2018 oxley park public school annual report€¦ · introduction the annual report for 2018 is...

Oxley Park Public SchoolAnnual Report

2018

4055

Printed on: 28 May, 2019 of 16 Oxley Park Public School 4055 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Oxley Park 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.

Mrs Kim Smith

Principal

School contact details

Oxley Park Public SchoolAdelaide StSt Marys, 2760www.oxleypark-p.schools.nsw.edu.auoxleypark-p.school@det.nsw.edu.au9623 1375


School background

School vision statement

Our vision

We are an engaged, respectful community learning together for the future.

We are a welcoming and friendly multicultural school with strong and valued links with the local community. We arecommitted to providing an inclusive P – 6 culture, fostering connectedness and collaboration between staff, students,parents and community partners in an engaging physical environment.

We have highly qualified, dedicated teaching and support staff who encourage all students to reach their full potential byproviding a broad range of educational activities across all key areas of learning:

Our staff provide an education that is relevant, challenging, innovative and engages students to achieve outcomes whilstensuring a balance of academic, cultural, sporting and social programs based on a thorough knowledge of curriculumand support documents. Staff are engaged in continuous professional learning and the implementation of the QualityTeaching framework, future–focused learning pedagogy, Aboriginal and Multicultural perspectives, STEM education,Project Based Learning within high possibility classrooms, technology for learning, support programs and personalisedlearning plans.

State of the art technology resources to provide 21st Century learning for all students.

Professional learning for all staff in evidence based pedagogy ensures the skills of communication, collaboration, criticalthinking and creativity are developed in all students. Provision of state of the art technology for every student fostersstudent–centered inquiry, critical and creative thinking and problem solving skills in real world contexts.

School context

Oxley Park Public School has 540 students enrolled P–6.

40% of the children at Oxley Park PS are from a language background other than English. There are 44 language groupsrepresented, the most significant being the Samoan, Tagalog and Arabic. Students from Pacific Islander backgroundsnow account for 15% of the LBOTE students. 9% of our students are from Aboriginal and Torres Strait Islanderbackgrounds.

The school serves a diverse community with significant changes to housing occurring in the schools area. The mobility ofthe students is high.

The school implements the Early Action for Success program. The school receives extra funds specific to the resourceallocation model and are being used to increase staff capacity through targeted teacher and leadership professionallearning. The provision of additional learning programs such as Circle Time, Rock and Water, Bounce Back, ARTSI andadditional support staff across the school supports the needs of the whole child.

The school has a supportive community who take pride in the school and its achievements. We have achieved successin regional and state sporting endeavours, state creative arts initiatives and celebrate our students' involvement in dancefestivals, choir and recorder concerts at the Sydney Opera House, and opportunities to compete in debating, publicspeaking, spelling and sporting competitions with local school. Many community events have brought both parents,students and teachers together through Meet the Teacher BBQ, Harmony Day, NAIDOC Week and have celebratedmothers, dads and grandparents.

The school has an active P&C that operate the canteen and uniform shop. The school has strong links with thecommunity, in particular working with Mission Australia. This partnership is continuing to develop with events, playgroup,parent courses and whole school activities. The school supports and engages with a Chaplain to support studentwellbeing.


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.

Through the process of the School Excellence Framework – Self Assessment it has been identified that of the 14elements our school is excelling in 3, sustaining and growing in 6 and delivering in 5 across the 3 domains. We are inthe process of working closely with the Colyton Learning Community to develop quality teaching and learning programsthat allow for continued learning for students transitioning from primary to high–school.

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

Learning (Learning Domain)

Purpose

To drive the school culture so it is strongly focussed on integrated learning which is underpinned by quality teachingpractices, differentiated curriculum planning, delivery and assessment. We aim to promote learning excellence which isresponsive to student needs and in turn reflected in students performing at high levels on internal and external schoolperformance measures.

Overall summary of progress

Did we do what we planned?

The following outcomes were achieved in 2018: • Developed whole–school shared understanding of attendance protocols and practices. • Leadership learning occurred for all executive staff. • Professional Learning Coaching Conversations were initiated amongst executive staff in order for the process to

filter through to stage teachers. • Executive staff used the School Excellence Framework to self–assess school performance in the domains of

Leading, Teaching and Learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

15% of year 5 Students in the top2 skill bands in Reading NAPLAN

Equity funds utilised toemploy extra teacher tocreate another class aboveestablishment to ensuresmaller class sizes. Equityfunds used to purchase 0.6Instructional Leader andteacher interventionistsupport.

17% of Year 5 students achieving reading in the toptwo bands

90% of K–2 students achievingEAFS benchmarks

Equity funds used toemploy Interventionistteachers to support thework of InstructionalLeaders and K–2 classroomteachers in meeting EAfSbenchmark targets.

Equity funds utilised toemploy School LearningSupport Officers to deliveran intensive phonicsprogram to targetedstudents in K2.

Under Early Action for Success, the InstructionalLeaders facilitated improved teacher practice byproviding demonstration lessons and assisting inthe planning and evaluation of quality literacyblocks. Support was provided during planning days,stage professional learning sessions and byworking shoulder to shoulder with teachers in theirclassrooms.

87% of Kindergarten students achieving readingLevel 9 plus

82% of Year One students achieving reading levels18 plus

87% of Year Two students achieving reading Levels22 plus

92% attendance rate to matchstate expectation

QTSS funds utilised torelease Assistant Principalsto liaise with teachers andfollow up attendance withfamilies and Home SchoolLiaison Officer.

Attendance rate for 2018 was 90.81%, above theState average of 90.76%






35% of Year 3 students achievingin the top two bands in ReadingNAPLAN

Equity funds utilised toemploy extra teacher toensure smaller class sizesand interventionist support.

23% of Year 3 students achieving reading in the toptwo bands

Next Steps

• A focus on teachers to implement best practice teaching strategies in both Literacy and Numeracy based oncurrent research and deep syllabus knowledge.

• All teachers involved in continuous coaching conversations focussed on consistent teacher judgement. • Continuous monitoring of attendance at teacher level to ensure students who are below 85% are immediately

identified and followed up. • Implement intensive reading support in Stage Two to support students in meeting reading targets and further

raising the percentage of students in the top two bands of reading. • All classrooms will be Quality Learning Environments where students are able to articulate their own learning and

success. • All staff will engage in professional learning to embed deep syllabus knowledge in teaching and learning programs.



Together (Teaching Domain)

Purpose

To ensure that the teachers at OPPS are committed to implementing the most effective explicit teaching methods whichare underpinned by current research. To develop high quality, flexible, differentiated teaching and learning practices thatare underpinned by high expectations that reflect the diverse needs of our students, staff and community. To regularlyuse assessment data that informs teaching practice and is responsive to student needs. To ensure that the teachers atOPPS are continually reflecting and improving on their performance in relation to the National Teaching Standards.



The following outcomes were achieved in 2018: • All teachers were involved in Quality Teaching Rounds • Teachers gained a sound understanding of the Professional Standards • Learning Progression Project launched and all class teachers were able to plot students in one area of Literacy

and one area of Numeracy.





Demonstrated mastery ofteaching practice in line with theNational standards

Professional Learning fundsexpended to providerelease for teachers toparticipate in professionallearning to inform practice.

Additional equity funds usedto support professionallearning with specificattention to leadershipdevelopment and theemployment of PrincipalMentor.

Beginning teacher fundsutilised to support earlycareer teachers gainaccreditation.

100% of teachers demonstrated understanding ofthe Australian Professional Standards and alignedall professional learning with the standards.

100% of teachers engagement inQuality Teaching Round with afocus on Feedback

Quality TeachingSuccessful Students(QTSS) funds expended toprovide release for teachersand executive to engage inQTR rounds each termacross the year with a focuson developing formativeassessment and effectivefeedback strategies.

Additional QTR roundswere held for the beginningteacher induction programusing beginning teacherfunds, QTSS and equity

100% of teachers participated in QTR rounds toembed quality feedback practices and effectiveassessment and reporting strategies.






100% of teachers engagement inQuality Teaching Round with afocus on Feedback

funds. 100% of teachers participated in QTR rounds toembed quality feedback practices and effectiveassessment and reporting strategies.

Coordinated use of the learningdata P–6 supported by researchto inform teaching practices

Professional Learning fundsexpended to providerelease for teachers toparticipate in professionallearning to inform practice.

100% of teachers' classroom programs andpractices in 2018 effectively developed theknowledge, understanding and skills of all students.

Next Steps

• Upskill new staff in the ongoing use and alignment of professional standards in teaching and learning programsand professional practice.

• Continue with Quality Teaching Rounds, ensuring all new staff are engaged in the rounds to further reflect on theirpractice in alignment with the professional standards.

• Provide ongoing professional development to all staff on the use and implementation of the Literacy and NumeracyLearning Progressions.

• Implement data discussions with Instructional Leaders using the Learning Progressions as a tool to guidedifferentiation.



For the Future (Leading Domain)

Purpose

To create a culture of high expectations through distributed instructional leadership and community engagement which isempowered by capturing community voice. To provide high quality learning with a relentless focus on improving studentoutcomes which is driven by strategic planning focused on continuous improvement efforts.



The following outcomes were achieved in 2018: • High rate of parent participation in the TTFM survey. • During the Parent/Teacher interview process parents completed an internal survey communicating their shared

values of our school. • Information and communication sources strengthened to engage parents and community. • Developed a strong link with our community of schools to promote and share student learning and best practice. • All staff offered a range of leadership opportunities across the school in order to build capacity of our staff.





Increased communityengagement

Equity funds expended toemploy EALD teacher towork fulltime in supportingour students and families inschool life.

A strong emphasis was placed on capturing parentvoice through various surveys. A high number ofparent participation indicated our school iswelcoming, supportive and inclusive.

The parents indicated they feel valued as a result ofspecialist events and days held in the school.

TTFM surveys in 2018 measurethe increase from baseline 2017data to map growth in studentresponses

Equity funds expended tosupport in releasingteachers for professionallearning in the areas ofPositive Behaviour forLearning and Values inEducation.

96% of student responses indicated through theTTFM survey that they value schooling outcomes

Leadership opportunitiesmeasure the impact of cohesionand shared understandings P–6

Professional Learning fundsexpended to supportteachers in implementingprograms within the schoolto support the EPICinitiative.

100% of teachers participated in EPIC – aprofessional learning community with local schools,and shared best practice.

100% of staff set and worked towards achievingPDP goals across a range of pedagogical areas ineducation.

Next Steps

• Continue to develop and provide opportunities for our parents and community to engage positively in school life. • Ensure a continued school wide culture of positive interactions across all areas of the school community. • Continue to survey students, parents and community to ensure community and student voice is articulated. • Provide opportunities to staff to take on leadership positions and provide mentoring and professional development

to build teacher capacity in leading others.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency 100% funds expended toemploy extra EAL/Dteacher/SLSO andpurchase resources.

• Full–time EAL/D teacher to work with the236 students across the school who wereidentified as having English as an additionalLanguage or Dialect. • Resources purchased support EAL/Dstudents by linking ICT to learning.

Low level adjustment for disability 100% of funds expended tosupport students requiringadditional needs and toemploy specialist learningand support teacher.

• Every student requiring learningadjustments are catered for through theimplementation of personal learning andsupport plans. • Students requiring further adjustmentsand/or support are referred to the Learningand Support team where individualisedstrategies and support structures are put inplace to support the classroom teacher andstudent. • At stage meetings, case managementprocesses are in place.

Quality Teaching, SuccessfulStudents (QTSS)

100% of funds expendedemploying a teacher tosupport executive to comeoff class and support theQTR rounds.

• Additional time was provided for teachermentors and executive staff to support,mentor and guide teachers across P–6. • All staff received time for developing unitsof work, collegial planning and moderatingactivities. • Beginning teacher induction programimplemented.

Socio–economic background 100% of funds expendedused to employ additionalstaff to release the DeputyPrincipal from face–to–faceteaching and theemployment of additionalintervention teachers,SLSO's, the employment ofspeech specialist and an arttherapy specialist.

• Six School Learning Support Officers wereemployed to support student learning andassist teachers in ensuring learning targetswere achieved by students as set out in theirindividual education plans. • Sports in Schools employed to provide allstudents with organised sporting skillssessions to support QTR rounds. • Speech therapist supported students andteachers P–2. • Art therapy teacher supported identifiedstudents requiring additional social emotionalsupport. She also supported a targetedAboriginal and Torres Strait Islander artprogram.

Targeted student support forrefugees and new arrivals

100% funds expended • Full–time EAL/D teacher to work with therefugee support leader by developing herskills in leading EAL/D pedagogy to supportthe enrolment process in order to supportrefugee families. • EAL/D teacher delivered professionallearning to support teachers plan for studentsfrom refugee backgrounds and new arrivals. • Professional learning for all staff on theEAL/D learning progression.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 238 229 238 272

Girls 233 264 263 250

Student attendance profile

School

Year 2015 2016 2017 2018

K 92.4 91.2 93.1 89.9

1 92.6 93.4 91.7 91.2

2 93.2 92.4 90.9 91.1

3 93.3 91.6 92.3 92.8

4 93 93.6 92.6 92

5 92.3 90.6 93.6 92.2

6 92.7 92.7 92 92.4

All Years 92.8 92.2 92.3 91.7

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

Classroom teachers monitor daily attendance. Parentsare required to provide written or a verbal explanationfor all absences. Each fortnight the Home SchoolLiaison Officer (HSLO and ASLO) meets with theExecutive team to discuss students who attendance isbelow 85%. • All staff follow a comprehensive policy which

supports students non–attendance. • Parents are contacted in the early stages of

non–attendance via telephone and then arefollowed up with a letter.

• Students with attendance below 85% areidentified and strategies are put in place tosupport and encourage them to increase their

attendance. • Parents are invited to meet with an Assistant

Principal to discuss issues that may be affectingtheir child's attendance and then plans are put inplace to support and encourage good schoolattendance.

• School support structures are put into place bythe Executive staff, Learning and Support teamand teachers to encourage and promoteattendance.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 20.29

Teacher of Reading Recovery 0.74

Learning and Support Teacher(s) 1.8

Teacher Librarian 1

Teacher ESL 1

School Counsellor 1

School Administration and SupportStaff

5.16

*Full Time Equivalent

* Full Time Equivalent

The Australian Education regulation, 2013 requiresschools to report on Aboriginal composition of theirworkforce. On the basis of the information available,two staff members at Oxley Park Public School identifyas being from an Indigenous background. The schoolalso employs an Aboriginal Education Worker fromequity funds.

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 7


Professional learning and teacher accreditation

Individualised professional learning was engaged in byall teaching staff in 2018. Teachers identifiedprofessional learning goals aligned with the AustralianTeaching Standards for their Professional DevelopmentPlans. Throughout the year, teachers soughtprofessional learning opportunities to develop theirskills in identified areas. These goals were consideredduring the mid year and annual review process.

Whole school professional learning was centred ondeveloping teachers' skills in literacy and numeracythrough the use of the progressions, AboriginalEducation, Positive Behaviour for Learning, QualityTeaching Rounds and Early Action for Successinitiatives. Teachers received in class professionallearning from experienced Instructional Leaders andmentors. Individualised professional learning enabledfeedback and guidance from expert teachers.

The Executive team participated in regular professionaland coaching from and external leadership consultant.These sessions were closely aligned with the LeadProfessional Teaching Standards.

All professional learning funds were expended in 2018in line with the school's strategic directions.

In 2018, 13 teachers were accredited at the proficientcareer stage of the Australian Professional Standardsfor Teachers.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 6,560

Revenue 6,121,857

Appropriation 5,826,054

Sale of Goods and Services 8,879

Grants and Contributions 282,875

Gain and Loss 0

Other Revenue 0

Investment Income 4,049

Expenses -5,640,839

Recurrent Expenses -5,640,839

Employee Related -5,115,060

Operating Expenses -525,778

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

481,018

Balance Carried Forward 487,578

The school finance committee follows the financialmanagement processes and governance structuresthat meet policy requirements.

The annual school budget is presented to and finalisedby the school executive and finance team. Monitoring ofexpenditure against the budget is done monthly by thefinance team through various reporting tools.

A full copy of the schools financial statement is tabledannually to the parent and community group.

Funds carried forward have been committed to: • the upgrade of the playground in Area 1, including

resurfacing and the construction of a new shadestructure.

• WiFi upgrade across the school • the purchase of the latest interactive smartboards

for all classrooms.


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 3,535,473

Base Per Capita 98,618

Base Location 0

Other Base 3,436,855

Equity Total 1,022,254

Equity Aboriginal 34,642

Equity Socio economic 577,862

Equity Language 134,547

Equity Disability 275,203

Targeted Total 184,822

Other Total 675,328

Grand Total 5,417,877

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.

In 2018 the Year 5 cohort made gains in Literacy asevidenced by the NAPLAN tables. The percentage ofstudents in the top two bands has increased except forin writing. As a result, a new approach to the teachingof writing has been implemented and is beingprogrammed through the use of English TextualConcepts. School–based data has indicated animprovement in this area. In Year 3, the identified needis in the area of reading. Intervention is in place to raisethe percentage of students in the middle and top bands.

Percentage in Bands:Year 3 - Grammar & Punctuation

Band 1 2 3 4 5 6

Percentage of students 8.5 23.7 11.9 32.2 10.2 13.6

School avg 2016-2018 5.8 13.6 22.8 22.8 19.4 15.5

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6


School avg 2016-2018 5.3 15.4 29.3 26 14.4 9.6

Percentage in Bands:Year 3 - Spelling

Band 1 2 3 4 5 6


School avg 2016-2018 3.9 15 18.9 26.2 20.9 15


Percentage in Bands:Year 3 - Writing

Band 1 2 3 4 5 6


School avg 2016-2018 0.5 8.7 31.6 30.1 22.8 6.3

Percentage in Bands:Year 5 - Grammar & Punctuation

Band 3 4 5 6 7 8


School avg 2016-2018 14.1 23.2 27.3 20.2 12.1 3

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2016-2018 9 35.2 24.6 17.6 8.5 5

Percentage in Bands:Year 5 - Spelling

Band 3 4 5 6 7 8


School avg 2016-2018 8.1 19.2 19.7 29.3 16.7 7.1

Percentage in Bands:Year 5 - Writing

Band 3 4 5 6 7 8


School avg 2016-2018 14.1 18.6 40.7 19.1 6.5 1

In Numeracy, the percentage of students in the top twobands in year 3 has increased. This trend is alsoevident in Year 5 data.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6


School avg 2016-2018 6.3 24.3 31.1 25.2 9.2 3.9

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8


School avg 2016-2018 9.6 28.3 37.4 16.7 6.6 1.5

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

Premier's Priorities: Improving education results andState Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands.


Parent/caregiver, student, teachersatisfaction

In 2018 our parent information sessions and parentteacher interviews were very well attended. Parentsand community are regularly invited to the school toparticipate in school events such as the Easter hatparade, Mothers Day, Fathers Day, Grandparents Day,Harmony Day, Christmas concert, Education Week,open classrooms and of course all the sportingcarnivals.

Each year schools are required to seek the opinions ofparents, students and teachers about the school.Parents, students and staff were surveyed using theTell Them From Me (TTFM) survey throughout the yearto gauge their satisfaction with our school. Theoverwhelming majority of parents and caregiversbelieve: • Oxley Park Public School is a great school with

friendly and supportive staff who look after allaspects of student development.

• Parent responses to surveys also conveyed thatour school represents 'solidarity', 'communityspirit'

• Oxley Park Public School is a 'safe place to learnand achieve'.

• Parents strongly agreed that there is excellentschool–home communication and they coulddiscuss their child's needs with the teachers.

• A large percentage agreed the school treatedstudents as individuals and maintained effectivepositive behaviour strategies.

• Oxley Park Public School is above the NSWGovernment School Norm in ' The SchoolSupports Learning'.

• Parents articulated that teachers have highexpectations for their children to achieve andactively and continuously encourage students todo their best taking into account individual needs,abilities and interests.

Students were asked to describe our school, identifywhat they feel our school represents and what makesthem proud about coming to Oxley Park Public School.Overwhelmingly: • students described our school as a fun and safe

place to be where everyone is respectful andfriendly.

• The consensus was that our school representedmulticulturalism.

• The students enjoy learning about so manydifferent cultures while developing a sharedrespect for others values and celebrations.

• Students are proud of that fact that everyone is soaccepting of other cultures, inclusive and theirteachers are genuinely interested in them.

• The majority of students also spoke positivelyabout all the lunch–time activities that areavailable to them throughout the year and theopportunities that are made available to them.

Teachers feel Oxley Park is a harmonious, supportiveand welcoming workplace in which colleagues arealways willing to help and collaborate collectively in

order to maximize student outcomes. Teachers are: • Constantly reflecting and refining their practices to

ensure learning opportunities are targeted to meetthe needs of students across the school.

• All teachers acknowledged the sense ofcommunity within the school

• Positive relationships with parents and caregiversattributed to the ongoing success of studentoutcomes.

Policy requirements

Aboriginal education

Oxley Park Public School participates in a variety ofprograms to promote student knowledge of Aboriginalculture and practices. We value the positiverelationships across the school community. Aboriginalperspectives and cultural awareness are embeddedthroughout all teaching and learning programs acrossthe school to enable children to gain a greaterunderstanding of Aboriginal history, culture and issues.

9% of students identified as Aboriginal or Torres StraitIslander at Oxley Park Public School. These studentsare supported through Personalised LearningPathways. These are plans developed in consultationwith the student, teacher and family and focus on theindividual needs and interests of the student.

We employ a part–time Aboriginal Support Worker whosupports students and teachers in embeddingAboriginal perspectives into teaching and learningexperiences across the school. He also supportsstudents in cultural activities such as Aboriginal danceand art.

In 2018 our staff and students participated in a numberof different activities to promote Aboriginal educationand respect for their unique and ancient culture. • All students participated in NAIDOC celebrations

held over a one week period in Term 3. • A traditional smoking ceremony was held with

students and community members prior to ourAboriginal dance group performing.

• Aboriginal and Torres Strait Islander studentsparticipated in the NAIDOC Cup sporting activitieswith a friend, held in Penrith and joined in gamesof netball, oz–tag and soccer.

• The Aboriginal dance group performed at the


local Westfield during Education Weekcelebrations.

• All teaching and learning programs embedAboriginal perspective and 8–Ways of learningpedagogy underpins practice.

Multicultural and anti-racism education

Our school has continued to provide its programs inmulticultural education. Our focus is to developunderstanding and knowledge through learningprograms that acknowledge the diverse culturalbackgrounds within the school population.

in 2018, 236 students at Oxley Park Public School werefrom a language background other than English. Wehave a fulltime English as an Additional Languageand/or Dialect (EaLD) teacher supporting staff, studentsand community members.

We have an Assistant Principal – Refugee SupportLeader based at Oxley Park Public School whoprovides support and ongoing professional learning toall staff on providing best practice strategies to supportthe learning of EAL/D students in classrooms.

We have an anti–racism contact officer available at theschool to assist with anti–racism education supportedby local procedures in place to promote inclusivity,respect, intercultural understanding, communityharmony and ensure inclusive classroom and schoolpractices are occurring.


2018 oxley park public school annual report€¦ · introduction the annual report for 2018 is...

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