2018 middle harbour public school annual report...school background school vision statement our...

Middle Harbour Public SchoolAnnual Report

2018

2543

Printed on: 18 June, 2019 of 17 Middle Harbour Public School 2543 (2018)

Introduction

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

Sally Hogan

Principal

Carole Jaye

Relieving Principal

School contact details

Middle Harbour Public School8 Hale RdMosman, 2088www.middleharb-p.schools.nsw.edu.aumiddleharb-p.school@det.nsw.edu.au9953 6232

Message from the Principal

It is with great pleasure that we present the 2018 Annual School Report for Middle Harbour Public School. Our schoolprides itself in having delivered outstanding quality education to the Middle Harbour community for over 100 years. Thisis achieved through strong academic, sporting, cultural and student welfare programs. Our dedicated and accomplishedteachers are to be commended for their work throughout the year. They combine a strong sense of caring with highexpectations for teaching and learning. They are well supported by an equally committed team of administrative andsupport staff. Teaching and learning has been enhanced through parental involvement in the P&C, a range of successfulfundraising efforts and parent assistance within the school. We are extremely appreciative of this invaluable support.

Transformational progress is a priority for us at Middle Harbour as we work to develop and educate our students for arapidly changing future. We expect that over their time at our school, the children in our care will maximise their learningpotential and reflect deeply on that learning. As teachers, we are also constantly learning and adapting to new ways ofworking and new pedagogies. Changes in curriculum, new approaches to teaching and advances in technology allimpact on the important work teachers undertake in classrooms. A great strength of Middle Harbour is the number ofextra–curricular activities offered to support the development of the whole child. Our sporting achievements arestrengthened by the sporting opportunities provided for the students and supported by skilled staff and parents/carers.We encourage all students to strive for their personal best and the evidence of this can be seen in their academic,sporting and cultural successes.

In line with our Blueprint, throughout 2018 progress has been made with the renovation of classrooms to create futurefocused innovative learning environments. This will continue in 2019 with the renovation of The Kids Cottage and theinstillation of an outdoor performance area off the year one classrooms thanks to the P&C and The Community BuildingPartnership Grant. It is with a sense of optimism and pride that we ask you to celebrate our successes and reflect on ourfuture goals as we look forward to 2019.

Sally Hogan & Carole Jaye


School background

School vision statement

Our vision is every student moving forward to achieve personal success.

Middle Harbour Public School works in partnership with parents and the broader school community to provide qualityeducation that encourages students to reach their personal best in a respectful, safe and caring environment.

Middle Harbour Public School is a dynamic, inclusive, innovative school that strives for excellence by developingsuccessful confident and creative learners who will become active and informed global citizens. The school sets highexpectations and standards for all students and values a strong and innovative curriculum.

School context

Middle Harbour Public School is an innovative school located in Mosman on the lower North Shore of Sydneyestablished in 1916. Since 1982 the school has grown from 300 to over 640 students. The school is renowned for itshigh student achievement, its dedicated teaching staff and caring community.

Middle Harbour Public School focuses on providing a rich and diverse curriculum building strong foundations in keydisciplinary areas along with developing the general capabilities, skills and dispositions that contribute to success inschool, in the workplace and in life.

The school provides specialist programs in creative arts, physical education, gymnastics and Mandarin. There is a widerange of extra curricula activities: training, junior and senior bands, string ensembles, choir, dance, public speaking,debating, chess, maths Olympiad and Tournament of Minds.

The school works in partnership with parents and the broader school community to provide quality education thatencourages students to reach their personal best in a respectful, safe and caring environment. Our school is committedto the PBL (Positive Behaviour for Learning) program. Our core expectations and values are: Respect, Responsibility,and Personal Best. Our school also uses the You Can Do It Program as the basis for explicitly teaching productive workhabits and ways of thinking that lead to students experiencing a greater sense of wellbeing, success and achievement.

Parents take an active interest in their child's education and a committed staff provide a well–balanced education foreach child in a well–resourced, caring environment.

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 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.

Learning

In the domain of Learning, our school has primarily focused on the domains of Curriculum and Learning, Assessmentand Reporting and Wellbeing. In curriculum, teachers focused on building a deeper understanding of the concepts, skillsand processes unique to each Key Learning Area in order to plan authentic programs of learning and assessment

Student wellbeing is a focus. Middle Harbour's shared values of respect, responsibility and personal best underpin allschool policies, programs and practices. Expectations of behaviour are explicitly taught to students and relate to thevariety of school settings such as classroom, playground, hallways, canteen and assemblies.


We focus on the use of learning progression, appropriate to the relevant domain of learning to direct teaching and informstudent progress in learning.

Throughout 2018 the school continued to focus on improving its delivery of a high quality curriculum that meets theindividual learning needs of students. This aligns with the Department of Education strategic goal: that every student isknown, valued and cared for.

A key focus area in the development of teaching and learning programs was the priority of effective differentiationthrough core and extended outcomes along with appropriate learning activities to ensure that every student is engaged,challenged and progressing their learning through personalised and differentiated practices.

Teaching

Teachers at Middle Harbour Public School are committed to identifying, understanding and implementing effectiveteaching methods. Our major focus in the domain of Teaching has been on collaborative practice for staff members. Animportant opportunity has been provided to staff members in relation to planning, teaching and growing as a team ineach of our stages. Teachers regularly use student performance data and other student feedback to evaluate theeffectiveness of their own teaching practices. Changes in teacher practice, including the use of technology, dataanalysis, classroom observations, feedback and syllabus knowledge, has resulted in increased levels of student learningand engagement. Importantly, staff members are developing evidence based practice through their reflections andevaluations of collective work. All staff members are actively engaged in formulating their own Performance andDevelopment Plans to strengthen their practice. Professional learning is carefully aligned with the strategic directionsoutlined in the school plan. Teachers worked collaboratively to design integrated learning programs 'backwards mapped'outcomes and responsive to the interests, strengths, capabilities and learning needs of their students. Teachers clarifiedthe inquiry processes central to each Key Learning Area and designed authentic assessment tasks echoing 'real world'practices.

Our focus in 2019 will be to maximise student learning through highly effective teaching practices that evidence showsimprovement in student performance and growth.

Leading

The whole school community works together actively to ensure that we provide the very best for all students. The schoolhas strong bonds with the parents and wider community as evidenced by feedback, support and participation by thecommunity in a wide range of academic and social activities.

Our focus for 2019

In 2019 our focus will be enhancing student learning and wellbeing through supportive and collaborative partnershipsand highly effective communication. We will continue to implement recommendations from our Blueprint to the Futureand seek to build authentic partnerships beyond the school that improve outcomes for our students.

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

Successful Students – Every student progressing in their learning

Purpose

What do we want to achieve? Every student is engaged, challenged and progressing their learning throughpersonalised and differentiated practices.

Why is this a priority? A focus on effective assessment practice, using common learning progressions will improvestudent achievement by providing information that students, teachers and parents can use to better determine where astudent is now, where they are going and how they can move forward in their learning.

How will we get there? Enhancing assessment practices and engagement with student data to provide differentiated,future–focused teaching and learning through: Quality Literacy and Numeracy Instruction ~ Personalised andDifferentiated Learning practices ~ Effective Assessment Practices ~ Instructional Leadership

Overall summary of progress

Every student is engaged, challenged and progressing their learning through personalised and differentiated practices.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Tell Them From Me data isabove government norm forstudents who feel challenged intheir learning. • K–3 and Yrs 5–7 Value Addedis above state average and‘Sustaining and Growing’ • performance for year 3 andyear 5 students is equivalent to orabove SSG group in NAPLAN • growth for year 5 NAPLAN isequivalent to SSG or above

Literacy and Numeracyfunds $19 936

$193 100 – SLSO program

All teachers engaged in the construction ofassessment plans, professional learning in literacyand numeracy and moderation of studentassessment data.

Collaborative planning has continued as a focus forgrade teams with teachers refining, evaluating andredesigning teaching and learning programs with afocus on differentiation in literacy and numeracy.

Student reports include measurable data in relationto disciplinary learning areas and personal andsocial development. Year 3 & 5 literacy is similar toSSG group expect for writing. Year 5 growth inliteracy was slightly below SSG with writing an areafor future focus. Year 3 & 5 numeracy is abovestate mean but below our SSG. This will be an areafor focus. Stage teams meet regularly to reviewprogress in consultation with the Learning andSupport Teacher, parents and colleagues. Thefunding is used to engage appropriate support staffto coordinate the Learning and Support Team.

SLSO funding is used to support students withadditional learning needs who are not eligible forindividual funding.

Next Steps

A focus on effective assessment practice, using common learning progressions will improve student achievement byproviding information that students, teachers and parents can use to better determine where a student is now, wherethey are going and how they can move forward in their learning.

How will we get there?


Enhancing assessment practices and engagement with student data to provide differentiated, future–focused teachingand learning through:

*Quality Literacy and Numeracy Instruction

*Personalised and Differentiated Learning practices Effective Assessment Practices

*Instructional Leadership



Excellence in Education – Evidence based practices that improve student learning

Purpose

What do we want to achieve? Student learning is maximised through highly effective teaching practices that evidenceshows improve student performance and growth.

Why is this a priority? Excellence in education is underpinned by highly professional teachers, who are effectiveleaders of learning, deeply committed to ongoing learning and improvement through a collaborative and supportiveenvironment. Effective teachers have a deep knowledge of curriculum content and understanding of progression within adomain of learning. They use technology purposefully as a tool to support quality teaching and learning. They useresearch–based pedagogy and data informed practices to engage, challenge and support learners so they makecontinuous progress which leads to sense of success as a learner and ultimately achievement.

How will get there? Syllabus implementation ~ Evidenced based practices ~ Innovative, authentic, integrated and futurefocused learning ~ Improving digital literacy and technology skills and knowledge


Student learning is maximised through highly effective teaching practices that evidence shows improve studentperformance and growth.





• Students rating for relevanceand rigour in Tell Them From Medata are equivalent to or abovethe NSW government norm. • Pre– and post–assessment oflearning outcomes provideevidence of effective practiceleading to student improvement. • Teaching and learningprograms arebackwards–mapped, innovativeand expertly integrate technology. • Teachers’ rating for‘Technology’ Tell Them From Medata is equivalent to or above theNSW government norm.

TTFM – Nil

Professional LearningFunds – $30 842

QTSS funds – release ofInstructional Leader: 1.107FTE

Beginning teacher funds:$45 522

SLSO program $220 000

All teachers developed detailed Performance andDevelopment plans in collaboration with theirsupervisors informed by the school plan and APTS..Strengthened classroom observation processeswere implemented across the school. Teachersimproved their knowledge of evidenced baseddevelopment strategies.

All grade teams were released together each weekto work collaboratively on planning learningprograms for their students and to moderatestudent assessments. Increased opportunities forco–teaching and observation of colleagues'teaching practice were provided.

Professional learning provided in surface, deep andtransferal of knowledge in maths and English.

Professional learning in across grades –in literacyand numeracy progressions and integratingtechnology.

Established collaborative learning opportunitiesthat empower teachers to share knowledge andskills to share practice across grades –in literacyand numeracy.

Next Steps

Excellence in education is underpinned by highly professional teachers, who are effective leaders of learning, deeplycommitted to ongoing learning and improvement through a collaborative and supportive environment. Effective teachershave a deep knowledge of curriculum content and understanding of progression within a domain of learning. They usetechnology purposefully as a tool to support quality teaching and learning. They use research–based pedagogy and data


informed practices to engage, challenge and support learners so they make continuous progress which leads to sense ofsuccess as a learner and ultimately achievement.

How will get there?

*Syllabus implementation

*Evidenced based practices

*Innovative, authentic, integrated and future focused learning

*Improving digital literacy and technology skills and knowledge



Together We Can Make A Difference – Inclusive and supportive community

Purpose

What do we want to achieve? Student learning and wellbeing is enhanced through supportive and collaborativecommunity partnerships and highly effective communication.

Why is this a priority? Research around the world demonstrates that effective schools have clear communicationchannels and high levels of parental and community engagement that support all learners in their learning. Partnershipsand respectful relationships within the education community promote high levels of student, staff and communityengagement. Student achievement is strongly related to collective efficacy – the belief that together we can make adifference.

How will get there? Communicating and Engaging with community ~ Inclusive School ~ Effective School Operations


Student learning and wellbeing is enhanced through supportive and collaborative community partnerships and highlyeffective communication





• Collect baseline data usingthe Community and Engagementtool as a basis for monitoring andmeasuring progress. • Parent survey results arereflected in the school plans andsituational analyses. • The school has formal andinformal structures in place forcommunicating with community. • Behavioural data shows adecreasing trend in the number ofincidences involving bullying,violent, intimidation ordiscrimination over the year.

Teacher professionallearning funds $34 842

P&C have run community based events and wecelebrated Education Week with a showcase oftalent and open classrooms Regular P&C meetingshave occurred. The annual school show highlighteddrama, singing and dance performances. Show hadfull house at all performances.

TTFM data indicates our school is well above NSWgovernment norm for a positive sense of belongingand positive relationships with others.

Ongoing Positive Behaviour for Learning (PBL) andYou Can Do It (YCDI) messages were provided tothe students and the community to ensure theunderstanding of school values and culture.

Reviewed MHPS anti–bullying policy, engagedstaff and community for the adoption of newDepartment Anti–Bullying Plan.

Next Steps

Research around the world demonstrates that effective schools have clear communication channels and high levels ofparental and community engagement that support all learners in their learning. Partnerships and respectful relationshipswithin the education community promote high levels of student, staff and community engagement. Student achievementis strongly related to collective efficacy – the belief that together we can make a difference.

How will get there?

*Communicating and Engaging with community

*Inclusive School

*Effective School Operations


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency RAM Equity loading forEnglish Proficiency $81,549

Funding was used to engage a teacher withexpertise and experience in supportingstudents with English as a second language 3days per week. The teacher supportedstudents working with small groups andworking within classrooms.

Low level adjustment for disability Learning and Supportteacher $86,979

The funding is used to support students withadditional learning needs who are not eligiblefor individual funding. Stage teams meetregularly to review progress in consultationwith the Learning and Support Teacher,parents and colleagues. The funding is usedto engage appropriate support staff tocoordinate the Learning and Support Team.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS funding $47,130

Other school sources$115,253

Funding for QTSS was combined with staffingentitlements to create a full time InstructionalLeader position. The Instructional Leaderworked with all stages to support professionallearning and teaching through collaborativepractice.

Socio–economic background $3,010 These funds were used to support thelearning needs of students and familiesrequiring support.

Support for beginning teachers $45,522 These funds have been used very effectivelyto support our beginning teachers in the areasof professional learning,mentoring,programming, class managementand memberships into beginning teachernetworks.

Targeted student support forrefugees and new arrivals

Engaging Community


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 289 303 294 304

Girls 304 321 348 324

The school shows a slight decrease in enrolments withthe school having 25 classes in 2018.

Student attendance profile

School

Year 2015 2016 2017 2018

K 96.7 97.4 97.2 96.8

1 96.6 94.7 94.5 96.2

2 96.6 96.1 94.9 95.9

3 96.1 96.3 95.8 96.3

4 95.8 95.8 96.5 95.6

5 94.1 95.7 95.6 96

6 95.4 94 95 94.9

All Years 96.1 95.8 95.6 96

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Our Attendance Policy focused on the school workingwith parents and carers to ensure regular attendancewas maintained throughout the year. Parents andcarers are informed of NSW State Governmentrequirements through the school newsletter. Whenchildren are absent from school, in accordance withDepartment of Education policy, we request anexplanation be provided to the class teacher stating thereason for the absence. Many parents/carersconveniently accessed our Skoolbag app for thispurpose. A fully electronic reporting system for

monitoring attendance is used. This roll is marked dailyand records students who are absent. Class rolls areregularly checked by the Deputy Principal and HomeSchool Liaison Officer. Days absent are reported toparents/carers via the school report in Term 2 and 4.Partial absences are also indicated on these reports.Sign in and sign out procedures apply for studentsarriving late to school or leaving early. Schoolattendance has remained constant this year.Attendance rates are higher than the state average.Many absences are due to family holidays.Parents/carers who need to take their child from schoolfor an extended period are required to complete leaveforms, which are lodged at the school.

The resolution of attendance difficulties is reached withthe following strategies:

*consistent communication with parents/carers (phone,email, interview)

*meeting with the students and parents/carers

*referral to the school's Learning and Support Team toidentify and implement strategies that address studentneeds

*development of a school–based attendance/partialattendance improvement plans with the students andparents/carers

*referral to the school counsellor

*working collaboratively with other government andnon–government agencies

*working with our Home School Liaison Officer

*use of interpreters and translated materials whereneeded

*seeking advice about culturally appropriate responsesfrom relevant services and working in collaboration withthem.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 24.34

Learning and Support Teacher(s) 0.5

Teacher Librarian 1.2

Teacher ESL 0.4

School Counsellor 1

School Administration and SupportStaff

4.06


*Full Time Equivalent

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

0% of staff identify as Aboriginal or Torris StraitIslander.

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 35

Professional learning and teacher accreditation

Professional learning (PL) is aligned to the school planand building the capacity of all staff to respond to thelearning needs of all students and staff. The 2018 staffprofessional learning program comprised teammeetings, school development days, externalworkshops, professional learning meetings andconferences. Weekly meetings are designed to addressmandatory training requirements and teacher learningaligned with the school directions, goals and prioritiesoutlined in the school plan. Professional Learning is amajor component of staff development and as such isgiven high priority. Every teacher in the schoolaccessed professional learning opportunities during theyear.

The school receives funds from the Department ofEducation to provide for teacher release from class,casual teacher cover and course fees. Professionallearning is strongly site–based, school focused andlong term, related to DoE priority areas and staffpersonal learning goals. It is aligned with the SchoolPlan so that desired outcomes associated with eachtarget can be monitored and evaluated. Wherepossible, professional learning is researched–based toensure quality and currency. Evaluation of professionallearning was used to determine the impact on changein teacher practice and impact on student learning andachievement.

Teachers engaged in consultation regarding their ownPerformance and Development Plan in 2018, withgrade or stage teams participating in goal setting,observations and the provision of meaningful feedback.Our School Plan strategic directions were evaluatedand reviewed regularly and the milestones for futureachievement were collaboratively determined.

The whole school timetable has been structured toprovide teachers with additional time to workcollaboratively to build shared understanding of

effective evidenced based practices that improvestudent learning outcomes and performance. Teachersworked together to deepen their professionalknowledge and understanding of NSW syllabuses,focusing on the key concepts, skills and processesrelevant to each discipline.

The collaborative timetable enabled teachers toobserve colleagues and allowed teachers time toengage in deep professional dialogue about studentassessment data to ensure consistent teacherjudgement across the grade, stage and school.

Strong, collaborative teaching practice is recognised asa strength of Middle Harbour Public School, enablingstaff to learn with and from each other.

Teacher Accreditation

As part of the accreditation process, staff thatcommenced teaching after October 2004 are requiredto be accredited. From 2018 all stall will need tomaintain a standard of accreditation at he proficientlevel.

Six early career teachers worked towards theiraccreditation and five teachers continued to maintaintheir accreditation at Professional Competence level.Our school continues to provide a supportiveprofessional learning and mentoring program to assistall beginning and experienced teachers to meet theAustralian Professional Standards for Teachers.Accreditation workshops were held regularly during theterm as staff collected and annotated teachingevidence aligned to the Teaching Standards inpreparation for the submission of accreditationdocumentation to NESA. Middle Harbour Public Schoolreceived funding under the DoE's Great TeachingInspired Learning initiative to support permanentlyappointed beginning teachers adjust to their new rolesin NSW public schools. Our staff mentoring programcontinued with team teaching opportunities and somereduced teaching loads to support the development ofskills and capacity. Team leaders supported staffthrough the Performance and Development process ofgoal setting, evidence and data gathering and teachingobservations. Ongoing feedback is embedded in thecollaborative practices of our school. In addition, earlycareer teachers have had access to professionallearning that focused on classroom and behaviourmanagement, strategies to build student engagement,assessment and reporting, collaborative professionalpractices within the school and enhancing productiverelationships with parents and carers.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.


2018 Actual ($)

Opening Balance 887,973

Revenue 5,614,431

Appropriation 4,884,256

Sale of Goods and Services 10,606

Grants and Contributions 703,767

Gain and Loss 0

Other Revenue 300

Investment Income 15,502

Expenses -5,238,538

Recurrent Expenses -5,238,538

Employee Related -4,460,483

Operating Expenses -778,054

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

375,893

Balance Carried Forward 1,263,867

The school's finances are managed by the Principal,school leadership team and the School AdministrativeManager. They meet to set the school's budget basedon whole school needs and strategic priorities. Incomeand expenditure are monitored on a regular basis bythe Principal and School Administrative Manager. Theschool's operational budget is managed through theStage program. Budgets are coordinated by thePrincipal, Deputy Principal and program budgets aremanaged by each Assistant and other program leaders.These budgets are monitored using state wide andlocal internal orders. Funds carried over into the 2019financial year have been committed to the threestrategic directions and supporting strategies outlinedin the 2018–2020 school plan. Funds have also beencommitted to some high cost initiatives in the area ofminor capital works and maintenance.

Financial summary equity funding

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

2018 Actual ($)

Base Total 4,214,877

Base Per Capita 124,143

Base Location 0

Other Base 4,090,734

Equity Total 171,538

Equity Aboriginal 0

Equity Socio economic 3,010

Equity Language 81,549

Equity Disability 86,979

Targeted Total 63,105

Other Total 253,432

Grand Total 4,702,952

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.

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

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

91.4% of students in Yr3 achieved Bands 4–6 for

Reading.

78.3% of students in Yr5 achieved Bands 6–8 for

Reading.


81.7% of students in Yr3 achieved Bands 5–8 forWriting.

71.8% of students in Yr5 achieved Bands 6–9 forWriting.


72.1% of students in Yr3 achieved Bands 5 & 6 forNumeracy.

76.1% of students in Yr5 achieved Bands 6–8 forNumeracy


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In accordance with the Premier's Priorities:

Improving education results we can report that 61% ofYear 5 students perform in the top two bands forReading and 51.7% in the top two bands for Numeracy.We can report that 83.9% of Year 3 students perform inthe top two bands for Reading and 72.1% in the top twobands for Numeracy.

Parent/caregiver, student, teachersatisfaction

The Tell Them From Me parent survey data showedteachers meet individually with parents regularly overthe course of the year. Parents valued all forms ofcommunication that was currently used by the school.Data indicated that a core group of parents wereinvolved in committees. 47% of parents were notinvolved in classroom activities/ volunteering at school.Parental aspirations were high in regards to their child'sfuture and the expectations upon the school.

The Tell Them From Me (TTFM) Student Survey wasimplemented in semester one 2018 and provided datafrom 205 students. The survey used indicators basedon the most recent research on school and classroomeffectiveness and focused on levels of studentengagement. The results, which on most indicatorswere higher compared to the NSW DoE norm, clearlydemonstrate the importance the school has placed onestablishing a positive learning culture encompassingrespectful relationships, student engagement andparticipation rates. The TTFM Parent Survey wasimplemented in semester two 2018 and provided datafrom 63 parent respondents. The survey coveredparents' perceptions of their children's experiences athome and at school. The results demonstrate thepositive, engaging climate the school provides to allmembers of the school community. The survey resultsaligned with the School Excellence Frameworkelements of Learning Culture, Curriculum and Learning,Effective Classroom Practice and Leadership andinformed our school self–assessment against theframework. Both parents and students felt teachersfoster positive, respectful relationships and place highimportance on student engagement to raise learningoutcomes. They indicated that the classrooms are wellmanaged with clear expectations for rules andbehaviour that allow better engagement with minimaldisruptions leading to productive learning. There wasalso a strong link between engagement andinvolvement in extra–curricular activities at school.Parents felt that teachers devote significant time toproviding extra–curricular activities and students feelthat there are many opportunities for them to engage insuch experiences at this school. The TTFM Surveysportray a very positive image of parent and studentexperiences at Middle Harbour Public School with mostindicators showing higher results than DoE norms. Theresults are indicative of the school's efforts to improvecommunication, involvement and engagement at anumber of levels. Students and parents are feelingwelcome and included through their valued involvementin school processes and activities. Student inclusion inthe development of learning and behavioural goals hasled to higher student engagement in social, intellectualand institutional domains and with minimal signs of


disengagement. Students and parents have clearexpectations for student behaviour and learning whichfurther improves levels of engagement.

Parents felt here was a need to focus on continualimprovement of communication to ensure parents areinformed about their child's learning and progress.

As part of the consultation processes for thedevelopment of the 2018–2020 school plan, parent ,staff and student focus groups were conducted.Parents focus groups highlighted strengths related toteacher quality and the academic expectations theschool sets. Areas for development includedstrengthening increased Science, Technology,Engineering and Mathematics(STEM) opportunities forstudents and greater consistency in teacher practiceacross the school. Staff focus groups identifiedcollaboration, high expectations, comprehensivecurriculum implementation and enrichment as areas ofstrength. Staff also highlighted wellbeing andexploration of innovative curriculum implementation asfuture focus areas. Student focus groups indicated highlevels of overall satisfaction with school life. Studentsespecially value collaborative and creative learningexperiences that are related to real world experiences.They highlighted a need to engage more broadly withSTEM activities and indicated that benefit fromindividual feedback to support them with their learning.

Policy requirements

Aboriginal education

Aboriginal perspectives are embedded into units ofstudy in many subject areas at the school. This is in linewith the Department of Education's Aboriginal Policy,which states that children in NSW should develop adeep understanding of Aboriginal culture and peoples,past and present.

Multicultural and anti-racism education

Middle Harbour Public School prides itself on being aharmonious and multicultural school. Multiculturalperspectives are integrated into the curriculum with afocus on developing an understanding and respect forthe many cultures that make up our school and thewider community.

The school has a significant percentage (39%) ofstudents from culturally diverse backgrounds. To fosterharmony and tolerance, multicultural education isembedded in all curriculum areas and school activities.In total, students represent 42 language backgroundsother than English. The major aims of the English as anAdditional Language program are to develop students'academic language proficiency and educationaloutcomes through explicit teaching of oral and writtenlanguage skills required to meet the language demandsof the curriculum and to enhance self–esteem bypromoting cultural diversity and tolerance through aninclusive curriculum.

Multicultural diversity, culturally inclusive practices and

anti–racist values are an inherent part of classroomlearning programs and were also strongly promotedthrough the whole school's successful Harmony Daycelebrations, which further enhanced the multiculturaleducation of students at Middle Harbour Public School .

Middle Harbour Public School participated in theMulticultural Public Speaking competition.

The school has a teacher who is appointed as theAnti–Racism Contact Officer (ARCO). This officer is thefirst contact in dealing with any allegations of racism.


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