2017 cessnock public school annual report · confidence, social skills and emotional intelligence....

Cessnock Public SchoolAnnual Report

2017

1542

Printed on: 13 April, 2018 of 16 Cessnock Public School 1542 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Cessnock 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.

Stephen Morgan

Principal

School contact details

Cessnock Public SchoolRawson StCessnock, 2325www.cessnock-p.schools.nsw.edu.aucessnock-p.school@det.nsw.edu.au4990 1652


School background

School vision statement

At Cessnock Public School we believe in an inclusive and cooperative learning environment which develops confident,creative individuals who reach their full potential, achieving their best through engaged active learning.

We are safe, respectful learners who Strive to Excel.

School context

Cessnock Public School has a long history, providing education in Cessnock for 159 years. Cessnock Public School hasan enrolment of 302 students. There are 15 classes. Three of these classes are Special Education classes; one beingIO, another IM and the 3rd being an ED classroom which consists of students from other schools in the region. Theschool attracts a Family Occupational and Education Index of 157. Consequently the school receives significant fundingthrough the Resource Allocation Model for Equity loading, Socio– economic background and Aboriginal backgroundloading.

Cessnock Public School is committed to the “Positive Behaviour for Learning” program which provides all students withsupport for making positive behaviour choices. We are currently implementing Tier 2 of the program.

The school benefits from highly experienced staff and keeps a focus on professional learning to accommodate for allstudents’ needs. There is a strong focus on differentiation for learning to cater for individual needs. Programs on offer atthe school are diverse in nature and incorporate a strategic approach to a culture of high expectations and studentengagement. The school is committed to inspiring students to have positive aspirations and building students’confidence, social skills and emotional intelligence. The staff aim to keep learning environments flexible with strongstudent/teacher relationships. There is a focus on inclusivity for all and in providing meaningful opportunities for studentsto learn and communicate using digital devices. The school provides broad ranging experiences for the students thatthey may not otherwise experience.

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.

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

The results of this process indicated that in the School Excellence Framework domain of Learning …

Cessnock Public School continues to have a strong focus on Wellbeing and Curriculum and Learning to promote apositive culture of learning. We have continued to build on our already positive learning environments through ourembedded Positive Behaviour for Learning systems and processes. These processes have been complimented by theintroduction of Zones of Regulation and Mindfulness. This has resulted in an increase in student attendance andengagement in lessons, as well as a significant decline in behaviour referrals throughout 2017.

Staff continue to deliver high quality teaching and learning programs. Under the supervision of both our CreatingOpportunities Through Strong Foundations Strategic Direction team and also our Instructional Leader, funded throughthe EAfS strategy, staff receive ongoing Professional Learning in the effective implementation of L3K/L3S1, Focus onReading, Targeting Early Numeracy, Taking Off With Numeracy and Seven Steps to Writing. Staff continually assess andmonitor student learning with both external assessment (NAPLAN) results and student tracking on PLAN forming thebasis for future teaching and learning directions.

We believe that after thorough evaluation of our school environment, processes and practices, an overall rating of


Sustaining and Growing would be accurate when relating to the School Excellence Framework Domain of Learning.

The results of this process indicated that in the School Excellence Framework domain of Teaching …

Cessnock Public School staff and executive regularly review teaching and learning programs to ensure that the learningneeds of students are being met in classrooms. Each fortnight during stage meetings there is also a KLA programmingfocus as well as student progress discussions relating to stage based assessments and PLAN data. All teaching andexecutive staff created Professional Development Plans. Plans were based on the professional learning needs of eachindividual and are aligned with the school Strategic Directions in our School Plan. Monitoring of PDPs is ongoing and midyear assessments were carried out to ensure that PDPs remain relevant and that staff and school professional learningneeds are being met.

The ongoing implementation of the Quality Teaching Frameworks in programs and classrooms continues to be a focus atCessnock Public School. All staff participate in QT coding sessions with staff observing lessons of peers in a range ofsubject areas. Reflections from the lessons coding is discussed in both executive and stage meetings each fortnight todetermine future professional learning directions regarding quality teaching practices in classrooms. Many staff alsoparticipated in lesson observations based around video analysis of lessons with Instructional Leaders and executivestaff. This has further promoted staff professional learning through reflective practice and our initial implementation hasreceived positive feedback.

We believe that after thorough evaluation of our school environment, processes and practices, an overall ratingof Delivering would be accurate when relating to the School Excellence Framework Domain of Teaching.

The results of this process indicated that in the School Excellence Framework domain of Leading …

Cessnock Public School continues to have a strong emphasis on distributive leadership roles amongst staff andstudents. This is consistently demonstrated through strong leadership within our three Strategic Direction teams,responsible for the effective implementation of our three year School Plan and the monitoring of the attainment of fiveweekly school milestones. A focus throughout 2017 was to continue building building on a strong Student RepresentativeCouncil to ensure strong student leadership throughout the school.

Strategic planning and effective use of school resources has ensured that students continue to have access to engaginglearning environments and technology based resources, including laptops and ipads, to compliment the delivery ofquality teaching and learning programs. By the end of 2017 all students in Stage 3 had access to an iPad with class setsof iPads available for remaining Stages.

Cessnock Public School continues to build on an already strong relationship with external agencies, particularly theUniversity of Newcastle. This has included the continued implementation the Children’s University program. Thisprogram have provided extra educational opportunities for students and has also engaged members of the wider schoolcommunity in school programs.

We believe that after thorough evaluation of our school environment, processes and practices, an overall ratingof Sustaining and Growing would be accurate when relating to the School Excellence Framework Domain of Teaching.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Creating Opportunities Through Strong Foundations

Purpose

To improve student learning and outcomes in Literacy and Numeracy through the development and delivery of consistenthigh quality teaching practice.

Overall summary of progress

All student requiring learning adjustments were provided with IEPs, which were reviewed throughout the year. Executivestaff conducted a review of the LST processes as part of our Enhanced Enrolment Project, leading to the identification ofoperational changes for 2017. Throughout Term 1, students requiring additional support in literacy and numeracy wereidentified through data analysis. Specific intervention programs were also implemented for targeted students throughoutthe year, with student progress monitored twice each term. All beginning Kindergarten students had their Best Startassessment during week 1 as well as Speech screening to identify students with significant language difficulties.Implementation of Speech Therapy for targeted Kindergarten students as well as in class support K–2 was positivethroughout the year with students involved experiencing significant growth in language and comprehension skills.Implementation of PaTCH training occurred in Term 3 and 4. Participant feedback indicated a greater understanding ofthe learning processes for literacy and numeracy K–2. Throughout the year, all K–2 staff participated in professionallearning around literacy and numeracy, with a focus on quality teaching, pedagogy and the teaching and learning cycle.Across K–2, 1 staff member participated in L3K new training (12 weekly program delivered fortnightly) throughout 2017and 7 staff members participated in ongoing professional learning (OPL each term) L3K and L3S1 throughout 2017.Training involved teachers attending PL sessions every term, implementing strategies to support the individual learningneeds of all students, tracking and monitoring students progress on PLAN and text level monitoring graphs as well asclassroom observations. Literacy and numeracy scope and sequences were reviewed and updated where required.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of students improveagainst the benchmarks K–6 asplotted on PLAN

Teacher release forplanning and PL – $35000

EAfS implementation –$50000

Resources – $15000

*EAfS strategy K–2 – implemented

* All students were plotted and moved according tothe milestones timetable below

–every 5 weeks – K–2

–each term for Year 3–6

*To design and implement quality teaching andlearning programs K–6 – progress was made andwill be continued in 2017. Training of staff in SevenSteps to Writing completed.

* Literacy and a Numeracy checklist bookletsagainst syllabus outcomes. Implemented andreviewed.

*Ongoing staff training in FOR, TEN, TOWN, L3S1and L3K

By the end of 2017 NAPLANresults demonstrate a rollingaverage equal to or exceedingstate average Literacy andNumeracy

Teacher and support staffrelease and PL – $15000

*Whole school analysis of NAPLAN results to assiststaff designing and implementing quality teachingand learning programs.

*IEPs to reflect differentiated learning for both lowand high achieving students.

*Evaluate and continue tracking of Aboriginalstudent progress through PLAN and NAPLAN.


Next Steps

Include any adjustments to be made to the School plan as a result of reflection and self–assessment.

Include key focus/strategies to be undertaken in 2018 as part of the implementation of the 3–year plan.

Provide training and assistance in the implementation of the Literacy and Numeracy Learning Progressions as well asthe implementation of PLAN 2.

Continue implementation of Early Action for Success Strategies K–2 and extend strategies into primary classes,including Instructional Leader and intervention roles.

Further develop staff skills, programming and resources to provide quality pedagogy in literacy and numeracy strategiesK–6. This will be facilitated through the implementation of L3, FoR, TEN and TOWN and reflected in programs. Trainingfor required staff in L3, TEN, 7 Steps to Writing and FoR.

Continue speech assessment of new Kindergarten students. Review data on students in Years 1–6 and implementappropriate intervention therapy K–6.

Ongoing review of scope and sequences in both literacy and numeracy and assessment tasks K–6, including design andimplementation of assessment policy K–6.

Evaluating IEPs, PLPs and Aboriginal Education practices and proformas to ensure that they meet the needs of allstudents who require adjustments.

Movement of Quicksmart and Multilit programs from external tutoring to teacher determined intervention throughdifferentiated learning activities in literacy and numeracy and/or when SLSO support is with their class.

Continue to develop a collaborative learning community that promotes positive home/school partnerships to deepenunderstanding of current educational practices. This will include the launch and implementation of the Children’sUniversity, in partnership with UoN. Movement of teaching and learning practices to STEM/STEAM and 21st CenturyLearning.

Implementation of PaTCH.



Promote Learning Through Leading

Purpose

To build a dynamic and collaborative culture of learning that supports quality school wide systems and organisationstructures.


All teachers worked with supervisor to systematically and strategically review progress based on evidence, self–reflectionand feedback. All PDPs were completed within appropriate time frames. Ninety three percent (93%) of students in thisschool valued school outcomes. Students also find the classroom instruction is well–organised, with a clear purpose, andwith immediate and appropriate feedback that helps them learn. Majority of students surveyed believe that importantconcepts are taught well, class time is used efficiently, and homework and evaluations support class objectives. Staffrepresentatives from infants and primary attended training regarding implementation of Geography syllabus. Ongoingreview of classroom teacher programs and classroom observations showed effective implementation of K–6 syllabus inall key learning areas. Strategic Direction teams were formed in Term 1 of the year and worked collaboratively to achievemilestones aligned with their Strategic Direction. While some project teams were formed at the start of the year, schoolexecutive are instigating formation of project teams for 2017. Home/school communication strategies were receivedpositively throughout the year via paper based (Perfect Page) and also digital media (Facebook and Skoolbag app).Implementation of the PaTCH program was effective in engaging members of the community in developing theirknowledge of literacy and numeracy processes. Our involvement in the Children's University program was extremelysuccessful with 87 of our Stage 2 and 3 students graduating at the University of Newcastle in Term 4. Middle schoolproject commenced in an active and purposeful manner, however, changes in staffing locally and at the local high schoolcreated challenges in the final term of the year. Executive team are investigating options regarding collaboration withother CCGPS schools throughout 2017. All staff participated in professional learning based on the Quality TeachingFramework in Term 1. Classroom observations and lesson coding were positive, however, there is a need to investigateoptions for QT observations and coding sessions in 2017.





The implementation ofPerformance Development Plansfor all teachers.

Executive and teacherrelease – $50000

Lesson observations –$15000

Strategic Direction teams were established acrossstages and curriculum areas to lead improvedpractice and quality teaching.

Individualized professional development plans weredeveloped to explicitly target developing teachercapacity to cater for learner diversity and improvedleadership capability.

All teachers worked with supervisor tosystematically and strategically review progressbased on evidence, self– reflection and feedback.All PDPs were completed and reviewed at theappropriate time.

Planned executive release

Every teacher deemed proficientin linewith the Performance andDevelopment Framework

Lesson video analysis –$5000

Staff training and release –$40000

Early Career Teachers ‘ accreditation andmaintenance was supported by Executive usingresources to release teaching staff.

All teaching staff provided with access to accreditedprofessional learning.

The supervising executive maintains closemonitoring of all teachers accreditation andmaintenance.


Next Steps

– Refine 2018 and more clearly define student leadership roles and responsibilities.

– Continue to support staff in development of quality PDPs and achievement of PL goals throughout 2018.

– Creation of PL scope and sequence, catering for the learning needs of all staff K–6.

– Investigate PL opportunities in challenge and project based learning.

– Investigate options related to implementing QT coding rounds, including the use of recording lessons for staffreflection.

– Identify leaders to attend PL in order to promote and lead STEM learning/activity throughout the school.



Enhancing Quality Relationships

Purpose

To develop positive culture in the expectation of being safe, respectful learners using PBL to achieve an environmentwhere success is valued and strong social conscience is fostered. To encourage positive, trusting relationships thatsupport an inclusive school community.


Celebration days were a success throughout the year with over 80% of students participating in the days. PBL lessonscontinue to be implemented in all classrooms and there was a positive response from staff and students with theinclusion of the General Capabilities Framework in lessons. PBL lessons incorporated Zones of Regulation andthroughout Term 4 all students K–6 were involved in Mindfulness lessons. So You Think You Can Dance Day was asuccess, with all classes participating and high parent engagement. CAPA groups in K–2 continued as planned, while3–6 moved to a class based CAPA model. Parent communication regarding attendance improved greatly throughincreased use of Facebook and Skoolbag app to complement Perfect Page. Year 2 Swimming Scheme, Book Weekparade and attendance awards went ahead as planned – all received positive parent engagement and feedback. 100Days of School celebrated for the first time – communicated via Perfect Page and social media channels. Tell ThemFrom Me survey was administered in Term 1 and Term 3 – completed by all students in Years 4–6. Data was collectedand analysed by executive team. Gifted and Talented Art class ran successfully throughout 2017 with high levels ofengagement from students involved from Stages 2 and 3. Throughout Term 4 the school trialled an extra GaTs Art groupfrom Stage 1 which was highly successful. Peer Support program implementation was positive in Term 1, althoughfurther investigation regarding the organisation of groups required in 2018 to minimise movement time.





Increased percentage of student,staff and parents reflect higherengagement in school life asindicated by Tell Them From Mesurveys.

GaTS Art resources –$5000

Staff release and PL –$2500

Strategic Direction team developed whole schoolstrategies to encourage and celebrate schoolattendance.

Continued implementation of GaTS Art

Increased percentage ofstudents, staff and parents asindicated by the Tell Them FromMe survey, consistentlydemonstrate the PBLexpectations of Safe, Respectful,Learners across the school andwider community.

Teacher release – $5000

Signage and PBL resources– $2500

PBL data was regularly analysed, reported to staffand used to drive weekly PBL lessons focus.

Strengthened partnerships between P & C, schoolstaff and wider school community

Next Steps

– Continue to implement Positive Behaviour for Learning across the school, while investigating strategies to enhanceimplementation.

– Review current systems that support both student and staff wellbeing. Investigate options and possible strategies tofurther enhance wellbeing and quality of school life.

– Continue to refine existing framework that encourages and celebrates school attendance and student engagement,including strategies to reduce late arrivals and early leavers.

– Continue Gifted and Talented Art program including Stage 1, while investigating options for dance/drama groups andlinking with current school projects.

– Ongoing implementation of Mindfulness lessons K–6.


– Review and refine LST procedures.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Classroom teacher position2 days/week – $40000

SLSO – 5 days/week –$40000

In 2017, Cessnock Public School workedclosely with Aboriginal families and the localAboriginal community, resulting in asignificant strengthening of theserelationships. This year we workedcollaboratively with Korreil Wonnai AECG,students and families on a number ofsignificant school projects and events.Therehas been a genuine and sustained focusupon Aboriginal students being given everyopportunity to have their sense of self andidentity enhanced. This increased focus onstudents’ cultural identity has enriched theoverall school experience and success forthese students both inside and outside theclassroom. The school also focused onincreasing the literacy and numeracyoutcomes for Indigenous students throughintensive literacy and numeracy programsimplemented by a classroom teacher and anSLSO. So as to optimise learningopportunities for Aboriginal students atCessnock Public School, staff haveparticipated in a number of relevantprofessional development activities. Theseinclude Quicksmart, Multilit and ProfessionalLearning’s Leading Aboriginal Education inYour School. Selected staff also participate intraining in MGoals, which is an onlinegoal–setting program for students to interactwith teachers, parents and mentors to setgoals for living and learning.

Low level adjustment for disability SLSO in class support –$50000

We now have 85 students on our NCCDdatabase who have adjustments made forthem for their learning, emotional and socialneeds. All students were provided withrelevant adjustments to meet their learningneeds.

Socio–economic background Resources – $45000

Staffing (classroomteachers and SLSOs) –$250000

Speech – $40000

Throughout 2017 Socio–economicbackground funding was used to furthersupport student learning and engagement.Areas in which these funds were allocatedinclude Speech Therapy for targetedstudents, ongoing professional learning forstaff in literacy and numeracy, employment ofStudent Learning Support Officers inclassrooms, employment of classroomteacher to support literacy and numeracyimplementation on K–2 and also theimplementation of technology into allclassrooms. Internal data showed positivestudent growth in both literacy and numeracywhile student engagement data indicated thatstudent engagement remained constantthroughout the year. Speech Therapy is tocontinue throughout 2018 along with acontinued focus on literacy, numeracy andfuture focused learning K–6.

Support for beginning teachers Teacher release and PL –$30000

Extra release time allowed our beginningteachers time to plan, program and sourceteaching material as well as observation ofother teaching staff.The FoR and TOWN


Support for beginning teachers Teacher release and PL –$30000

training assisted with knowledge, practice andprogramming knowledge in Literacy andNumeracy.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 167 167 155 152

Girls 142 140 141 153

Student attendance profile

School

Year 2014 2015 2016 2017

K 91.2 90.1 93.7 90.7

1 92.6 91.3 87.6 91.3

2 94.4 91.9 91.6 87.6

3 91.6 91.6 91 91.6

4 90 90.1 92.1 92.8

5 90.8 87.7 90.3 90.9

6 89.2 91.9 86.5 89.9

All Years 91.5 90.7 90.3 90.6

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 11.79

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 1.4

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

5.92

Other Positions 0

*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 90

Postgraduate degree 10

Professional learning and teacher accreditation

In 2017 Cessnock Public School had three beginningteachers seeking Board of Studies Teaching andEducation Standards (BoSTES) accreditation.Cessnock Public School also has seven new schemeteachers in the maintenance phase of theiraccreditation.

Professional Development was undertaken in the areasof Quality Teaching for Syllabus implementationincluding:

TEN (Targeting Early Numeracy) K–2 and TOWN(TakingOff With Numeracy) 3–6

Continued Focus on Reading training for Years 3–6staff

Early Action for Success training to support studentsK–2 with Literacy and Numeracy in the classroom


All staff participated in Seven Steps of Writing

There has been continued support and training for staffK–6 in the effective use of technology in the classrooms

Two staff attended the two day Positive Behaviour forLearning training

Executive staff participated in leadership training toupdate information to assist the seven new schemeteachers in maintenance phase and for those teachersaspiring to leadership positions in the future.

All staff participated in Health care training in Asthma,Anaphylaxis and Health Care Procedures to ensureeveryone is capable of assisting the health needs of ourstudents.

Executive staff participated in REAL Project and ProjectNEST training throughout the year.

Professional learning for all staff has been accessedthrough a combination of state, regional, local andschool based professional learning opportunities during2017.

School beginning teacher funds were used in avarietyof ways throughout 2017. This included releasingstaff from class to observe lessons and receivementoring, releasing the beginning teachers from classto assist with programming to support the learning ofstudents in their class and also providing the teacherswith a range of Professional Learning opportunitiesthroughout theyear.

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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

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

Receipts $

Balance brought forward 490,506

Global funds 171,448

Tied funds 487,296

School & community sources 13,275

Interest 5,111

Trust receipts 6,934

Canteen 0

Total Receipts 684,063

Payments

Teaching & learning

Key Learning Areas 23,791

Excursions 328

Extracurricular dissections 2,599

Library 8,886

Training & Development 22,310

Tied Funds Payments 554,091

Short Term Relief 29,391

Administration & Office 41,600

Canteen Payments 0

Utilities 41,084

Maintenance 48,823

Trust Payments 8,421

Capital Programs 14,156

Total Payments 795,479

Balance carried forward 379,090

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 0

Revenue 945,136

Appropriation 883,795

Sale of Goods and Services 2,587

Grants and Contributions 57,503

Gain and Loss 0

Other Revenue 908

Investment Income 342

Expenses -584,567

Recurrent Expenses -584,567

Employee Related -396,503

Operating Expenses -188,063

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

360,570

Balance Carried Forward 360,570

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Financial summary equity funding

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

2017 Actual ($)

Base Total 2,034,783

Base Per Capita 49,048

Base Location 2,953

Other Base 1,982,782

Equity Total 733,760

Equity Aboriginal 81,115

Equity Socio economic 471,166

Equity Language 616

Equity Disability 180,861

Targeted Total 679,971

Other Total 396,012

Grand Total 3,844,525

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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. Go to http://www.myschool.edu.au to accessthe school data.>

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinion ofstudents, parents and teachers about the school. Moststudents indicated that they feel safe and happy atschool with responses from Tell Them From Mesurveys indicating that 92% of students value schooloutcomes while 87% of students try hard to succeed in


their learning.

Teachers and staff at Cessnock Public were happy withthe level of training and support they receivedthroughout 2017 and see our school as a positiveteaching and learning environment.

Feedback from parents and families throughout theyear indicated that the majority of parents, carers andfamilies are happy with the learning environment andopportunities that are provided for students at theschool and see it as a positive environment for theirchildren.

Policy requirements

Aboriginal education

Cessnock Public School had 62 Aboriginal and TorresStrait Islander students enrolled throughout 2017. Wecontinue to implement Aboriginal Perspectivesacross the curriculum for all our students K–6.Personalised Learning Plans are also created for eachof our Indigenous students. This is done through aconsultation process involving students, familes andstaff. Cessnock PS was represented at all of the KorreilWonnai AECG meetings held during 2017. Informationwas shared with staff and there were ongoing reviewsof Aboriginal Education Policy, programs and practiceswithin the school. Cessnock Public School staff,students and members of the wider school communitywere involved in celebrations in relation to NAIDOCWeek, Reconciliation Week and Close the Gap Daythroughout Terms 2 and 3 in 2017. In 2017 CessnockPublic School students also participated in anAboriginal Dance group at Cessnock High Schoolthroughout the school year.

Multicultural and anti-racism education

Cessnock Public School has an Anti–Racism officerwho works with staff, students and our schoolcommunity. The background of our community isbroadening as we welcome families from diversecultures. As part of our school Positive Behaviour forLearning lessons, all students K–6 were involvedin lessons regarding respectful behaviour and showingrespect for the values and beliefs of all students atCessnock Public School and the wider schoolcommunity. Multi–Sports Day gave students theopportunity to be involved in a number of well–knownsports based activities from different countries. Allstudents involved thoroughly enjoyed the day and weregiven an insight into the sporting cultures of nationsaround the world. Throughout 2017, students atCessnock Public School were given the opportunity tocelebrate Harmony Day and participate in highlyrelevant activities. Students, families and staffparticipated in whole school and class based activities.


2017 cessnock public school annual report · confidence, social skills and emotional intelligence....

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