2016 orchard hills public school annual report · 2017-04-25 · orchard hills public school annual...

Orchard Hills Public SchoolAnnual Report

2016

2815

Printed on: 25 April, 2017 of 17 Orchard Hills Public School 2815 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Orchard Hills 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.

Frances Campbell

Principal

School contact details

Orchard Hills Public School79-101 Kingswood RdOrchard Hills, 2748www.orchardhil-p.schools.nsw.edu.auorchardhil-p.School@det.nsw.edu.au4736 1108

Message from the Principal

It is an honour and a privilege to be the School Principal of Orchard Hills Public School. Many milestones were achievedduring 2016, under our strategic directions of Student Learning, Staff and Leader Learning and School and CommunityLearning. Further details of these milestones in achievement are found in this report.

2016 saw the development of our fifth class, with a growth in student enrolments. Equity funding allowed for theemployment of additional staff to the school. Computer Coding, incorporating Science Technology Engineering andMathematics (STEM) and 21st century critical problem solving skills were taught across the school K–6. 2016 also sawOrchard Hills Public School being identified under the Premier's Priorities as a 'Bump it Up' school. This program enabledthe school to identify targeted goals in Literacy and Numeracy, to improve results even further in Reading andMathematics.

Throughout 2016 our students celebrated achievements in the classroom, on the playground, on the sporting field and onthe stage. Our Student Representative Council maintained their high profile within the school community, workingtogether as young leaders, whilst raising awareness and funds for charities, Harmony Day and Grandparents Day.

In 2016 our school offered a wide variety of programs and experiences to extend our student’s talents. Participation inthe performing arts has increased and gained a higher profile within the school community, with more studentstaking part in choir and dance for the Blue Mountains/Nepean Dance Festival and Penrith Valley Performing ArtsFestival, debating and public speaking in the Penrith Valley Debating and Public Speaking Competitions, Premier’sSpelling Bee and Premier’s Reading Challenge.

At Orchard Hills Public School, there is an emphasis on healthy lifestyles via the delivery of sport and physical fitnessprograms, catering for a diverse range of abilities. This weekly program, open to all students, was successfullyimplemented once again during 2016 with increased student numbers taking part. Healthy eating habits are encouragedacross the school, via the Crunch and Sip program and 'Friday Fitness'. In the sporting arena, we had studentssuccessfully compete at both District and Regional levels.

Teachers and support staff at Orchard Hills PS are highly professional and dedicated to encouraging students to reachtheir full potential, providing regular opportunities for the extra–curricular activities in which our students excel. Regularcollaborative professional learning practices are undertaken within the school and in conjunction with the Nepean ValleySmall Schools network and the Kingswood Learning Community.

Our Parents and Citizens Association meet once per month, and are also dedicated to supporting the achievements ofthis wonderful school. The P & C run a highly successful canteen twice a week, with the ongoing support of volunteers.They organise Easter and Christmas raffles with prizes donated from the wider community, an annual Carols evening,Fathers and Mothers Day stalls and various other fundraising activities throughout the year. Once again our P & C


supported the employment of two Learning and Support Officers in the school, to run specialised programs for identifiedstudents.

This report details our achievements and self–assessments for 2016 in further detail. 2017 will see the final year of ourcurrent School Plan. We look forward to analysing student performance, staff and community engagement even furtherfor the next planning cycle to begin in 2018.

Frances Campbell

Principal


School background

School vision statement

At Orchard Hills Public School, we are committed to providing quality learning in an environment that is safe, caring andinclusive. Our core expectations are, that our students will strive to be ‘safe, respectful, learners.’

Together we will provide a quality 21st century education whilst developing confident and creative individuals who striveto achieve their personal best.

We endeavour to facilitate opportunities for students to engage in critical thinking and with a variety of technologies toassist them in becoming informed, discerning learners, capable of making sound judgements.

We are inclusive of the whole school community and value the input of all stakeholders. We hold the belief thatpartnerships between school, parents and the community is vital to successful learning.

Our dedicated teaching team will lead all students to take ownership of their learning to become active, independentcitizens engaging in learning as a life long journey.

School context

Orchard Hills is a semi–rural location, on the outskirts of Penrith. There is a strong community spirit which underpins thevalues and positive welfare practices of the school.

There is a new housing development in the Orchard Hills Public School catchment area. It is expected that the studentpopulation of Orchard Hills Public School will grow during the next few years. 350 houses are in the process of beingbuilt with a significant number of enrolment enquiries being made to the school.

The students at Orchard Hills Public School come from a range of cultural backgrounds and are friendly, co–operativeand enthusiastic. Currently the school has 2 multi–grade classes and 3 straight classes, where student achievement andeffort is valued and individual talents and interests are fostered.

The staff work collaboratively and productively with each other and the community to ensure the best outcomes areachieved for each student. Our student well–being program includes a strong anti–bullying component that supports highexpectations of student behaviour, social development and leadership skills.

The school is an active member of the Penrith Valley Small Schools Learning Community and the Kingswood LearningCommunity, providing ongoing, dynamic and relevant professional learning opportunities for staff.

There is a high level of support from community members at all fundraising events. The School has an ongoing sharedrelationship with the Anglican Church on the adjoining land. The Church car park is used by our parent community to pickup and drop off students and the School utilises the Church hall for assemblies. In return, our General Assistantmaintains the church grounds.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

In the area of Learning, there is school–wide, collective responsibility for student learning and success, with evidence ofhigh levels of student, staff and community engagement. There are well–developed and current policies, programs andprocesses which identify, address and monitor student learning needs. Quality teaching and professional practice areevident in every learning environment. Students demonstrate a self–awareness and build positive relationships andactively contribute to the school, the community and the society in which they live.

In the area of Teaching, there is evidence that teachers regularly use student performance data and other studentfeedback to evaluate the effectiveness of their own teaching practice. Teachers provide explicit, specific and timely


formative feedback to students on how to improve. Teachers clearly understand and utilise assessment for learning,assessment as learning and assessment of learning in determining teaching directions, school performance levels andeffectiveness. Teachers collaborate within and across stages to ensure consistency of curriculum delivery, includingstrategies for differentiation and consistency of teacher judgement.

In the area of Leading, staff have purposeful leadership roles based on professional expertise. The school has productiverelationships with external agencies such as universities, business, industry and community organisations to improveeducational opportunities for students. There is a broad understanding of, and support for, school expectations andaspirations for improving student learning across the school community. The school uses collaborative feedback andreflection to promote and generate learning and innovation. Practices and processes are responsive to schoolcommunity feedback.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Student Learning

Purpose

Our school commits to; nurturing, guiding, inspiring and challenging students while building their skills andunderstandings in key learning areas; with a focus on Literacy and Numeracy, and in line with current student trends inlearning.

Students are successful and engaged learners, who confidently use and apply 21st Century skills (i.e. creative,collaborative, critical thinking) so they are well equipped, confident and capable to interact successfully as global citizens.

Overall summary of progress

Implementation of the Premier's Priorities began during 2016 in Reading and Number, with the Principal working withidentified students to support the initiative. 2016 saw professional learning being undertaken by all classroom teachers inTaking Off With Numeracy (TOWN). The Stepping Stone Maths program ran across the school K–6. School Learningand Support Officers were employed to support students in Literacy and Mathematics across the school.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of students demonstratepositive growth from Year 3 toYear 5 in all aspects of NAPLAN,with 85% of studentsdemonstrating growth at aboveexpected growth.

100% of students in Year 5 demonstrated positivegrowth as measured by NAPLAN. 51%demonstrated growth at or above expected growth.All students in Stage 1 and 2 are grouped accordingto Literacy Continuum markers in Writing. QualityTeaching Practices modelled across K–6 via'Cluster Groups.'

Two School Learning andSupport Officers employedfor 4 days per week @ 2hours per day. $22 000.00 MultiLit programpurchased. Learning andSupport Teacher employedat FTE 0.3 $30 606.00.Teaching Principal asInstructional Leader .4 Equity funding $30 000.00

At least a 9% improvement instudents achieving in the top twobands in NAPLAN.

23% improvement was measured overall in years 3& 5 combined of students performing in the top twobands. Implementation of Taking Off WithNumeracy (TOWN) K–6 and teacher training.Implementation of 'Fast Maths.' Stepping StonesMaths program was purchased again, for useacross the whole school.

Two School Learning andSupport Officers employedfor 4 days per week @ 2hours per day. $22000.00 MultiLit programpurchased. Learning andSupport Teacher employedat FTE 0.3 $30 606.00.Teaching Principal asInstructional Leader .4Equity funding. ProfessionalLearning Allocation.Teaching Principal asInstructional Leader andBump it Up Teacher foridentified students 0.4 $30606.00

At least 75% of all studentsachieving minimum growth of 5%each year in repeated schoolbased assessment tasks inreading comprehension andwriting.

Assessment data for identified students support thecontinuation of the MultiLit program for 2017. SLSOtraining has seen the introduction of Quick Mathsfor fast number recall in addition, subtraction,multiplication and division. 12 students supportedacross the school in Literacy and numeracy due toSLSO funding.

Two School Learning andSupport Officers employedfor 4 days per week @ 2hours per day $22 000.00 MultiLit program purchased.Learning and SupportTeacher employed





At least 75% of all studentsachieving minimum growth of 5%each year in repeated schoolbased assessment tasks inreading comprehension andwriting.

Assessment data for identified students support thecontinuation of the MultiLit program for 2017. SLSOtraining has seen the introduction of Quick Mathsfor fast number recall in addition, subtraction,multiplication and division. 12 students supportedacross the school in Literacy and numeracy due toSLSO funding.

at FTE 0.3 $30 606

75% of Kindergarten, Year 1 andYear 2 students to reach theappropriate marker incriticalaspects of literacy and numeracyby completion of school year.

70% of students met appropriate markers accordingto PLAN data analysis. Staff meetings wereconducted to review data and ensure consistentteacher judgement.

Two School Learning andSupport Officers wereemployed for 4 days perweek @ 2 hours per day.$22 000.00. MultiLitprogram purchased.Learning and SupportTeacher employed at FTE0.3 $30 606.00. TeachingPrincipal as InstructionalLeader 0.4 Equity Funding$30 000.00 for Bump it Upinitiative.

Differentiation and learningadjustments are evident in 100%of class programs.

100% of teacher's programs are showing learningadjustments for identified students through theLearning and Support Team.

Teaching Principal asInstructional Leader at 0.4$30 000.0 Equity Funding.LaST FTE .03 $30 606.00

Next Steps

Reading and Numeracy will remain a focus area with the full implementation of the Premier's Priorities initiativecontinuing in 2017. Words Their Way and Cluster Reading and Writing Groups will be implemented across the schoolK–6. Evidence of Taking Off With Numeracy (TOWN) strategies and Fast Maths will be identified in all teaching andlearning programs K–6. 2017 will see the role of Instructional Leader by the teaching Principal continue with identifiedstudents also working with the Teaching Principal under the Premier's Priorities Bump it Up initiative.



Staff and Leader Learning

Purpose

Our teachers demonstrate curriculum innovation, evidence–based quality teaching and leadership capabilities thatinspire learning. Staff is committed to learning from one another and recognise, share and celebrate excellence inteaching.

Professional learning builds leadership capacity using the Australian Principal Standards and theAustralian Standards forTeachers.


Staff and Leader learning was centered around the Australian Professional Standards and the Standards for Principals,and Principal Profiles. School Administrative and Support Staff and the Principal had extensive training in the Learningand Management Business Reform. All staff trained in Taking Off With Numeracy (TOWN). Professional learning wasundertaken as a whole staff in grouping students according to markers of achievement in Writing.




PLAN data, to determine futureprogram planning and thedifferentiation of learningactivities and communicate withparents on student achievement,is evident in100% of classprograms and evident in allstudent reports each semester.

100% of students K–6 are plotted on the continuumfor Literacy and Numeracy. All class programsdemonstrate learning adjustments and evidence ofPLAN data to guide learning.

100% of teaching staff attendedprofessional learning sessionswith the small schools network,sharing ideas andplanning/programming for theAustralian Curriculum.

Staff were trained in the new Geography syllabuswith the Nepean Valley Small Schools Network.Staff also attended Professional Learning sessionson wellbeing with other schools in the PenrithValley.

$350.00 Course costs

$2000.00 Casual relief forTOWN Training.

All teachers have a planned andcollaboratively developedPerformance Development Planthat is aligned to the AustralianPrincipal Standards and theAustralian Standards forTeachers and is reflective of theSchool Plan.

Teachers Performance Development Plans allreflected the Australian Standards for Teachers.The Principal Performance Development Planreflected the Principal Profiles and the AustralianPrincipal Standards.

Next Steps

Professional learning will reflect Performance and Development goals as identified by individual teachers' plans. Stafflearning will be centred around student engagement via deep, rich and differentiated learning intentions, specific to eachchild. Cluster groups in Numeracy, Reading and Writing will for the basis for learning intentions. The aim to increasestudent engagement via high achievement.



School and Community Learning

Purpose

Our school community is inclusive and collaborative. It embeds a system of values and a culture of success. Throughreflective practices, whole school planning and effective and meaningful partnerships, stakeholdersare empowered tocontribute positively.

Trusting relationships are built across the community, reflecting the school as an exemplar place of learning for allstudents.


Growing enrolments, combined with the development of positive partnerships within the community via a variety ofcommunicative methods have lead to increased community engagement in all aspects of the school. School assemblies,to celebrate achievement, Easter, Christmas, Grandparents Day events have been increasingly well attended. The P & Chas remained an active voice in the community and works proactively, and in conjunction with the school for the learningof the children at the school.




An increased number of parentsattending all school activities,assisting in the classroom andaccessing the School App,Facebook page and SchoolWebsite, as evidenced by weeklydata and site analysis.

Data indicates a definite increase in attendance atschool events and fortnightly assemblies.Engagement in our school Facebook page is at200. Skoolbag Ap was purchased in Term 4 inresponse to dissatisfaction with previous Ap.

Every classroom (K–6) have parent representationon a regular basis, assisting with learning programswithin the school.

$500.00 Skoolbag App

Attendance at parent/teacherreport feedback meetings andother educational events, indicatean increased level of communityengagement and understandingabout educational practices.

Meet the Teacher and reciprocal parent teacherinterviews were well–attended, K–6, with teachersreporting an 85% attendance rate of parents atthese events.

Nil

Student engagement isdemonstrated throughacademically improvedoutcomes, as a result of strongpartnerships between school andhome.

P and C has supported 21st Century Learning withthe purchasing of STEM Coding / Robotics programin term 4 for use in 2017 K–6. Academicengagement is evident via classroom observationand student voice.

$3000.00 donation – P & C

Next Steps

2017 will see continued growth in student enrolment at the school, with a high percentage of new families attending theschool. Communication will remain a focus area, ensuring that notes and advice on P & C and school events are welldocumented. The Skoolbag App, Facebook, School website and School Newsletter will continue to be monitored foreffectiveness. Learning and engagement will continue via information sessions on critical 21st Century learning skills,Learning Intentions and assessment and reporting forums designed for community information and sharing.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Aboriginal background loading was utilised forthe employment of 2 Learning and SupportOfficers to work with classroom teachers andidentified students for 2 hours per day, 4 daysper week. Impact included improvedengagement and learning outcomes foridentified Aboriginal Students via 1 X 1instruction in MultiLit programs anddeveloping Literacy and Numeracy skills inconjunction with the Bump it Up strategy,working in small groups with the TeachingPrincipal.

The Nepean Valley Small Schools Networkcombined for a full day professional learningon; Module 1 – Building Understanding ofAboriginal Culture; Module 2 – EmbeddingAboriginal and Torres Strait Islander ContentAcross the Key Learning Areas; Module 3 –Connecting Aboriginal Communities.


$753.00 for theemployment of SchoolLearning and SupportOfficers.

English language proficiency English Language proficiency funding wasutilised for the employment of 2 Learning andSupport Officers to work with classroomteachers and identified students for 2 hoursper day, 4 days per week. This enabledindividualised teaching and learning programsto be developed and implemented in the areaof Literacy, resulting in improved learningoutcomes for identified students.


$4950.00 for theemployment of SchoolLearning and SupportOfficers.

Low level adjustment for disability Our Learning and Support teacher isemployed FTE .3 to work in a leadershipcapacity within our Learning Support Team,that includes the Teaching Principal, allclassroom teachers, School Learning andSupport Officers, School Counsellor,identified agencies and the parent communityas needed.

All students identified under the NationallyConsistent Collection of Data receiveappropriate and individualised support,particularly in the areas of Literacy, Numeracyand Student Wellbeing.

The Learning and Support Teacher hasengaged with each teacher to ensureappropriate learning adjustments in theclassroom.

Strategic Direction 1 and 2

$30 606.00 Learning &Support Teacher

$10 700.00 FlexibleFunding for theemployment of SchoolLearning and SupportOfficers.

Quality Teaching, SuccessfulStudents (QTSS)

100% of teachers have identified performancegoals that were developed, implemented andreviewed with the Principal. Classroomobservations were consistent with these goalsand progress reviewed as directed by policydocumentation. Improved quality teachingpractice and collaboration amongst staff isevident, via negotiated observations andteaching and learning programs.


FTE 0.03 for TeachingPrincipal relief.

Socio–economic background Socio–economic background funding wasamalgamated with Global funding andPrincipal Relief funding, and utilised toemploy a teacher FTE . 4 for Computer


$6901.00 – for teacheremployment.


Socio–economic background Coding in STEM and the P/T employment ofTeaching Principal as Instructional Leader.


$6901.00 – for teacheremployment.

Support for beginning teachers Beginning Teacher funding was amalgamatedwith Global Funding, Principal Relief fundingand Socio–economic background funding toemploy the beginning teacher FTE .4. Thisenabled continuity of one teacher on thesame class for 2016, as per communityexpectations.

The beginning teacher was also identified viaExpression of Interest for the AssistantPrincipal role in the school, demonstrating analready high level of teaching competence.The funding allowed for the TeachingPrincipal to work closely with the teacher inan Assistant Principal / Principal mentoringrole.


$13 127.00


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 41 41 43 54

Girls 36 36 43 48

Enrolments showed a steady increase during 2016,largely due to the development of a new housing estatewithin the catchment area.

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.9 97 92.4 95.7

1 95.2 95.4 95.9 93.7

2 95.7 95.6 94.2 93.3

3 92.3 97.1 95.2 92.9

4 96.9 94.4 97.5 94.6

5 95.5 96.9 92.7 96.6

6 96.5 95.9 96.5 92.6

All Years 95.4 96 94.6 94.1

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

Management of non-attendance

School attendance is monitored daily with direct contactbeing made with parents by the Principal when concernis expressed regarding attendance.

Students demonstrating attendance concerns areidentified during Learning and Support meetings, withthe School Counsellor or Home School Liaison Officerbecoming involved when the need arises.

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 4.41

Learning and Support Teacher(s) 0.3

Teacher Librarian 0.2

School Administration & SupportStaff

1.61

Other Positions 0.03

*Full Time Equivalent

The Australian Education Regulation 2013, requiresschools to report on the Aboriginal composition of theirworkforce.

Orchard Hills Public School does not have anyAboriginal teachers employed at the school.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 33

Postgraduate degree 67

Professional learning and teacher accreditation

Professional Learning was centered around qualityteaching practice within the areas of Literacy (writing)and Numeracy with a focus on Taking Off withNumeracy (TOWN) teaching strategies. 2017 will seethe full program implementation across the school.

Three teachers are currently maintaining accreditationat the proficient level.

Student writing remained a focus area as a result ofdata collection, and the teachers were engaged inreviewing work samples in line with cluster markers onthe Literacy Continuum.

All staff attended a combined School Development Dayon 'Achieving a Healthier Work – Life Balance.' TheNepean Valley Small Schools Network combined for afull day professional learning on; Module 1 – BuildingUnderstanding of Aboriginal Culture; Module 2 –Embedding Aboriginal and Torres Strait IslanderContent Across the Key Learning Areas; Module 3 –Connecting Aboriginal Communities.


Professional Learning in the new Geography syllabusand Formative Assessment processes were undertakenby all staff in collaboration with the Nepean ValleySmall Schools Network.

2016 also saw the implementation of the LearningManagement and Business Reform at Orchard HillsPublic School. Significant professional learning fundswere allocated to the up–skilling of the administrativestaff and the Teaching Principal in this area. TheSchool Administrative Manager and Principal alsoundertook professional learning in the area of Finance;Core Financial Literacy For NSW Public Schools andThe BPC Schools Budgeting and Forecasting Solution.

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 0.00

Global funds 96 925.78

Tied funds 52 932.58

School & community sources 32 657.35

Interest 1 439.83

Trust receipts 3 549.80

Canteen 0.00

Total income 276 663.35

Expenditure

Teaching & learning

Key learning areas 6 212.34

Excursions 1 895.69

Extracurricular dissections 13 007.56

Library 809.85

Training & development 3 701.27

Tied funds 38 649.30

Short term relief 18 138.20

Administration & office 17 824.90

School-operated canteen 0.00

Utilities 8 736.55

Maintenance 5 161.29

Trust accounts 3 748.98

Capital programs 9 270.59

Total expenditure 127 156.52

Balance carried forward 149 506.83

The information provided in the financial summaryincludes reporting from 30 November 2015 to 31December 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 171 824.44

(2a) Appropriation 162 299.39

(2b) Sale of Goods andServices

84.00

(2c) Grants and Contributions 9 089.86

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 351.19

Expenses -103 721.35

Recurrent Expenses -103 721.35

(3a) Employee Related -65 580.43

(3b) Operating Expenses -38 140.92

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

68 103.09

Balance Carried Forward 68 103.09

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 832 181.72

Base Per Capita 4 667.88

Base Location 0.00

Other Base 827 513.84

Equity Total 53 910.60

Equity Aboriginal 753.39

Equity Socio economic 6 900.97

Equity Language 4 949.98

Equity Disability 41 306.26

Targeted Total 0.00

Other Total 32 565.88

Grand Total 918 658.20

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.

It is important to note that small cohorts of studentsmake statistical comparisons with state results lessreliable. Statistics have been omitted from the Year 5reports, as recommended, because of the privacyissues involved when less than 10 students take part.Therefore data is not shown for Year 5 in 2016.


It is important to note that small cohorts of studentsmake statistical comparisons with state results lessreliable. Statistics have been omitted from the Year 5reports, as recommended, because of the privacyissues involved when less than 10 students take part.Therefore data is not shown for Year 5 in 2016.


Parent/caregiver, student, teachersatisfaction

In 2016, the school sought the opinions of parents,students and teachers about the school. Theirresponses are presented below:

Students

In the area of Social–Emotional, the students at ourschool overwhelmingly feel that they have friends theycan trust and who encourage them to make positivechoices.

100% of students in year 4, 83% in year 5 and 79% inyear 6, believe that education will benefit thempersonally and economically, and have a strongbearing on their future.

38% of students had a positive homework behaviours.The NSW norm for years 4, 5 and 6 is 63%

Overwhelmingly, with 93% indicating positiveresponses, our students feel that they do not get introuble for disruptive or inappropriate behaviour.

100% of students in year 5, 83% in year 4 and 85% inYear 6 feel that they try hard to succeed in theirlearning.

Students in years 4, 5 and 6 rated positive teacher –student relationships 8.6 out of 10. The NSW Govtnorm for these years is 8.4.

Students rated Teacher's Expectations for AcademicSuccess 8.7 out of 10, which is the NSW Govt norm.

Teachers

Teachers indicate overwhelmingly that collaboration isimportant to them, overall scoring 8 out of ten.Teachers believe they work well with other teachers indeveloping common learning opportunities. They alsodiscuss the learning difficulties of students with otherteachers.

Teachers believe they set high expectations for studentlearning scoring 8.2 out of a possible 10.

Teachers utilise data to inform their teaching practice,scoring 8.4.

Use of technology in the classrooms is an area forfurther development with teachers scoring theirclassroom practice in this area 6.9 out of 10.

Teachers scored their ability to help students withspecial learning needs and providing students wholearn at a slower pace, further opportunities for successthe score of 8.6.

All teachers believe they use strategies to involve theparent community in the children's learning.

Parents – 25 responses were received from the parentcommunity in 2016

Parents feel they are well informed about schoolactivities scoring the school 7.3 out 10.

Parents feel that they need more opportunities to speakwith teachers and the Principal about concerns theyhave.

Parents feel that written information from the school isclear, scoring the school 7.7.

Overwhelmingly, parents feel they encourage theirchildren to do well at school and take an active interestin their child's school assignments.

Outcomes from the parent survey indicate a lack ofunderstanding about processes for communication,behaviour management in the school and teacherexpectations for learning in the classroom. These areareas for further development during 2017.

Policy requirements

Aboriginal education

The school, received $753 in equity funding to supportAboriginal education on 2016. One student ofAboriginal background was enrolled at the school in2016. Funding supported the employment of twoSchool Learning and Support Officers, who workeddirectly with the student’s classroom teacher to supportstudent learning and welfare needs. Progress wasmonitored, via the Learning Support Team, led by ourPrincipal and Learning and Support Teacher and in


consultation with the School Counsellor.

Aboriginal perspectives are embedded via teaching andlearning activities across the curriculum. The schoolobserves both Reconciliation Week and NationalAboriginal and Islanders Day (NAIDOC). A wholeschool excursion was attended all students to MuruMittigar, Aboriginal Culture and Education Center tosupport Aboriginal perspectives across the KeyLearning Areas.

In consultation with the Aboriginal EducationWell–Being Officer and Aboriginal Community LiaisonOfficer, our Student Representative Council andidentified Aboriginal student workshopped to developan Acknowledgement of Country that is specific toOrchard Hills Public School and inclusive of all.

The new Acknowledgement of Country occurs at eachweek’s K–6 assembly, as well as other significantschool gatherings.

Multicultural and anti-racism education

The number of families where a language in addition toEnglish is spoken at home was 14% in 2016.

Multi–cultural perspectives are incorporated in teachingand learning opportunities across the key learningareas, with opportunities for children to explore ourdiverse Australian culture.

Harmony Day was celebrated at Orchard Hills PublicSchool once again in 2016 and will remain an annualevent. The day is hosted and organised by our StudentRepresentative Council and incorporates a wide rangeof culturally inclusive and diverse activities.


2016 orchard hills public school annual report · 2017-04-25 · orchard hills public school annual...

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