2016 peakhurst south public school annual report...literacy and numeracy, student wellbeing and...

Peakhurst South Public SchoolAnnual Report

2016

4323

Printed on: 18 April, 2017 of 19 Peakhurst South Public School 4323 (2016)

Introduction

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

It provides a detailed account of the progress the school has made to provide high quality educational opportunities 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.

Peakhurst South Public School (PSPS) has continued to reflect the direction of public education in NSW. In 2016 werolled over to the ‘Local Management Business Reform' (LMBR) platforms for financial and student management. Wehave continued to embrace ‘School Excellence’ in our teaching and learning which has benefited each and every one ofour students. At Peakhurst South Public School (PSPS) our focus is on developing the whole child. We want ourstudents to leave PSPS cognitively, socially, emotionally, physically and spiritually developed. This is at the core of allthat we do at PSPS. We encourage our teachers and students to ‘Strive to excel’ in all that they do by providing aninnovative and inspirational school setting. We are strongly focused on teaching our students ‘Future–Focused' learningskills by encouraging our students to become critical and creative thinkers with the ability to problem solve. We want ourstudents to embrace lifelong learning through engagement in the classroom today. We want PSPS to be known as alearning environment for our students, staff and community. The students are at the centre of our learning. Teacherscontinually update their knowledge and skills in providing the highest quality educational environment for our students.The parent community is educated in new projects and reforms ensuring they can best support their child/ren’s learning.

“A community is made up of intimate relationships among diversified types of individuals– a kinship group, a local group,a neighbourhood, a village, a large family” (Quote by Carroll Quigley). This is exactly what PSPS reflects, a truecommunity school made up of many diversified individuals working towards a common vision.

In bringing our school vision to life, in 2016 we hit the half–way point of our current school plan. We were successful inachieving a number of milestones which represent the second phase of our school plan.

Our school plan and strategic directions focus on three main project areas:

Literacy and Numeracy, Student Wellbeing and Future–Focused Learning Skills.

We achieved many milestones in 2016 and our list of achievements are endless. As part of our Student Wellbeingproject, we:

• Completed the World’s Greatest Shave; raising over $8000 for the Leukaemia Foundation • Introduced Component Two of the 'Kids Matter' Framework • Led ‘Coffee and Connect’ sessions on Mathematics, Anxiety and Differentiation • Completed the students, staff and parent/carers Tell Them From Me Surveys • Fundraised and introduced a school ‘Buddy Bench’ through the SRC

As part of our Literacy and Numeracy project we: • Worked with a Literacy Consultant from Primary English Teaching Association Australia (PETAA) • Tracked learning growth using the Programming Literacy and Numeracy Assessment software • Had 64% of Year 3 students scoring in the top two bands in writing • Focused on application and problem–solving in mathematics

As part of the Future–Focused Learning project we: • Created a Flexible learning space • Introduced 3D Printing and 3D Scanning • Introduced Bee Bots, Dash, Lego WeDo and Lego Ev3 as a Robotics program in enhancing students

problem–solving abilities • Formed a partnership with Hewlett–Packard

I have had many ‘proud Principal’ moments from this year and I wanted to share a few of my personal highlights from2016. These include:

• Student suggestions being implemented including: ‘Come sit with me’ day and the ‘Weet–Bix Tryathlon’ • The Robotics program formulating and integral component of teaching and learning at PSPS • The introduction of the SRC leading the ‘Value of the week’ at assembly


• Being appointed as the permanent Principal as I feel honoured in being able to lead this wonderful school

It is because of the commitment of our staff and parent community, including all parent bodies within the school that thestudents at PSPS are offered so many wonderful opportunities. It is because of their dedication that we have achieved somuch in 2016. I would personally like to thank our staff and parent community in working alongside me in creating aquality education environment for our students. I look forward to working together in maintaining a learning environmentof respect, integrity, fairness,cooperation and excellence into the future.

Natasha Eaton

Principal

School contact details

Peakhurst South Public School45A Pindari RoadPeakhurst Heights, 2210www.peakhursts-p.schools.nsw.edu.aupeakhursts-p.School@det.nsw.edu.au9153 7256


School background

School vision statement

Peakhurst South Public School will be known in the wider community for its commitment to teaching the whole child. Thestudents will become moral, ethical and global citizens with a strong understanding of the world around them.

Our students will be taught the skills required to function in the future world. The students will be successful learners andwill be able to work independently and collaboratively.

The leadership team will be visionary and forward thinking with a staff that is continually upskilled and innovative in theirpractice. They will be driven by research into ‘best practice’ pedagogy to ensure students reach their highest potential.

The community will have a strong understanding of the direction of the school and a strong sense of belonging.

The school will be driven by a deep belief that every student is capable of successful learning.

There will be a strong collegial culture of mutual trust with everyone working together in the promotion of student learningand wellbeing.

School context

At Peakhurst South Public School we are committed to providing an inclusive and caring learning environment, focusedon continual improvement in student learning outcomes through quality teaching and learning programs. Our studentsare encouraged to reach their full potential in all aspects of school life. Our school's core priorities are literacy, numeracy,student wellbeing and technology, ensuring that this is a strong foundation on which to build all other learning. Ourschool has an excellent reputation for our band program as well as our strong achievements in academics, sport and theperforming arts. The core beliefs of our school are that: our students are the focus of our school; our staff providesguidance and support for our students and parents; the curriculum details the activities that our school provides for ourstudents; and the parents and community members are our valued partners. The core values of our school are fairness,co–operation, respect, integrity and excellence.

Our caring and professional staff is supported by an involved parent community that includes an active Parents andCitizens Association and a strong School Council. Working together, we are dedicated to providing a safe learningenvironment, with quality resources, services and facilities, for all our students.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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

This year, our school undertook self–assessment using the 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.

As a staff we unpacked the SEF in–line with our schoo’ls vision and strategic directions. We mapped our school’sperformance at the beginning of 2016 and utilised our milestones document and evidence collected throughout the year,to measure our schools growth. This process was completed by representatives of our school community through parentworkshop meetings and the School Council.

To complete an accurate self–assessment on the SEF at PSPS, the school community and staff were asked to measurethe school on each element. The executive team then gathered relevant evidence to justify the outcome of the resultsgathered from the staff and community. A measuring tool was developed by the executive to track our schoolsprogression along the SEF and helped us identify priority areas of development. The measuring tool indicated where theschool currently aligned with the SEF, measured growth and identified areas of focus. In 2016 the school undertook rapidchanges in a positive direction with the school’s focus being on up–skilling teachers, improving student learningoutcomes and ensuring our community had a strong understanding of the schools directions.


In the domain of Learning, our school continued to focus on two main elements: Learning Culture and Wellbeing. As aschool we have developed a culture of learning for our students, staff and community. We were strategic in ensuring thatour community was up–skilled alongside the students and staff. The purpose being a whole school understanding of theschools project areas and their impact on student engagement and learning. In 2016 at PSPS we focused on ourteaching of Literacy and Numeracy across all key learning areas, Future–Focused Learning and Wellbeing. Teachersdeveloped new teaching and learning programs utilising internal and external assessment data and worked extensivelywith a specialist consultant (from the Primary English Teaching Association Australia) in the area of Literacy to embedquality teaching practices. This led to increased student learning and high expectations of success for our students. InNAPLAN, 64% of Year 3 students scored in the top two bands in Writing and 60% in Grammar and Punctuation.

In the area of Wellbeing, the school continued to implement the 'Kids Matter' Framework. The school continued to followthe principles of Restorative Practice and the Kimochi program. In 2016 the Student Representative Council (SRC)raised their own funds and purchased a 'Buddy Bench' for the school. The introduction of the 'Buddy Bench' wascompleted on 'Come Sit With Me' Day. The SRC were trained on the use of the 'Buddy Bench' and how to help theirpeers. This has been successful in helping students on the playground. This year the SRC took the lead on ValuesEducation. Each week the students introduce the value focus for the week through the school assembly. Theschool–reward system has been converted from a rule focus to a value focus. This has ensured that all students arefollowing the schools five Core Values of Respect, Integrity, Excellence, Cooperation and Fairness.

In Learning and Development there was a particular focus on improving teaching methods in Literacy and Numeracy.The school engaged a Literacy consultant from the Primary English Teaching Association Australia (PETAA). The staffcompleted multiple professional learning workshops and strategic whole day planning sessions in developing writingprograms. The school utilised the Quality Teaching, Successful Students (QTSS) funding to employ an additional teacherone day per week in terms three and four. This allowed one of the Assistant Principals to be released from class to workalongside teachers in creating and embedding quality Literacy units of work. In Numeracy, the teachers participated inProfessional Learning sessions on the newly embedded whole school mathematics program. This was to ensure theprogram was being implemented successfully across the whole school.

In the element of Professional Standards, the school continued to implement the departmental Performance andDevelopment Plans (PDP) for all teachers. The staff reviewed the Australian Professional Standards for Teachers andcompleted an in–depth study of the progression of teachers across the professional capabilities. The teachers extractedparticular standard descriptors that aligned with our school plan and developed these into their personal PDP goals. Theteachers collected and annotated evidence that demonstrated progression of their development in meeting their goals.Each teacher frequently met with their direct supervisor throughout the year and with the Principal in a formal PDPreview meeting at the end of the year. This meeting was used to set further development goals for the next Performanceand Development cycle.

At PSPS data informs our planning and practice. At the start of the year, teachers review ‘Pass–On’ information providedby the previous year’s teacher. This gives teachers’ extensive data on each individual child in their new class. Thisinformation is used when forming classes and the basis for teaching and learning programs at the start of each year. In2016 the school utilised PLAN data (Planning Literacy and Numeracy) to track students learning growth across theLiteracy and Numeracy continuums. The data is used to monitor students learning progress and to identify skill gaps forimprovement. In 2016 the school engaged the community in reflecting on student performance data by holding aninformation session on the schools NAPLAN data and identifying areas of strength and development.

In the domain of Leading, PSPS focused on School Resources. The school introduced a Flexible Learning Space, knownas the ‘Modern Learning Classroom' (MLC). The purpose behind the MLC is to provide students access to the latestdevelopments in technology and learning approaches. The students have access to Bee Bots, Dash Robots, Lego WeDoand Lego Ev3. On top of this PSPS has partnered with Hewlett Packard in providing our students with the latestdevelopments including, Sprout (3D Scanning), Convertible Laptops and Tablets. This has given our 230 studentsaccess to ninety devices in total across the school. With the decision to ensure equity for all of the students at PSPS thedecision to provide technology was made.

Parents and community members are engaged at PSPS. In 2016, the school continued with the successful 'Coffeeand Connect' parent workshops. These sessions linked with our school plan and community needs and includedsessions on; Numeracy, Literacy, Technology and Wellbeing. The school community is positive about the educationalprovisions as indicated in the 2016 parents perceptions survey, 96% of survey respondents indicated that the school metthe academic needs of the students.

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

Strategic Direction 1: STUDENT LEARNING Students will be intrinsically motivated to reach their full potential and beresponsible contributors to society in an increasingly global community.

Purpose

Purpose:

Students have a strong sense of their own personal wellbeing. They have developed essential literacy and numeracyskills and are creative, productive and ethical users of technology. Students are well equipped with the necessary skillsrequired for the 21st century world.

The classrooms are diverse and individualised to ensure each student reaches their full potential. Students are engagedand motivated to ensure they are successful in their own learning.

Students have developed personal values which will enable them to act with moral and ethical integrity. The studentshave a strong sense of the global world and how they fit into their local and global community.

Overall summary of progress

Our continued school–wide focus on teaching the whole child has enabled us to achieve significant progress in thisstrategic direction through a successful approach to our three project areas of: Literacy and Numeracy, StudentWellbeing and 21st Century Learning. The school collected baseline data through PLAN in both Literacy and Numeracyskills to develop a starting point for our three year project in Literacy and Numeracy. The school focused heavily onengaging students explicitly in developing their written skills. This led to an overall improvement in students writing K–6as indicated on our schools PLAN data, NAPLAN and in–school assessments. In Numeracy the students were exposedto explicit teaching and learning in problem solving based on the ‘Stepping Stones' program.

In our student wellbeing project the students were introduced to Component 2 of the Kids Matter Framework. The SRCfundraised and purchased a 'Buddy Bench' to support students on the playground.

In the schools 21st Century Learning project, PSPS enhanced our STEM (Science, Technology, Engineering,Mathematics) based– learning. The school introduced Bee Bots, Dash Robot, Lego WeDo and Lego Ev3. PSPS haspartnered with Hewlett Packard, giving our students access to 3D scanning, convertible laptops and tablets.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Whole School growth against theSchool Excellence Framework–Wellbeing. Delievering–2015 toExcelling– 2017.

The schools data indicates that the school issustaining and growing on the Schools ExcellenceFramework in Wellbeing.

87% of our Year 4, 5 and 6 students felt a highsense of belonging to our school while the NSWnorm is 80% (Tell Them From Me).

The Student Representative Council were trained tolead the delivery of the School Values andintroduced a school 'Buddy Bench.' Thisdemonstrates that the school is making progresstowards excelling on the SEF, Wellbeing elementas students are self–aware, build positiverelationships and actively contribute to the school,the community and the society in which they live.

$3000

RAM– Socio–EconomicFunding

80% of students demonstrating orexceeding expected growth alongthe Literacy and NumeracyContinuums through trackingstudents along PLAN, in–schoolformative and summative

In PLAN data 73% of our students when averagedout from Kindergarten to Year 5 are reachingexpected or exceeding expected cluster levels onthe Literacy continuum in writing.

In PLAN data 93% of our students when averaged

$5300

Literacy and Numeracy





assessment data and externalsummative data (NAPLAN)

out from Kindergarten to Year 6 are reachingexpected or exceeding expected cluster levels onthe Numeracy continuum in Early Arithmeticalstrategies (which means students are able to use arange of counting strategies to solve addition andsubtraction problems).

In PLAN data 80% of our students when averagedout from Kindergarten to Year 6 are reachingexpected or exceeding expected cluster levels onthe Numeracy continuum in Multiplication andDivision.

In National Assessment Programmed Literacy andNumeracy (NAPLAN), 64% of our Year 3 studentsachieved in the top two bands in writing. InNumeracy, 36% of Year 3 students are achieved inthe top two bands while 27% of Year 5 studentsachieved in the top two bands.

100% improvement of skills andknowledge on the use oftechnology to enhance studentslearning based on the ICT Scopeand Sequence and 7Cs Rubric(growth 2015– 2017)

The school developed its own Rubrics based on the7Cs of 21st Century Learning. The students weremeasured on Creating with ICT and Communicatingwith ICT. In Creating with ICT 65% of students areworking at or beyond across K–6. InCommunicating with ICT, 81% of our students areworking at or beyond across K–6.

$16000

P & C Funded

Next Steps

* The students will continue to be taught explicitly in writing through continuing work with the Literacy consultant in 2017

* The students will be taught the 'Super 6 Comprehension' strategies explicitly as this moves to an area of focus inimproving students academic progress

* Student's will be taught explicit problem solving skills in mathematics and will continue to work with the 'SteppingStones' Mathematics program

* Engage the students in Component 3 of the 'Kids Matter' Framework, move towards school values becoming part of theschools common language

* PSPS will be introducing a coding group and an enrichment STEM group in enhancing student learning with ICT



Strategic Direction 2: STAFF AND LEADER LEARNING A collaborative and engaged team with high levels ofpedagogical knowledge, committed to ongoing professional learning.

Purpose

The staff are engaged and motivated in ensuring they reach their highest potential. Teachers work in a strong collegialculture that is focused on school improvement and the schools shared vision.

The Principal and School Leadership Team have given a high priority to understanding and addressing the learningneeds of all students. The Leadership Team are strongly focused on building teachers capacity in ensuring that thestudents learning needs are addressed across the school.

The staff are committed to developing their own skills and knowledge by engaging in research into best practice,attending Professional Learning, having a strong understanding of the Australian Standards for Teachers and developingtheir practice through the 'Performance and Development' plans.


In the Literacy and Numeracy project our school continued to engage a Literacy Consultant through PETAA. The schoolspecifically focused on writing as it has been a school and state–wide trend that writing data standards have dropped.Three teachers attended a twelve week grammar course in enhancing teachers understanding of teaching grammarthrough writing. In Numeracy the teachers completed whole staff professional learning in problem solving. One sessionincluded a session with a National Numeracy Consultant.

In the Student Wellbeing project the staff completed the 'Tell Them From Me' Survey. On a ten point scale the staff ratedour school 8.4 for Inclusivity. In 2016 the staff were trained in Component Two of the 'Kids Matter' Framework. TheComponent focused on Social and Emotional Learning and our school continued our focus on the Kimochi program andRestorative Justice.

In the 21st Century Learning Project the staff were introduced to STEM (Science, Technology, Engineering,Mathematics) based learning. Staff completed professional learning in Bee Bots, Dash Robot, Lego WeDo, Lego Ev3,Microsoft 365 and 3D Scanning.

All staff completed their Performance and Development goals. Each teacher had a goal linked to Literacy and Numeracy,Student Wellbeing and 21st Century Learning.




100% of teachers will articulateand frequently review agreedprofessional learning goals whichmeet Australian ProfessionalStandards for Teachers with 50%of teachers demonstrating thehighly–accomplished/leadstandards based on in–schooldata.

In 2014 the staff measured the school as achievingmedium level in Effective Pedagogical Practicesand Systematic Curriculum Delivery. In 2016 theschool has indicated growth; achieving at a high tooutstanding level in the ACER toolkit across the twoareas.

100% of teachers met proficient teacher standardsas measured on the performance and developmentplans. 7% of our teachers demonstrated leadteacher standards as indicated through in–schoolassessment data.

$23000

Literacy and NumeracyFunds and ProfessionalLearning Funds

100% of teachers feel confidentin providing a differentiatedteaching/learning program thatuses a variety of technology andthe 7Cs.

The staff used 21st Century Learning Rubricsbased on the 7Cs of 21st Century Learning. Fiveteachers measured approaching on CriticalThinking and Problem Solving and Seven teachersreached Developing levels. In 2014 100% ofteachers were at entry level.

Teachers were trained in Microsoft 365, Bee Bots,

$9300

Teacher ProfessionalLearning





100% of teachers feel confidentin providing a differentiatedteaching/learning program thatuses a variety of technology andthe 7Cs.

Dash and Lego WeDo and Ev3.

100% growth by 2017 inteachers understanding andcommitment to embedding the 9elements of the National SafeSchools Framework into theirdaily practice.

Teachers demonstrate an understanding of 41descriptors out of the 51 descriptors across the 9elements of the Safe Schools Framework.

Teachers attended Component 2 of the Kids MatterTraining. Component 2 was introduced to the wholeschool in 2016.

$1600

RAM– Socio– EconomicFunding

Next Steps

* All classroom teachers will continue observations, feedback and professional learning with the Literacy Consultant fromPETAA

* All classroom teachers will complete professional learning in Comprehension and Problem Solving as based onNAPLAN 2016 data

* All classroom teachers will develop STEM based learning programs

* All classroom teachers will be trained in Component Three of the 'Kids Matter' Framework



Strategic Direction 3: SCHOOL LEARNING The school community works together towards a shared vision to continuallyimprove student learning outcomes.

Purpose

The school vision is known by the community. There is a positive school climate that is underpinned by the school valuesand a culture of success.

The community is supportive of the school and values a shared responsibility in students achieving success in theirlearning. The school is culturally inclusive and respectful to all students, staff and members of the community.

The whole school through effective and meaningful partnerships is driving the school vision and plan forward inimproving student learning outcomes for all students. The school community has a strong understanding of teaching anddeveloping the whole child in ensuring they reach their full potential.


The school continued its strong links with the local community. The attendance rates at P & C meetings remained highthroughout 2016. Through parent information sessions the community were upskilled in Numeracy, Literacy andmanaging students with learning needs and anxiety. The school continued the Yarn Up circles for our Aboriginalstudents. The parents were continually informed about the schools initiatives and teacher professional learning inLiteracy and Numeracy. Parent readers were trained and utilised in the classroom. All parents were provided with accessto new programs introduced to the school ie 'Reading Eggs' and 'Reading Eggspress.' Peakhurst South PS started apartnership with Hewlett Packard which has contributed to the students learning in STEM based learning. The schoolbuilt effective community partnerships with Learning Links in providing free speech therapy for students and training forparents. Learning Links preschool access the school library twice per week. The school formed a strong partnership withthe ASPECT on–site school in developing a linked environmental group, team– teaching sessions with the students andgiving ASPECT students access to our Canteen.




70% of community indicate thatthe school is excelling against theSchools Excellence Framework

The School Community indicated that the school issustaining and growing along the SchoolsExcellence Framework. Prior to 2015 the schoolwas at pre–delivery in the area.

$0

Based on the ‘Ideal School’Survey 85% of parents agree thatthe school is achieving the goalsoutlined by 2014 data collection.

In 2016 data collection 96% of parents whensurveyed agreed or strongly agreed withunderstanding the schools vision and direction.

$0

Growth in the four components of'Kids Matter'.

The parent community were introduced toComponent 2 of Kids Matter and surveyed on theschools direction 75% of survey respondentsagreed or strongly agreed that school staff arerespectful and sensitive to children experiencingsocial, emotional and behaviour difficulties.

$0

Next Steps

* Free Speech Pathology program through Learning Links continued in 2017

* Parent Information Sessions on relevant parent needs including comprehension, writing, technology, learningdifficulties and problem solving

* Community of Schools focusing on assessment and feedback in enhancing student growth

* The parents trained in Component 3 of the Kids Matter Framework


* Partnership with HP to continue in 2017

* Forming a partnership with Code Camp in 2017 in enhancing STEM based learning for our students

* Peakhurst South PS presenting to the wider network of schools at the STEM Symposium


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Strategic Direction 1

All Aboriginal students have a PersonalLearning Plan (PLP) and are making progressacross the Literacy and Numeracycontinuums as indicated by the school’sPLAN data. The students are gaining a richunderstanding of their culture andheritage through the community linked ‘YarnUp’ program.


The school has developed strongpartnerships with our Aboriginal communitymembers working towards a common visionof enriching our school with an understandingof our Aboriginal culture.

$2390– Yarn Up and SLSOSUpport

• Aboriginal backgroundloading ($298.00)

English language proficiency Strategic Direction 1

Improvement in targeted students’understandings of language conventions andsignificant growth in phonological awarenessand vocabulary.

$12808– EALD Teacher

• English languageproficiency ($1 601.00)

Low level adjustment for disability Strategic Direction 1

All students requiring adjustments andlearning support are catered for withinclass programs and whole schoolstrategies. Tier 2 and 3 students werereferred for learning support. Tier 2 and 3students received PLPs or specific learningadjustments

$14559– School Learningand Support Officersemployed

• Low level adjustment fordisability ($1 819.00)

Quality Teaching, SuccessfulStudents (QTSS)


One Assistant Principal was released fromclass one day per week in overseeing theEnglish Project. This allowed the AP to workclosely with teachers in developing LiteracyPrograms, completing observations andproviding feedback as well as mentoringteachers.

QTSS Allocation– 0.172and Literacy and NumeracyFunding of 0.028 to equateto 1 Full Day per year.

• ($888.00)

Socio–economic background Strategic Direction 1

The SRC introduced the school Buddy Benchand led the Value of the Week program.


All staff were trained in 'Kids Matter'Component 2, and new staff trained inKimochi's and Restorative Justice. This hasled to a deeper understanding of studentssocial and emotional development


Parent Community trained in Component 2 ofthe 'Kids Matter' Framework.

$14196– RAMSocio–Economic Funding

• Socio–economicbackground ($1 000.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 132 120 119 122

Girls 112 115 121 105

Student attendance profile

School

Year 2013 2014 2015 2016

K 97.4 97.5 97.7 94.9

1 95.3 98.2 96.9 95.3

2 95.3 95.9 95.7 96.9

3 95.5 97.8 96.5 95.2

4 95.2 95.6 96.7 94.6

5 96 96.4 95.6 96.8

6 94.2 93.8 95.8 92.5

All Years 95.5 96.5 96.5 95.3

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

Class sizes

Class Total

KT 18

KB 19

1/2P 27

1B 25

2M 27

3R 25

4P 24

5/6M 22

5/6B 22

5/6A 23

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 7.82

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.6

School Administration & SupportStaff

2.42

Other Positions 0.09

*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 teaching staff participated in a wide array of effectiveprofessional learning linked to the schools threestrategic directions and three project areas of: Literacyand Numeracy, Student Wellbeing and 21st CenturyLearning. In Literacy the whole staff engaged with arenowned Literacy consultant, Joanne Rossbridge.Joanne works for PETAA (Primary English TeachingAssociation Australia). Joanne led professional learningworkshops throughout the year with a strong focus onupskilling teachers’ ability to engage students ineffective writing. This led to improved teaching andlearning practices across all classrooms. In Numeracythe school continued their focus on Problem Solvingand completed sessions with a National NumeracyConsultant.

All teaching staff participated in ongoing teacherprofessional learning on 21st Century teachingmethodologies and STEM (Science, Technology,Engineering and Mathematics) based learning. All staffwere trained in the newly embedded Hewlett Packard(HP) tablets, convertible laptops and Sprout technologythrough a HP workplace trainer. Staff also participatedin Teacher Professional Learning with Microsoft on 365Applications.

Under the Student Wellbeing project, all staff weretrained on Component 2 of the 'Kids Matter'framework. The staff completed all mandatory trainingrequired through the NSW Department of Education.One of our teachers achieved accreditation and threeteachers are on their first round of maintenance.

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 86 946.44

Global funds 224 005.07

Tied funds 102 978.63

School & community sources 206 451.47

Interest 2 483.71

Trust receipts 2 949.00

Canteen 0.00

Total income 625 814.32

Expenditure

Teaching & learning

Key learning areas 24 583.55

Excursions 30 441.89

Extracurricular dissections 60 895.93

Library 2 934.59

Training & development 20 098.57

Tied funds 80 390.34

Short term relief 28 004.93

Administration & office 96 012.06

School-operated canteen 0.00

Utilities 39 796.69

Maintenance 38 477.19

Trust accounts 3 623.48

Capital programs 18 045.47

Total expenditure 443 304.69

Balance carried forward 182 509.63

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


2016 Actual ($)

Opening Balance 0.00

Revenue 225 727.92

(2a) Appropriation 183 229.63

(2b) Sale of Goods andServices

150.00

(2c) Grants and Contributions 42 180.58

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 167.71

Expenses -127 704.29

Recurrent Expenses -127 704.29

(3a) Employee Related -51 465.78

(3b) Operating Expenses -76 238.51

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

98 023.63

Balance Carried Forward 98 023.63

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.

The School Finance Committee consisting of thePrincipal, Executive Teachers, School AdministrationOfficer and the School Council oversee schoolexpenditure and budgeting at Peakhurst South PublicSchool.

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 1 726 019.15

Base Per Capita 12 927.67

Base Location 0.00

Other Base 1 713 091.49

Equity Total 105 167.21

Equity Aboriginal 2 391.04

Equity Socio economic 14 196.28

Equity Language 12 808.37

Equity Disability 75 771.53

Targeted Total 0.00

Other Total 54 745.65

Grand Total 1 885 932.01

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.

Peakhurst South Public School performed above thestate in all areas of Literacy in Year 3.

In Year 3 Reading, 44% of our students scored in thetop two bands.

In Year 3 Writing, 64% of our students scored in the toptwo bands.

In Year 3 Spelling, 72% of our students scored in thetop two bands.

In Year 3 Grammar and Punctuation, 60% of ourstudents scored in the top two bands.

In Year 5 Reading, 66.7% of students made greaterthan or equal to expected growth.

In Year 5 Spelling, 55.9% of students made equal to orgreater than expected growth.

In Year 5 Grammar and Punctuation 58.8% of studentsmade equal to or greater than expected growth.


In Numeracy, 36% of our Year 3 students scored in thetop two bands of NAPLAN while our school growthbetween Year 3 and Year 5 was 94.3 compared to thestate growth of 91.7.

The My School website provides detailed

information 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.

In relation to the State Priority of Improving Aboriginaleducation outcomes for students, at Peakhurst SouthPublic School our Aboriginal students made an averagegrowth of 114.1 in comparison to the state of 81.6. InNumeracy the schools Aboriginal students madegrowth of 130.9 in comparison to the state of 88.3. Inrelation to the Premier's Priorities of Improvingeducation results, Peakhurst South Public School wasabove the state in all aspects of learning except Year 5writing which remains a school priority.

Parent/caregiver, student, teachersatisfaction

Students, teachers and parents were invited toparticipate in the Tell Them From Me (TTFM) survey atthe beginning and end of 2016.

The TTFM survey was completed by 100% of studentsin Years 5 and 6. The survey showed that students atPeakhurst South Public School continue to have higherrates of participation in school sports and extracurricula activities with 94% of our studentsparticipating in activities beyond the classroomas apposed to 84% across the state.

The number of students who identified as havingpositive relationships with their peers was 87%compared to the state average of 80%.

Data collected through the survey indicated that thenumber of students subjected to physical, social orverbal bullying, or bullied over the Internet wassignificantly lower than the state average.

The TTFM Teacher survey highlighted the strengths ofour school as identified by 100% of staff as LearningCulture, Inclusivity and Teaching Strategies.

Two key aspects identified within Learning Culture wereteachers catered for individual learning needs and giveongoing student feedback.

In Teaching Strategies, staff highlighted their abilities touse a variety of teaching strategies in engagingstudents as well as linking learning with prior studentknowledge.

In Inclusivity, staff identified the school as being 8.0 ormore out of 10.0 in all aspects. The staff are high atcatering for all learning needs and establishing clearbehaviour expectations.

The number of parents who responded to the TellThem From Me Survey saw an increase from 2015. Ofthe responses collected, parents identified strengths ofthe school as parents feeling welcome, inclusivity,safety at school and support of behaviour.


Policy requirements

Aboriginal education

Staff and students at Peakhurst South aim to develop agreater understanding of Aboriginal Australia throughthe incorporation of Aboriginal perspectives into all keylearning areas. Important historical and contemporaryissues were discussed during quality teaching lessonsduring Reconciliation Week and NAIDOC Week.

In 2016 the school continued with the 'Yarn Up'program. The 'Yarn Up' circle aims to develop andfoster an increased understanding of Aboriginal culturethrough weekly activities and cultural experiences.

The students had opportunities to createt–shirts, talking sticks and continued to develop theirbush tucker garden. They also participated in activitiesinvolving traditional Aboriginal counting and games.This program has enriched and deepened theAboriginal students’ understanding of their culture andtraditions.

Multicultural and anti-racism education

The school appoints a teacher as the Anti– RacismOfficer each year to manage any students that havebeen subjected to any form of racism. The schoolfocused on celebrating Multicultural Australia anddiversity through Harmony Day, the 'KidsMatter' Framework, the School Values and through theschool's wellbeing programs.

In 2016, Peakhurst South Public School engaged anEnglish as an Additional Language or Dialect teacher insupporting students though team teaching and smallgroup withdrawal programs in supporting learningneeds.


2016 peakhurst south public school annual report...literacy and numeracy, student wellbeing and...

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