on aten–point scale with 0 indicating a strong disagreementand 10 indicating strong agreement. Results fromthe Teacher Survey at Maryland Public School indicate; • Teachers work with school leaders to create a

safe and orderly school environment = 9 out of10.

• Teachers monitor the progress of individualstudents = 9 out of 10.

• Students receive written feedback on their work atleast once every week = 6.7 out of 10.

• Teachers ask parents to review and comment onstudents' work = 5.5 out of 10.


Policy requirements

Aboriginal education

Maryland Public School has worked throughout theyear with our own Aboriginal Education Team,Muloobinba Local AECG and our Aboriginal EducationWorker, David Newham. In Term 1 we launched theMgoals goal setting tool with a ‘Meet and Greet BBQ’for Aboriginal parents and students. Teachers andstudents have worked throughout the year on achievingtheir PLP goals and creating their Mgoals personalprofile page.

Staff at MPS have continued to develop culturalawareness and understanding with ProfessionalLearning from Deborah Byrne and Cherie Johnson fromSpeaking in Colour. David Newham has worked atMPS for 1 day a week in Semester 2. He has taughtcultural lessons through stories, language, drama andsong across the school. David has also worked withStage 2 & 3 Aboriginal students teaching traditionalcultural understanding, games and dance. He alsomade a coolamon from one of the trees on the schoolground which the Year 6 Aboriginal students will gift tothe school. The dance group performed a traditionalwelcome dance on Presentation Day.

MPS celebrated NAIDOC with an assembly andworkshops throughout the day. Each stage contributedto the Assembly with stories, songs, artwork andmovies. The high school students from Hunter SportsHigh performed dances and ran workshops in dance,games, face painting and beading with Early Stage 1and Stage 1. Stage 2 took part in weaving workshopswith Cherie Johnson. A Norta Norta tutor wasemployed to work with students in Stages 2 & 3 in smallgroups and one on one sessions. The tutor followedteacher directed activities adjusted to the students’levels. Improvements were noted in reading, writing,number skills and students’ confidence in their abilities.Significant improvement was also observed inengagement and focus during lessons.

Abbie Barber in Stage 2 was also a successfulapplicant in the Indigenous Reading Project. She wasgiven access to a tablet with a library of books to read. She showed improvement in her reading skills andattitude to reading over the 12 week program.

Three students from Year 6 took part in a MessageStick Ceremony at Callaghan College – WallsendCampus. This is an Aboriginal custom that wastraditionally used to welcome new members to acommunity.

Multicultural and anti-racism education

Throughout the year, each class completes lessonsand activities based on a number of multicultural eventsthat are relevant to the MPS school community. Amulticultural calendar was formed to give teachersfocus areas each term.

All classes at Maryland Public School participated in

Harmony Day celebrations in March 2016. HarmonyDay is a day of cultural respect for everyone who callsAustralia home – from the traditional owners of this landto those who have come from many countries aroundthe world. The students, staff and ‘grandfriends’participated in activities to learn and understand how allAustralians from diverse backgrounds equally belongand enrich our Nation. We wore orange–colouredclothing to acknowledge Harmony Day and each classparticipated in an activity which celebrated the thingsthat make us unique as Australians and share what wehave in common. The class activities and assemblyitems included songs, artwork and games from aroundthe world. Some students came dressed in traditionalclothing from their family’s country of origin. Sometraditional dances were performed by students. Traditional food was cooked and shared with classes. Other students shared language and specific culturalinformation about celebrations.

The Anti–Racism Contact Officer (ARCO) was availableto support students, staff and parents as requiredthroughout the year.

Other school programs

Technology

Technology has continued to develop widely atMaryland in 2016. Further infrastructure has beendeveloped to improve wifi access across the campus. Afurther 5 Wireless Access Points have been installedand a final 2 are to be purchased in the new year. As aresult the school has campus wide wifi that allowsstudents to work outside their classrooms in outdoorlearning areas and still access the network.Improvements have also been made to the schools'router and switch system. A new phone and publicaddress system was installed during Semester 2. Everyclassroom now has phone access for internal calls andmessaging and improved communications with theadministrative staff. The new system is especiallybeneficial in emergency situations such as evacuations,lockdowns and student illness. BYOD continues toexpand. A record 126 students are taking up theprogram this year. That equates to 86% of Stage 3students. All Stage 3 teachers are managing thisprogram through the use of the Google Suite of appsfor Education. Students and staff are taking advantageof this cloud based technology to enhance creativityand collaboration in their 21st Century classrooms.Stage 3 held a Movie Festival this year. In Term 3 all147 students participated in making a film. 29 Movieswere created and a school wide vote was conducted toselect the school winner for entry to the CallaghanCommunity of Schools Digital Movie Festival. Fundsraised by the Walkathon were used by the technologygroup to purchase 18 additional iPads, Lego Roboticskits and Beebots (robotics for the junior school). Thetechnology group has also been able to expand themini lab running in the Library to enhance research andenquiry skills.

Gifted and Talented Education

Professional Learning was run by a team member who


demonstrated the connection between the use ofquestioning and discussion in the field of visual literacy.This was integrated into the implementation of thehistory syllabus. Many staff members have integratedvisual discussions across the curriculum. 2016 sawincreased growth in the participation rates of studentsin external competitions. Maryland PS had fantasticsuccess in the Newcastle Permanent MathematicsCompetition for stage three students. The results showthat 6 students gained High Distinctions, 20 morereceived Distinctions and a further 42 received Meritawards. This is outstanding as approximately half ofStage 3 received one of these certificates! Theseresults also qualify the ICAS results which has seen anumber of our students being placed in the top ten percent across Australasia – and even in the top 1%. InICAS the results have shown an increase in the numberof students receiving meritorious awards. Threestudents in ICAS Mathematics were in the top 1% of allcandidature nationally while 16 students were in the top10%. In the English competition 5 children were in thetop 10% , in the Science competition 7 children were inthe top 10% and one child was in the top 1% and inDigital Technologies 8 children were in the top 10% ,one student in the top 1% and one in the top 5%. Theseresults have been used to identify Gifted and Talented(GAT) students and have validated decisions made inline with our school plan in this area. Opportunitiessuch as the University of Newcastle (UON) EngineeringChallenge was undertaken by students of theOpportunity Class (OC). This supported STEM(Science, Technology, Engineering andMaths) activities such as dome building in the first termand gave the children an opportunity to pit their thinkingskills against their peers. As this was the first time for anumber of years the students were particularly pleasedwith their overall fourth position on the day. Marylandstudents took out first place in three of the challengeson the day.

Coding and the arrival of Lego robotics was undertakenby students in the OC and will be expanded to cater forstudents through lunchtime club in 2017.

Students in the OC again participated in theAustralasian Mathematics Problem Solving Olympiadwith 3 students performing in the top 5%. One of thesewas a year five student.

Students from the school sat the Selective High Schooltest in March. Five students were successful in gainingfirst round offers. Another six students from the OCwho undertook the opportunity to apply for theCallaghan College Wallsend Campus (CCWC) GATSprogram were successful in gaining a position in 2017.

2016 saw the initiation of closer ties with CCWC withteachers from the high school doing Quality TeachingRound observations. There was also a teacherexchange program with a high school English teachertaking a literacy session and the OC teacher sharingknowledge on nominalistation and writing with year 9English students. There are plans to extend anddevelop this further in 2017 with a view to developgreater understanding of the capabilities andchallenges of dealing with gifted and talented studentsin the middle school setting.

One student in the OC under her own initiative hasillustrated and had published her first short storythrough Ex LIBRIS , Amazon.

Library

During 2016 the Library has integrated a range ofprograms across all stages to support the MarylandPublic School ICT Scope and sequence. Theseprograms encourage use of ICT across a wide range ofKey Learning Areas. Students are provided with theopportunity to learn and engage with ICT in order todevelop skills and competencies to become ethicalusers of ICT. The integration of ICT and Web 2.0 toolshas resulted in a wide range of teaching and learningactivities and has ensured students have a deeperunderstanding and knowledge of ICT and how thisrelates to their studies.

The Premier's Reading Challenge also saw more than340 students participate and for the first time everystudent in Stage 2 completed the challenge. Allstudents in Early Stage 1, Stage 1 and Stage 2completed the challenge and this has resulted inincreased borrowing rates in the library.

Students are able to use a wide range of facilities in theLibrary at lunchtimes. These include; reading andborrowing, engaging with technology, creative play andconstruction and games and activities to promotemindfulness.

Leadership Opportunities: Stage 3 students are giventhe opportunity to become Library monitors and gainresponsibility in leading their peers in activities andgames. These monitors assist with returning andborrowing of resources as well as assisting studentsto locate resources. This has provided the opportunityfor students to become more active participants in theirlearning community whilst building friendships andenriched relationships with their peers.

Curriculum Implementation– An emphasis on theimplementation of the Australian Curriculum for Historyhas resulted in the sourcing and purchasing of textsthat support learning outcomes through quality teachingand learning activities. Resources and webpages havebeen created to support staff and allow students toconduct research from a centralised learning platformthat is relevant and appropriate for their learning needs.This has resulted in the successful implementation ofnew programs and also ensures that programs can beadapted and adjusted to meet the learningrequirements of students in the future.

School Transition: Continuing the relationship with alocal preschool has further supported the transition forstudents as they prepare to move into the primaryschool setting. Pre–school students make weekly visitsto the Maryland Public School Library where they areexposed to a variety of rich texts and have theopportunity to borrow books to take home.

OLIVER: The implementation of OLIVER, the newlibrary operation system, commenced in Term 3, Week9. This was part of a ten week transition period before


the new system rolled out and replaced OASIS in lateTerm 4. This system has streamlined research andborrowing activities for students and allows themgreater access to the resources that are available tosupport their learning.

The Maryland Public School library ran two book fairsduring 2016. The Book Fair on Grandfriends day had$2226.00 of sales which gave us $556.50 in Scholasticcredits. This has been used to purchase History andGeography resources for teachers to support theimplementation of the new curriculum. The Book Fairduring Book Week generated $3060 sales which gaveus $1071 in Scholastic credits. It was wonderful to seesuch support and engagement from the community.

Choir

The Maryland Public School Choir grew from 40 to 70students during 2016. The choir was composed ofstudents from Stage 1, Stage 2 and Stage 3, many ofwhom were returning members. Rehearsals were heldevery Thursday morning between 8:15am and 9:00am.On average, students learned two songs each term.Singing techniques were taught and vocal exerciseswere practised to increase students’ vocal ranges. Thisyear saw students developing harmony and partsinging skills. Choir members were dedicated andenthusiastic and the progression of singing skills wasevident as the year progressed. Many new friendshipswere formed. Maryland Public School Choir performedat; Grandfriends’ Day, ANZAC Day, Presentation Day,Performance Evening, regular assemblies, JesmondShopping Centre and Choralfest. This year, memberswere fortunate to have had choir shirts supplied by theP&C resulting in a most professional and proud choirgroup!

Band

The band program provides affordable tuition in allstandard wind instruments as well as keyboard, bassguitar, glockenspiel and percussion. Students attend atuition lesson once per week and one whole bandrehearsal per week. The 2016 band program attractedmany new members from years 2 to 6. This year theprogram was extended to support both a junior andsenior band. The junior band allowed beginner studentsto learn the routines and skills necessary for playing inan ensemble before progressing to the senior concertband. The junior band also provided a leadershipopportunity for our senior students. In Semester 1, ourdedicated students engaged in a half day workshop toaccelerate the introduction of new repertoire and refinetheir performance skills. The senior concert bandperformed regularly throughout the year, entertainingaudiences both at school and in the community. Thestudents’ talents were exhibited at the Wallsend WinterFair and Stockland Jesmond shopping centre. Schoolperformances included whole school assemblies,Grand Friends Day and the CAPA performance night.The Junior band combined with the senior band toperform at the carols night and Presentation Day. Thestudents’ hard work was recognised at the annualBandfest competition in Warners Bay. Theyrepresented the school with excellence and wereawarded 1st place in the larger preliminary bands

section. The Stage 3 students continued theirinvolvement with BANDLINK, an initiative withCallaghan College Wallsend Campus. The studentsrehearsed and performed throughout the year(including Digifest) with the CCWC students and otherlocal primary students.

The success of the band program is enhanced by ourtalented tutors, Mr Jason Bone and Mr Zac Isaacs. MrBone also took on the conductor’s role this year. Theband has been able to purchase new equipment thisyear including new stands and stand banners.Theconcert band has received ongoing support fromparents and friends who have been a faithful audiencethroughout the year.

Creative and Performing Arts Program

The RFF (Release from Face To Face) CAPA (Creativeand Performing Arts) program involved the teaching ofdrama and dance to students in all classes. Theprogram included a strong personal developmentcomponent which enabled all students to develop theirconfidence in public speaking and performing in front ofothers. Students were given opportunities to workindependently, in pairs and in groups. The studentsparticipated in learning activities that were designed tobuild self–confidence and personal expression offeelings and emotions through drama and dance.Students developed skills in learning to focus and bepresent in the moment, mime, reader’s theatre, takingon character roles, using their imagination, speakingclearly and expressively whilst projecting their voicesand various acting techniques. Dance lessons allowedstudents to use the drama skills in order to createdance moves that displayed emotions and expressionthrough movement. The program was very successfuland benefits were seen across the school. Thestudents were most supportive and appreciative of theirpeers’ efforts in drama and dance. There are manystudents across the school who have demonstratedgifts and talents in dance and drama. Some havechosen to pursue acting and dance lessons outside ofschool as a result of having been given the opportunityto participate in CAPA lessons. Students in Stages 2and 3 were given the opportunity to demonstrate theirdance and narrating skills at our school’s annual Carolsevening.

Dance

The dance program in 2016 included 113 studentscomprising a Boys’ only Hip–Hop group duringSemester one and a Junior and Senior groupthroughout the year. All groups were under theguidance and tuition of qualified dance teachers. Thejunior group catered for students from Kindergarten toYear 2, whilst our students from Years 3 to 6participated in the senior group. A large number of boysparticipated in the junior group with our older boysforming the Hip–Hop group. The dance groupsperformed at a number of in–school and communityevents during the year and were always well supported.They also entertained a large crowd at the school’shighly successful Grandfriends’ and Harmony Daycelebration in Term 1 and the annual Carols evening inearly December. Additionally, our senior group proudly


represented the school at the Hunter Region DanceFestival in July and at Digifest in November. Junior andsenior groups performed for a large and supportivecrowd at the Wallsend Winter Fair in August. Theschool’s Performance evening was held at the end ofTerm 2 and attracted a capacity crowd of appreciativeparents and family members, who were wellentertained by a variety of students in band, choir anddance groups.

Sport

During 2016 Maryland Public School offered a varietyof sporting opportunities for all students. Students inStage 1, 2 and 3 attended Balance Fitness Centre forswimming sessions. Qualified swim instructors taughtthe students a combination of swimming, and wateraerobic skills. A Lifesaving Program was introduced tothe Stage 3 students. The swimming carnival was heldat Wallsend Swim Centre with students from Stage 1 toStage 3 participating in novelty and race events. 41students were selected to swim at the Crossroads Zonecarnival. At the Hunter carnival 5 students fromMaryland represented the zone. One studentrepresented the Hunter at the State carnival atHomebush.

The Athletics Carnival was held at the Glendale AthleticCentre. Students from Early Stage 1 to Stage 3participated in novelty, field and track events. 47students represented Maryland at the Crossroads Zonecarnival. 5 students qualified for the Hunter carnival.One student represented the Hunter at the StateAthletics carnival held at Homebush.

All students aged 8–13 years competed in the schoolCross Country. With an emphasis on fitness duringphysical education lessons the students completed the2 and 3 km course effortlessly. 28 students participatedat the Crossroads Zone Cross Country and 3 studentscompeted at the Hunter level.

An external gymnastics program was once againoffered with all students learning a variety ofgymnastics skills. The annual Sportslink programcontinued again this year. Sports offered to students inStage 2 and 3 included; netball, football and T–ball.Students developed skills, from their selected sport, intheir weekly sporting sessions. The gala days were agreat success with positive comments from students,teachers and the wider community.

The Senior and Junior Rugby League team entered theKnights Knockout competition. Stage 3 entered 2 teamsin the Callaghan Rugby 7’s competition. Stage 3 alsoentered 3 teams in the Callaghan Football competition.Maryland played a round robin against other schools inthe local area which was held at the CCWC.

The Junior and Senior boys’ and girls’ Touch Footballteams played a gala day against other schools from theCrossroads Zone. Both teams were successfulcompetitors on the day. A Reconciliation TouchFootball gala involving primary and high schoolstudents was introduced for the first time this year.

Stage 3 students competed at Broadmeadow

basketball stadium in a round robin Basketball galaday.

Callaghan College Wallsend Campus studentsdelivered practical lessons to Stage 3 involving skills inrugby league, football and netball as part of theirpracticum for their Sports Skills elective.

This year individual sporting successes included:

One student attended the state athletics carnival.

One student was selected in the girls’ Hunter basketballteam.

One student was selected in the boys’ Hunter softballteam.

Two students were selected in the zone football team.

Two students were selected in the zone netball team.

Two students were selected in the zone cricket team.

Two students were selected in the zone rugby leagueteam.

Three students were selected in the zone touch footballteam.

Maryland students are very talented in the sportingarena and have gained excellent sportingachievements this year.


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