2019 strathfield south public school annual report...introduction the annual report for 2019 is...

Strathfield South Public School2019 Annual Report

3124

Printed on: 23 June, 2020 of 22 Strathfield South Public School 3124 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Strathfield South Public School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

School contact details

Strathfield South Public School457 Liverpool RoadSTRATHFIELD, 2135www.strathfies-p.schools.nsw.edu.austrathfies-p.school@det.nsw.edu.au9642 1359

Message from the principal

Welcome to the Annual Report of 2019. This report provides an opportunity to showcase and celebrate the learning of allstudents at Strathfield South Public School.

The programs and progress in 2019 outlined in this report reflect the school community's commitment to accessingengaging, authentic curriculum that embeds 21st century learner characteristics, skills and experiences.

Our collaborative learning culture firmly focuses on our students flourishing, our teaching being dynamic and ourpartnerships prospering. We commit to every student connecting, succeeding, thriving and learning.

We value our supportive parents and wider community who partner closely with us in the educational journey.

I thank our dedicated staff who continue to go above and beyond in their commitment to professional development,systems leadership and continual improvement. It is with sincere pride I present this report of achievements.

I thank the students, staff and community for their ongoing commitment to our wonderful school.

Karen Mortimer

Principal

Message from the school community

2019 SSPS P&C School ReportThrough the annual P&C voluntary donations, canteen, uniform shop, school banking commissions and money raised atschool events such as the Easter Parade raffle, Mother's Day stall, The Colour Run and Father's Day stall, the P&C havebeen able to financially contribute to various school initiatives.

We will continue to support the resources required to maintain the quality of our school and accommodate the growingnumber of students.

We are proud to share below, what we have achieved as a community in 2019:

Teaching Resources

K–2 PE Equipment 3,000

K–2 Picture Books 2,720

Stage 1 Ozobots 2,900


K–2 Whiteboards 2,600

Stage 2 History Kit 150

Stage 2 Discovery Books 150

TOTAL of Teaching Resources 11,520

Whole School Programs

Speech Pathology Program 20,000

Occupational Therapy Program 20,000

Xenontech IT Program 15,000

Teaching Resources Interactive Panels 11,270

TOTAL of Whole School Programs 66,270

TOTAL Donated $77,690


School background

School vision statement

Our vision at Strathfield South Public School is for all students to access engaging, authentic curriculum that embedsfuture–focused learner characteristics, skills and experiences. Students maximise their opportunities within dynamic andcontemporary learning environments that support the wellbeing of all.

Staff members are committed to demonstrating improvement in their teaching practice and are confident in their use ofevaluative practices, data and assessment, feedback and collaboration, driving student and school improvement.

School leaders are highly visible instructional leaders, effectively resourcing and supporting the highest levels of learning.Strategic and effective leadership is the cornerstone of school excellence.

Significant engagement with parents and the broader community is planned and proactive. The school communityutilises contemporary resources to maximise educational partnerships.

School context

Strathfield South Public School caters for students from K–6, in a medium density urban setting, within the StrathfieldPublic Schools Network, acknowledging Aboriginal connections to the Wangal Clan, Daruk Tribe. The school wasestablished in 1881 and now comprises 800 students, 93% from culturally diverse backgrounds. The main languageother than English groups within our school are Cantonese, Mandarin, Korean, Arabic, Tamil and Vietnamese.

Strathfield South Public School fosters strong partnerships with our parents and the broader community. Our thrivingP&C are dedicated in supporting school resourcing, voluntarily managing a healthy, popular canteen and well–stockeduniform shop. They support reading, Speech and Occupational Therapy programs, improved quality learning spaces andtechnology upgrades.

The school has a highly professional, collaborative, committed staff and enjoys a strong reputation for excellence.Strathfield South Public School is a 'Kids Matter' school, and provides a safe, welcoming environment that promotes astrong sense of belonging and self–worth.

Strathfield South Public School offers Chinese and Korean Community Language Programs and Italian LOTE. Theschool is embarking on a global connection communication program with educational institutions in Korea, China andItaly.

Strathfield South Public School offers enriching learning opportunities beyond the classroom, including; orchestra, musictuition, stage band and strings, dance, Greek and Telugu classes, martial arts, basketball, art, Chinese calligraphy,chess, speech and drama, choir, engineering, keyboard, physical education and sports.

Strathfield South Public School has strong established partnerships with multiple community organisations. ProfessionalExperience University partnerships contribute significantly to initial teacher education programs within our WingaraCommunity of Schools.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

This self–assessment involved collating feedback and information from staff, the community and students over thecourse of 2019. The following information is a collation of the NSW Department of Education (DoE) survey on the SchoolExcellence Framework and summarises our responses.

Each year, our staff at Strathfield South Public School discuss the School Excellence Framework Version 2 and itsimplications for informing, monitoring and validating our journey of excellence. Time is dedicated at executive meetingsand stage–based meetings to thoroughly examine the School Excellence Framework to determine our progress in eachelement as either Delivering, Growing and Sustaining or Excelling. Staff reflected on achievements made across theschool based on the expectations identified in the framework and considered this document when formulating their ownprofessional learning goals.

Within the domain of Learning, our evidence clearly illustrates that at Strathfield South Public School we understand thatbuilding a strong learning culture that promotes educational aspiration is key to our overall success as a school. Weprioritised multiple themes within this domain during 2019, notably; high expectations, through individualised goal settingmeetings with students and parents to ensure our effective partnership in learning so our students are motivated todeliver their best and continually improve; we placed emphasis on enhancing student wellbeing through a scheduledapproach that incorporates the key learnings from our school–wide BeYou programs as well as new learning aroundChoice Theory and a Raising Responsibility approach to behaviour management that promotes intrinsic motivation andengagement to improve learning. During 2019, Strathfield South Public School continued to have consistent school–widepractices for assessment that focused on the analysis of internal student performance data – TEN, L3, FoR, schoolassessments, external assessments and reporting to ensure we always responded appropriately to trends in studentachievement, at individual, group and whole–school levels.

Our continued focus within the domain of Teaching is on the collaborative and reflective practices of teachers. Werespect expertise both externally and within our school community and value the opportunity to learn from and with eachother to sustain quality teaching practices. During 2019, teachers participated in the reflective practice of Lesson Study tofacilitate professional dialogue, collaboration and classroom observation and improve instructional practice by modelling,analysing and refining elements of a lesson. At Strathfield South Public School we know students will require a complexcombination of dispositions, skills, values and attitudes to be successful future–oriented lifelong learners. With thisknowledge in mind, all teachers were involved in ongoing professional learning around the 'Minds Wide Open Critical andCreative Thinking Program' with particular emphasis on the 7 Dispositions and how we can promote the development ofthese skills within our current teaching and learning programs. External experts, including specialists in mathematicaleducation from the Australian Catholic University, were invited to share insights into how to best harness the data wehave and implement best–practice strategies for improvement. Teachers then employed these evidence–based, effectiveteaching strategies within our whole–school approach. Inter–school relationships continued to provide instructionalleadership, mentoring and coaching support to ensure the ongoing development of all staff.

In the domain of Leading, our priorities have been to maintain a focus on distributed instructional leadership in order tosustain a culture of effective, evidence–based teaching and ongoing improvement for students. Our school continued toincrease community connections resulting in strengthened consultative practices. The use of school facilities continues togrow within the local community, to best meet student and community needs. Administrative practices have beenstrengthened as the school makes informed choices about administrative practices and systems, based oncost–effectiveness and evidence, and in response to our local context and needs.


Strategic Direction 1

Flourishing Students

Purpose

To achieve excellence and promote high levels of engagement through effective, equitable learning opportunities within adynamic learning environment that supports the wellbeing of all.

Improvement Measures

Most students articulate their learning and understand what they need to learn next.

100% of teachers collect data and use evidence to direct future teaching.

Annual increases in individual student achievement on internal and external data sets in literacy and numeracy.

Most teachers use the Wellbeing Self–assessment Tool to identify current practices and evaluate impact.

Progress towards achieving improvement measures

Process 1: Data skills and use

Teachers understand, analyse, interpret data and use this collaboratively to inform planning, identifyinterventions and modify teaching practices.

Evaluation Funds Expended(Resources)

The analysis of both internal and external data–informed the planning,identification of intervention and modified teacher practices. This in turn,ensured all students gained equitable learning opportunities andstrengthened our ability to assure annual increases in individual studentliteracy and numeracy data sets.

The consistent and systematic use of SMART goals, along with internalassessment results and stage–based data evaluations, contributed tostudent's successful achievement of learning outcomes.

– Certificates printed for every studentin the school

– Public recognition at schoolassemblies and presentation days

– Online tracking resources usedwithin the classroom to acknowledgestudent achievement

Funding Sources: • Professional Learning Funds($43374.00)

Process 2: Connect, Succeed, Thrive, Learn

A comprehensive and integrated strategy is in place to support the cognitive, emotional, social, physicaland spiritual wellbeing of all students.


In 2019, the implementation of the positive 'Raising Responsibility' cognitivebehaviour approach was commenced with a plan for further development in2020.

The approach promotes a desire for responsible behaviour by teachingstudents to identify the four concepts within their own levels of development;Anarchy (absence of order and goals), Bossing (bothers others and requiresredirection to positive choices often), Cooperation (considerate and complieshowever driven by external motivators), Democracy (demonstratingself–discipline, initiative and responsibility, are driven by internal motivators).

Initial evaluation of the wellbeing and professional learning indicates higherlevels of student self–regulation and articulation around their feelings with agreater capacity to manage disruptive emotions and impulses.

– Employment for professional (JudyHatswell) to review current wellbeingpolicies

– Purchase of student 'Think ofOthers' badges in line with studentacknowledgement system for the next3 years

Funding Sources: • Professional Learning Funds,Beginning Teacher, PEX and Schoolfunds ($20000.00) • School Funds ($24000.00)



Teacher leaders were identified to take part in the Strathfield Network YouthEmpowerment Lab. This community of practice was established to enhancestudent engagement and improve student outcomes by guiding both studentsand teachers towards co–designing and transforming learning. It isunderstood that through higher levels of student involvement in designing,monitoring and evaluation of their learning we will empower young peoplewith resilience, skills, practices and abilities to flourish at school and beyond.

Process 3: Contemporary Curriculum

Teaching and learning is future–focused and evidence–based.


Through whole school Creative and Critical Thinking Capability training,Strathfield South Public School staff were able to gain further understandingsof how the dispositions form the foundation for learning and their value withinall KLA Scope & Sequences.

Emphasis was placed on how we, as a school, could foster these critical andcreative thinking skills within our lessons and evaluate the impact of includingtasks that enable students to practise these skills daily.

Staff contributed to online resource banks as evidence of impact and sharedideas and experiences within the classroom to promote professional dialogueacross the school. As a result, our 2019 programs reflected NESArequirements along with future–focused pedagogy that focused on the'Creative and Critical Thinking Capabilities'.

– Collegial sharing of teacher made &commercial reference materials andresourcing to support walls thatteacher, anchor charts based around'Creative and Critical ThinkingCapability Learning'

– Access to online survey subscriptionfor data collection

– Seesaw licensing and school–basedtraining

Funding Sources: • Professional Learning Funds,Beginning Teacher, PEX ($2300.00)



Dynamic Teaching

Purpose

Every student experiences excellence in high quality teaching programs and every teacher builds their capacity toimprove practice.


All teaching programs and individual Professional Development Plans (PDPs) reflect authentic engagement with wholeschool professional learning.

An increased number of teachers and leaders engage with higher levels of the Australian Professional Standards forTeachers and Principals in their Professional Development Plans (PDPs).


Process 1: High Quality Teaching Programs

Employ a whole school integrated approach, to develop, implement and review high qualitycontemporary teaching and learning programs.


All stages and support staff used online programming formats for all KLAs,timetables etc. This transition has enabled programs to be followedregardless of which teacher is teaching; supported collaboration; andencouraged the sharing of evaluations, which has strengthened collectiveteacher efficacy across the school.

Through the co–development of student SMART goals, teachers providedexplicit, specific and timely feedback related to individualised success criteria,ensuring all students had a clear understanding of how to improve. Onceachieved, this was communicated to parents and further learning goals set.

All staff completed training and were then observed and certified at deliveringthe three iPlay curricular components including quality physical educationand school sport, classroom movement breaks and physically activehomework with their class or student cohort. The iPlay evidence–basedapproach helped teachers meet mandatory curriculum physical activityrequirements, promoting the health, wellbeing and academic performance ofStrathfield South Public School students.

In addition, the wellbeing team regularly communicated staff initiatives topromote staff connectedness. The team established an 'Appreciation Wall'and a 'Thank Tank', to promote gratitude amongst staff and acknowledgethose who contributed positively in the workplace. The wellbeing team alsoprovided a SASS morning tea which was held to acknowledge the immensecontribution these staff members have in the operational success of our site.

– OneNote & Google Driveschool–based professional learningthrough stage meetings

– Human resource funding for 16 xcasual teachers to support LessonStudy

– Professional Learning– PromotingTeacher Wellbeing

– Survey via Menti was conductedwith staff to gain feedback on 'Whatsupport would help you thrive as ateacher at our school?'

– Centralised Appreciation/WellbeingWall

– Consumables purchased for staffconnectedness activities

Funding Sources: • School funds, Professional Learning,Beginning teachers ($10050.00)

Process 2: High Performance Culture

Explicit systems and structures support and enhance a high performance culture through effectivementoring and coaching practices that ensure the ongoing development and improvement of allteaching and non–teaching staff within the school and the Community of Schools (CoS).


Our school–based Professional Experience (PEX) facilitators have continuedto provide strong leadership by strengthening our partnership betweenschools and our Australian Catholic University (ACU) colleagues. Through

– PEX release time used for programsand resources to facilitate discussione.g. mentors releasing their PSTs



their thorough knowledge of research–based pedagogy, they activelypromote the sharing of knowledge, expertise and our joint passion forteaching between schools and universities in order to prepare the nextgeneration of teachers.

Noteworthy 2019 initiatives include; co–writing articles for educationaljournals, co–facilitating 3–hour ACU Mentoring Professional Learning (at theProficient Level), creating an online resource hub for teacher mentors,developed a PEX DoE induction package and leading Pre–Service Teacher(PST) lunchtime micro–skills sessions.

At a leadership level, our school used Department resourcing to develop thecapacity of many teachers across our community of schools. We have placedover 362 PSTs and trained approximately 125 staff in mentoring.

from lunch duty

– PEX Catering for new mentortraining & new mentors round–table

– PEX Semester 1 ConsumablesResourcing

– Tamworth Conference, travel andaccommodation

Funding Sources: • PEX Hub Mentor Release($65600.00) • Conferences attendance($16350.00)



Prosperous Partnerships

Purpose

To build and sustain a dynamic, contemporary learning environment through effective, mutually supportive, collaborativeand trusting relationships with all stakeholders.


Increased number of learning spaces refurbished into quality and dynamic learning environments.

Increased parent involvement, responsiveness and connection to school events and programs.

Increased capacity across the school community to optimise human and financial resources.


Process 1: Dynamic and Contemporary Learning Environments

Develop all students by promoting rich learning opportunities, in dynamic and contemporary learningenvironments, alongside robust and rigorous teacher reflective practices.


The Quality Learning Environment (QLE) team took on a creative approachto use of the physical environment to ensure that our learning spaces, bothinside and outside of the classroom, optimised student learning andengagement.

The team developed and initiated school enhancement plans for areas thathad been identified in need of renovation and/or refurbishment. During 2019,the key focus areas included classrooms in A Block along with one classroomin J Block, A Block hallways, the playground quiet area and various forms ofschool signage to welcome and direct visitors to our school accordingly.

Physical learning spaces within the classrooms were created to be dynamicand flexible to meet a broad range of student learning interests and needs.Colour palettes and the focal points of each space were all taken into closeconsideration by the team in an attempt to deliver contemporary learningenvironments that would reflect our best practice approach to teaching andlearning e.g. walls that teach and visible learning displays.

– Draft planning materials

– Human resources – extra release forQLE team to meet with contractors/designers/ architects/ gardeners etc.through quotation process

– Scully landscaping

– Furnware Furniture

– Support from AMU for structuraladditions

– Painting

Funding Sources: • Landscaping ($22830.00) • Furniture Replacement ($52901.00) • Carpet ($10000.00)

Process 2: Forging Strong Connections

Build, sustain and grow strong, inclusive partnerships through effective communication with parents andthe school community, ensuring accessibility to our multicultural and Indigenous partners.


Strathfield South Public School prides itself on promoting the school as aninclusive, outward facing learning community. We have established andcontinue to build positive and inclusive partnerships with parents and thecommunity through effective communication, recognising the rich and diverselinguistic and cultural resource that is our parent body.

In 2019, our Community Languages team led a Cultural Diversity Festivalwhich brought the community together to celebrate the values of inclusionand diversity. The event was attended by many notable political and DoE

– ICT coordinator to provide onsitesupport to assist parents

– Smoking Ceremony from a localindigenous group

– Consumables and resourcesrequired to deliver Cultural DiversityFestival



dignitaries. Students, staff and the wider community were able to gain greaterinsight into our school's Community Languages program, as well as take partin a public celebration of the 46 different languages and cultures within theschool community.

Funding Sources: • SENTRAL Parent App ($26235.31)

Process 3: Resourced for Success

Organise and manage the school to ensure effective learning environments, where resources arestrategically used to improve student outcomes and support high quality educational practices.


Resources were strategically purchased and allocated accordingly, toimprove student achievement and support high quality lesson delivery. OurTechnology team met regularly to evaluate the value add of newlyavailable/current resources and strategically planned for the purchasing ofresources to maximise learning opportunities within the classroom andconsider priority areas based on budget.

Technology purchases included three (3) New Promethean Interactive LCDpanels for classrooms failing to access an interactive screen– a highlyeffective and valuable teaching resources and the upgrading of iPad softwareto allow for new iOS. The team also scheduled time to ensure staff wereequipped with the required knowledge to embed these tools within teachingand learning programs school wide.

– External company to assist withasset management and stocktake oftechnology resources

– Technology team release timethrough QTSS funding

– 3 New Promethean Interactive LCDpanels

– Upgrade on iPad software

– Upgrade Hardware costs (repair,replacement laptops andconsumables)

Funding Sources: • School Stocktaking Services($2400.00) • Upgrade Hardware costs($13454.53) • Interactive LCD panels ($26250.00) • Upgrade iOS ($4000.00)


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading – Uniform

– School fees

– Speech Pathology

– Professional learningopportunities

– Acknowledgementceremony for CulturalDiversity celebration

– Indigenous incursioncosts

– Koori Kids afternoon tea

Funding Sources: • Aboriginal backgroundloading ($7 704.00)

Strategic Direction 1 – FlourishingStudents

Students have a Personalised Learning andSupport Plan (PLaSP) and are makingprogress across the literacy and numeracycontinuums.

Strategic Direction 2– Dynamic Teaching

Dedicated staff participated in AboriginalEducation professional learning with somestaff undergoing professional developmentaround writing PLaSPs for students ofAboriginal background.

Strategic Direction 3– ProsperousPartnerships

All teachers and support staff that havestudents of Aboriginal backgrounds in theirclasses, have met with their families threetimes this year to build home/schoolrelationships.

English language proficiency – EAL/D staffing allocation

– Professional learningSchool Priority areas

– Classroom resourcingmaterials

Funding Sources: • English LanguageProficiency Staffing ($512237.00) • Flexible EnglishLanguage Professionals($51 122.00)


All teachers implemented data–informed,innovative programming, incorporating thenew syllabus documents.

All teachers K–6 tracked students in literacyand numeracy using the continuums.

Learning Support Team successfullynegotiated weekly class support from externalspecialists. This included speech lessons forKindergarten and fortnightly occupationaltherapy for Stage 1 classes, funded by ourP&C.

Improved English as an AdditionalLanguage/Dialect (EAL/D) processesinvolving the effective allocation of humanresources and timetabling.

Strategic Direction 2 – Dynamic Teaching

Two teachers engaged under the guidance ofexperienced practitioners in L3.

Nine teachers engaged under the guidance ofexperienced practitioners in FoR.

Eleven Early Stage 1 and Stage 1 teachersengaged under the guidance of experiencedpractitioners in TEN.

Eleven Early Stage 1 and Stage 1 teachersengaged in Beyond TEN.

The rest of the staff engaged in Beyond FoR.

Low level adjustment for disability – Whole–school disability Strategic Direction 1– Flourishing


Low level adjustment for disability professional learning

Funding Sources: • Low level adjustment fordisability ($182 421.00)

Students

All students requiring adjustments andlearning support were catered for within classprograms and using other whole schoolstrategies. Students had PersonalisedLearning and Support Plans created toaddress their individual needs. Teachers andSLSOs identified and regularly monitored andreviewed student learning needs inconsultation with parents/carers. Identifiedstudents accessed MultiLit and Speech andOccupational Therapy to improve outcomes.

Quality Teaching, SuccessfulStudents (QTSS)

Funding Sources: • Quality Teaching,Successful Students(QTSS) ($140 225.00)


Quality Teaching, Successful Students(QTSS) funding allowed our leadership teamto enhance professional practice by usingevidence–based strategies to improve thequality of classroom teaching throughcollaboration, mentoring and reflectivepractice. This resourcing has increased ourlocal decision–making authority and has beenutilised to support teachers at all stages oftheir career. By developing, supporting andinspiring quality teachers we are in turn,improving student engagement andoutcomes.

Socio–economic background Funding Sources: • Socio–economicbackground ($23 059.00)


A music specialist was employed to work withK–6 to offer performing arts opportunities forstudents to think creatively and be challengedin their learning.

Support for beginning teachers Funding Sources: • Support for beginningteachers ($40 497.00)


An induction was provided to all new staff andvolunteers on site. Provision of relief weremade for early career staff to access targetedprofessional learning and casual reliefprovided. The continuation of an in–schoolappointed Instructional Leader role led theEarly Career Teacher program, facilitating3–4 regular workshops throughout each termto guide and mentor beginning teachers.Regular one on one classroom observations,lesson demonstrations and team–teachingtook place with early career teachersreceiving explicit feedback and support toimprove their classroom practice.

Professional Experience Hub Project(PEX)

Funding Sources: • Professional ExperienceHub ($100 000.00)

Our school is partnered with the AustralianCatholic University (ACU) in order to buildexpertise in high quality professionalexperience programs for Pre–ServiceTeachers (PSTs). In its fourth year, wecontinued to forge strong connections withACU and our 14 partnership schools, creatinginnovative plans and programs that deliverhigh quality support and supervision for PSTs,whilst building mentoring capabilities of staffand enhancing teacher expertise in ourschool and in our Wingara Community ofSchools.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 413 395 413 418

Girls 392 395 388 362

Student attendance profile

School

Year 2016 2017 2018 2019

K 96.8 96.5 93.8 95.2

1 95.4 96.1 95.1 92.7

2 96.3 95.7 96 94.7

3 95.8 95.4 95.4 95.2

4 96.3 96.4 96 93.4

5 95.3 96.4 96 94.3

6 95.2 93.6 94.5 91.9

All Years 95.9 95.7 95.3 93.8

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 30

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1

Teacher Librarian 1.4

Teacher ESL 4.8

School Counsellor 1

School Administration and Support Staff 4.67

Other Positions 2.2

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 496,607

Revenue 7,886,354

Appropriation 7,238,817

Sale of Goods and Services 8,255

Grants and contributions 629,115

Investment income 3,667

Other revenue 6,500

Expenses -7,788,716

Employee related -6,866,243

Operating expenses -922,473

Surplus / deficit for the year 97,639

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 120,784

Equity Total 776,543

Equity - Aboriginal 7,704

Equity - Socio-economic 23,059

Equity - Language 563,359

Equity - Disability 182,421

Base Total 5,211,220

Base - Per Capita 187,945

Base - Location 0

Base - Other 5,023,274

Other Total 747,648

Grand Total 6,856,194

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responsesare presented below. To solicit this feedback we utilise P&C and School Council forums, as well as regular surveys,small focus groups and informal conversations.

Students – A random sample of students from Years 1–6 were chosen for the purpose of surveys. The surveys werecarried out as forums where small groups of students were asked to talk about our school. Over 15% of the studentpopulation were interviewed with the results of their responses as follows:

The three things the students loved most about Strathfield South Public School were:

The variety of sports, PSSA, the excursions, friends and the opportunity to play with friends, our school rules and motto,the teachers, the canteen, science, maths, music and art.

Students were asked to rate their learning. The children were asked to use a scale from 1–10 with 10 being thehighest to rate different aspects of learning. Their responses indicated:

I enjoy learning Mathematics – 36% very highly rated and 15% high

I find maths activities interesting – 20% very highly rated and 20% high

I find maths activities challenging – 17% very highly rated and 14% high

Maths activities make me think to find solutions? – 13% very highly rated and 22% high

I enjoy Reading – 61% very highly rated and 16% high

I understand what I read – 56% very highly rated and 14% high

Reading activities are interesting –21% very highly rated and 18% high

Reading activities make me think and reflect to find answers? – 7.5% very highly rated and 15% high.

I enjoy writing – 53% very highly rated and 11% high

I enjoy learning to and about writing – 18% very highly rated and 14% high

Parents– Parents were offered the opportunity to respond to an online survey about our school and in addition, arandom selection of parents was contacted by phone and interviewed. There were 83 families who took part.

What are 3 things do you like about Strathfield South PS?

Comments around School Environment and Processes: • The organisation and system • The protocols the school follows • My children have lots of friends • The multicultural diversity • The strong sense of community support and spirit • The outdoor environment • The motto • Addressing problems straight away and the great extra–curricular activities • The big multicultural community and always looking out for the safety of the children • The school has a good reputation • Its values

Comments around the activities offered: • Variety and number of sports including PSSA • Lots of after school activities • The co–curricular path with art, music, language, and sports • The Community Languages aspect • The work • The learning


Comments around the teaching, teachers and all staff: • They truly care for each child's wellbeing • Teachers are good • Open honest environment • Teachers are friendly and open • Relationships with students • Concentrated in–class support provided to students when needed • The idea that the children have many teachers to talk too • Enthusiastic teachers • Everyone makes you feel welcome • Stage 3 STEM

Teachers– Our staff regularly provide feedback on school wide programs and professional learning opportunities. Somefeedback from 2019 included;

• They place high importance and value on the opportunities provided through reflective practice to engage withevidence based pedagogy together through activities that allow them to learn from each other to build collectiveteacher efficacy, eg. Lesson study.

• Staff enjoy opportunities to collaborate across stages to share wellbeing insights, curriculum knowledge, feedbackand other information about student progress and achievement to inform the development of programs as thisassists them in their attempts to ensure we collectively take responsibility know, value and care for all the faces.

• They believe student SMART goal setting at the beginning of the year enhances their effective partnerships inlearning with parents and motivates students to work within their zone of proximal development and aim tocontinually improve.

• The 2019 beginning teacher mentor program was highly regarded by the staff involved as all participants indicatedthis was a valuable initiative and worthy of continued development.

• Teacher leaders also appreciated the opportunities provided to engage with mentors both within and beyond theschool to develop their leadership capacity.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

In 2019 a staff committee was established to specifically support and encourage our 9 Aboriginal and Torres StraitIslander students. Our ATSI students and their families came together each term for a Koori Kids afternoon tea. Thefamilies and staff yarn and the students engage in activities as we developed our sense of community.

This years NAIDOC week theme was "Voice, Treaty, Truth." Classes all took part in lessons to create a deepunderstanding of our school acknowledgement and the relevance of indigenous language. We continuing to build ourbase knowledge to explore such concepts in the future.

A stocktake of Aboriginal and Torres Strait Islander literacy resources throughout the school was conducted, and a digitalwebsite/resource document was created and shared with staff to better embed Aboriginal perspectives in classroomactivities.

Staff connected regularly with the local community through AECG meetings and developed further professional learningopportunities. The committee also engaged with an external organisation to get our Koori kids a back pack for of learningmaterials either for school or transition to high school.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

At Strathfield South Public School, one teacher was trained as the School's Anti–Racism Contact Officer (ARCO) andfollowing this training, all staff were presented with the required information. Strategies for embedding multicultural andanti–racism education into teaching and learning programs were included.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

Strathfield South Public School has reviewed its teaching and learning programs to ensure that culturally inclusiveclassrooms and school practices are embedded. Further to this, our programs foster and enhance student understandingof culture, cultural diversity, racism and active citizenship within a democratic, multicultural society.

Forty six different languages are spoken across the school. To cater for this, students and classroom teachers wereassisted and supported by the school's EAL/D teachers who developed specific programs to address the needs ofstudents from language backgrounds other than English.

Our School's rich multicultural community creates the platform for students to develop skills, knowledge and attitudesthat promote inclusiveness and harmony in a multicultural society. In August, the Community Language Teamcoordinated a Cultural Diversity Festival that ran over three days. This was embraced by all students, staff and thecommunity as an ideal opportunity to reflect and celebrate the many cultures within our school. It involved a formal


whole school assembly with local dignitaries, a parade of cultural costumes, traditional performances as well as in classopportunities to experience literacy and numeracy lessons from diverse cultural backgrounds. The school canteen alsorecognised the diverse dietary differences of students and provided a variety of special cultural foods that complimentedtheir already diverse regular menu items.

A range of methods have been incorporated to increase and improve communication and involvement with parents andcommunity members from culturally diverse backgrounds. New signage around the school grounds, the continuation ofan online booking system for interviews, school events and meetings and language translations of the School Calendarand important events have proven extremely popular and beneficial.


2019 strathfield south public school annual report...introduction the annual report for 2019 is...

Documents