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Cambridge Gardens Public School
Annual School Report 2013
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Principal’s message
What another productive, purposeful and excellent year at Cambridge Gardens Public School.
As a school community, we have worked together to achieve so much. There has been continued improvement in our student achievement, further changes in teaching practice and ongoing improvements to our school environment.
Our school strives every day to provide innovation, excellence and connections for all. In 2013 we can be justifiably proud of our achievements as a school community.
Innovation was evidenced through the implementation of our national partnership Improving Literacy and Numeracy program, our ongoing Focused School work through Focus on Reading and, our focus on visual arts culminating in our art exhibition to name a few.
Excellence was evidenced by our changes in teaching practice in Literacy and Numeracy resulting in upward trend data across all areas of NAPLAN assessment in Year 3 as well as student growth well above state average in all areas for our Year 5 students.
Connections are evident through our work across our school community with our continued link with University of Western Sydney and our sister school in Shanghai as well as our school events bringing our parents and community members into our school each term.
As a Principal, the proudest achievement that we have is to see happy children come to school each day ready to learn. This has been clear in 2013 with a further increase in total school enrolments.
As a school community we must continue to strive for the best for our students, their families and our staff. Thank you to everyone for your amazing efforts.
I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.
Adam Wynn
Principal
P & C message
2013 was another active year for the Cambridge Gardens P & C Association. We had 18 financial members and held 8 general meetings in 2013. Our members and in fact the broader school community supported events and activities arranged by the P & C and our school wonderfully during 2013.
Members of the P&C continued to represent the parent body on various committees and panels throughout 2013 in support of students, staff, and the school executive on issues around school improvement, student behaviour and staff merit selection. We also endeavoured to assist and contribute to school run activities wherever possible.
During the year the P&C organised several successful fundraising initiatives which resulted in over $6,000.00 being raised for our students. These included the Father’s Day Breakfast and guessing competition, an evening Disco, an Election Day BBQ, Cake Stall and Market, Christmas Guessing Competition and BBQ and a new initiative - The Mother’s Day Gift Project. Our school community really got behind all these activities and made them profitable.
We continued with our Commonwealth School Banking Program, which earned us $366.40 and continued to teach our children about the benefits of saving. We also continued to facilitate the Scholastic Book Club, enabling additional resources to be procured for our library and providing our children with the chance to purchase quality literature.
2013 saw our P & C donate nearly $4,000.00 to our school. This included the continuation of the provision of Playground Markings and we were delighted to purchase two Blazers that were worn with pride by our School Leaders at assemblies and official functions. Over $3,000.00 was invested in new Home Readers to replace the well-worn ones our students have been using for many years.
Our P & C Association looks forward to supporting the students and staff of Cambridge Gardens Public School in 2014.
Karlea Fearnley
P & C President
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Student information
It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.
Student enrolment profile
2009 2010 2011 2012 2013
Male 150 136 134 134 154
Female 130 133 138 150 153
In 2013, the total student population was 307 students, an increase of 7% from 2012. The school population consisted of 23 students from a Language Background other than English which correlated to 7% of the total school population. Twenty-five students or 8% of our total school population identified as Aboriginal. Total enrolments increased in 2013 by 23 students continuing the upward trend from 2011. This resulted in the school attracting an additional teacher and forming a thirteen class as well as increased library hours and an additional School Administration Office.
Student attendance profile
Year 2009 2010 2011 2012 2013
K 95.7 94.2 94.2 94.3 94.2
1 95.9 94.0 93.1 95.1 94.3
2 95.5 93.3 94.4 94.1 94.8
3 95.8 95.9 93.5 95.0 93.5
4 93.9 94.4 94.2 95.0 94.5
5 95.5 94.3 94.8 93.8 94.1
6 93.9 95.4 93.2 93.8 93.5
Total 95.0 94.5 93.9 94.5 94.2
It is disappointing to note that our attendance rate fell from 94.5 in 2012 to 94.2 in 2013. The school did not meet its target of increasing the school attendance rate to 95% in 2013. The school will aim to achieve this in 2014.
Management of non-attendance
Student attendance and partial attendance are recorded on a daily basis. Each month the Assistant Principal with responsibility for attendance reviews the attendance data noting students who are falling below the 85% threshold.
Letters stating concern are sent home to the parents of these students with follow up meetings and incentive programs put in place. If attendance continues to be of concern a referral is made to the DEC Home School Liaison Officer.
Under government policy, parents are required to seek exemptions from attendance for their children in cases of extended holidays exceeding 10 school days or for ongoing partial absences to attend activities such as speech therapy.
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Class sizes
Roll class Year
Total in
per year
Total
in
class
1 MONET K 21 21
2 PRESTON K 20 20
3 RENOIR 1 22 22
4 WANAMBI 1 23 23
5 TALBOT 2 25 25
6 HART
2 18 26
7 3 8
8 CALDER 3 27 27
9 NOLAN
3 8 31
10 4 23
11 NAMATJIRA
4 25 32
12 5 7
13 TURNER 5 28 28
14 PICASSO 6 29 29
15 THOMAS
1 8 21
16 K 13
Primary class sizes are included in the annual school report in order to provide parents with as much local information as possible. The following table shows our class sizes as reported at the 2013 Class Size Audit conducted in March 2013.
At the commencement of term 2 our class structures changed due to our increased enrolments. Sutton class was formed as a third Kindergarten, Thomas became a 1/2 class and Nolan became a Year 4 class.
Structure of classes
In 2013, our students were organized into 12 classes with a 13th class being formed at the commencement of Term 2. The classes were formed on a grade basis. In following with DEC class size targets 3 of these classes were composite classes. Classes are formed on a mixed ability structure with groups of 6-8 students of similar reading levels being placed in the same class.
Workforce information
It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.
Workforce composition
Position Number
Principal 1
Assistant Principal(s) 3
Classroom Teacher(s) 10
Teacher of Reading Recovery 0.5
Learning and Support Teacher(s) 1.1
Teacher Librarian 0.8
Teacher Release from Face to Face 1.046
Teacher Panthers on the Prowl 1
School Counsellor 0.2
School Administrative & Support Staff 2.422
School Learning Support Officers 2
General Assistant 0.6
Total 23.468
Due to increased enrolments in 2013, the school gained an additional classroom teacher for the thirteenth class. Mrs. Noelle Stoeckl gained this position through the service transfer staffing process.
The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.
In 2013, Cambridge Gardens PS had one staff member who identifies as being Indigenous.
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Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Degree or Diploma 71%
Postgraduate 29%
NSW Institute of Teachers Accreditation 12%
Financial summary
This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.
Date of financial summary 30/11/2013
Income $
Balance brought forward 160144.33 Global funds 170400.75 Tied funds 146344.85 School & community sources 86611.69 Interest 6851.93 Trust receipts 49549.75 Canteen 0.00
Total income 619903.30
Expenditure
Teaching & learning Key learning areas 12142.95 Excursions 28473.08 Extracurricular dissections 29991.21
Library 5035.57 Training & development 0.00 Tied funds 116228.40 Casual relief teachers 37213.15 Administration & office 50745.03 School-operated canteen 0.00 Utilities 59552.08 Maintenance 18402.52 Trust accounts 56816.26 Capital programs 0.00
Total expenditure 414600.25
Balance carried forward 205303.05
Unexpended funds are committed to the payment of 2013 accounts yet to be received before 30/11/13 including the payment of casual teachers and School Learning Support Officer wages from November and December.
A full copy of the school’s 2013 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.
School performance 2013
Cambridge Gardens PS prides itself on its strong commitment to providing a breadth of experiences across all aspects of schooling. Our talented and dedicated staff work with our students to provide excellence in student achievement.
Arts
Choir
Our school choir leads the school each week singing the National Anthem in assemblies. The choir participated in a mass choir at the Cranebrook Learning Community Performing Arts Festival. They worked hard to learn three songs, ‘Here comes the Sun’, ‘Lean on Me’ and ‘Viva la Vida’, as part of their performance. A school themed ‘Home Among the Gum Trees’ was also presented to the school community at our annual Presentation Day.
Recorder Band
This year eighteen dedicated students attended weekly rehearsals to learn a repertoire of three challenging but fun musical pieces. The hard work was worth it when we performed at the Opera House in August as part of the Combined Schools Recorder Ensemble. An exciting and memorable experience was had by all involved.
Public Speaking
Cambridge Gardens PS had 6 students representing the school in the Cluster finals for the Penrith Valley Public Speaking Competition 2013. The representatives were Madeleine Sharkey - Year 3; Ashlee Gillard -Year 4; Hayden Ashby and Danielle Latter - Year 5; Skyanne Mackenzie and Mikayla Carlin - Year 6. All students did a terrific job in presenting their reading or giving their speech.
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K-3 Dance
The K-1 dance group made up of 28 students performed to the Abba song “Money, Money, Money” at the Cranebrook Learning Community Performing Arts Festival. The 2-3 group made up of 35 students danced to The Waifs song “Lighthouse”. They performed at the Cranebrook Festival as well as the Blue Mountains & Nepean Dance Festival held at the Joan Sutherland Centre. The students worked hard and looked great as they moved to the music. Both groups also dance at school events such as Principals Assemblies and Presentation day. The students showed exemplary behaviour and were a credit to Cambridge Gardens Public School.
4-6 Dance Group
This year the 4/6 Dance Group was made up of 33 students. The students learnt a dance called 'Oath,' by Cher Lloyd. This year, the choreography of the dance has been made up by Mrs. Ptolemy, Brooke Dyer and Sophie Cahill.
The students in the 4-6 dance group were phenomenal in their effort, commitment and performance. The dedication towards attending lessons and perfecting the dance during Semester 1 was awesome.
The students worked very hard at a mixture of hip-hop and jazz movements to make this dance special. The students had plenty of opportunities to perform their dance at Performing Arts Festivals, Principal Assemblies and other school community events throughout Semester 2.
Chess Club
This year there was a school Chess Club which met each week at lunch in Mrs. Ptolemy's room. Students played against each other so they could earn points. Hayden Ashby won the school competition as undefeated chess player.
The students also had the opportunity to enter the Annual Penrith RSL Chess Competition. Our school placed well in the region with three teams entered. It was a great day for our students with many lessons learnt on the chess board.
Sport
PSSA
This year 3-6 girls and boys at Cambridge Gardens Public School had the opportunity to try out for the PSSA Winter Competition which was held at Jamison Park, Penrith on Fridays. Students participated enthusiastically in netball and soccer.
Following the end of the season, our PSSA netball teams were able to enter an indoor netball competition. Our senior team also attended a netball clinic with the likes of Liz Ellis and Catherine Cox. Both of these were valuable experiences that they all enjoyed.
Both soccer teams performed well. The seniors won 6 games, drew 2 games and lost 2 games. The juniors won 8 games, drew 1 game and lost 1 game. Sportsmanship and excellent behaviour were abundant throughout the season.
Tyson Whyburn gained selection in the Penrith District side, narrowly missing selection in the Sydney West side.
Rugby League
Our junior rugby league team were the Royce Simmons Shield champions for 2013. They had 8 dominating wins and 0 losses. The competition comprised of 64 schools from the Sydney West Region. Hayden Banks was awarded the Player of the Competition at the Penrith District competition. Cameron Holahan was awarded the Player of the Competition at the Regional Finals.
Regional and State representation
Alec Bailey represented Penrith District at Regional Athletics while Danielle Latter participated in the Regional Cross Country Carnival and the NSW state PSSA Diving Championships.
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Academic achievements
NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.
The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.
Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)
Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)
Year 7: from Band 4 (lowest) to Band 9 (highest for Year 7)
Year 9: from Band 5 (lowest) to Band 10 (highest for Year 9)
The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au
NAPLAN Year 3 - Literacy
In 2013, 42 students from Year 3 at Cambridge Gardens Public School completed the NAPLAN reading assessment. There were 18 boys and 25 girls.
In 2013, our reading fell below the state average for our Year 3 students. In Year 3, our girls performed better than our boys in reading. It was most pleasing to note the improvement in our Band 6 percentage compared to the school’s 5 year average for the second year in a row. The school was also very pleased to have no students fall into Band 1.
In writing it was pleasing to see the reduction in student numbers against the averages for the past three years in the bottom two bands.
0
10
20
30
40
1 2 3 4 5 6
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Bands
Percentage in bands: Year 3 Reading
Percentage in Bands
School Average 2009-2013
State DEC % in Bands 2013
0
10
20
30
40
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Writing
Percentage in Bands
School Average 2011-2013
State DEC % in Bands 2013
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It was pleasing to note that the school performance in Band 5 and 6 in Spelling showed an improvement in percentages in the bands against the school’s average for the past 5 years. It was also pleasing to see that no student fell into Band 1 and that there was a reduction in the percentage of children in Band 2.
The school was pleased to see that no students fell into Band 1 in this area. There was also large increase in the percentage of students in Band 4 and 5.
NAPLAN Year 3 - Numeracy
In 2013, 42 students from Cambridge Gardens Public School completed the numeracy assessment. There were 18 boys and 25 girls.
It was pleasing to note that the school performance in Band 6 showed an improvement against the average for the last five years whilst this was also evident in Bands 1 and 2 with a reduction in student numbers in these lower bands.
In 2014, the school will continue to have a priority on numeracy programs supported through our Improving Literacy and Numeracy National Partnership. All classes will continue to participate in the Targeting Early Numeracy program with the QuickSmart program being implemented in Year 4-6.
0
10
20
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1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Spelling
Percentage in Bands
School Average 2009-2013
State DEC % in Bands 2013
0
10
20
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40
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Grammar & Punctuation
Percentage in Bands
School Average 2009-2013
State DEC % in Bands 2013
0
10
20
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40
50
1 2 3 4 5 6
Pe
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Bands
Percentage in bands: Year 3 Numeracy
Percentage in Bands
School Average 2009-2013
State DEC % in Bands 2013
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NAPLAN Year 5 - Literacy
In 2013, 35 students from Year 5 at Cambridge Gardens Public School completed the NAPLAN literacy assessments. There were 15 boys and 13 girls.
In reading, Year 5 students in 2013 our students fell below the state mean. A concern for the school was that no student achieved Band 8. Pleasing was that there was a large reduction in the number of students in Band 3 with no students being placed here in 2013.
Our Year 5 results show that the school has high percentages of students in the bottom three bands as compared to the aggregated average percentage over the past five years and against the state average.
0
10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Reading
Percentage in Bands
School Average 2009-2013
State DEC % in Bands 2013
0
10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Writing
Percentage in Bands
School Average 2011-2013
State DEC % in Bands 2013
0
10
20
30
40
3 4 5 6 7 8
Pe
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Bands
Percentage in bands: Year 5 Spelling
Percentage in Bands
School Average 2009-2013
State DEC % in Bands 2013
0
10
20
30
3 4 5 6 7 8
Pe
rce
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f st
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Bands
Percentage in bands: Year 5 Grammar & Punctuation
Percentage in Bands
School Average 2009-2013
State DEC % in Bands 2013
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It is pleasing to note that the school average growth progress for students between Year 3 and 5 in reading is above the state growth rate for the second year in a row.
It is pleasing to note that the school average growth progress for students between Year 3 and 5 in reading is above the state growth rate.
It is pleasing to note that the school average growth progress for students between Year 3 and 5 in reading is above the state growth rate.
NAPLAN Year 5 – Numeracy
In 2013, 35 students from Year 5 at Cambridge Gardens Public School completed the NAPLAN numeracy assessment. There were 15 boys and 13 girls.
It is pleasing to note that the school average growth progress for students between Year 3 and 5 in numeracy is above the state growth rate.
0
100
200
2008-2010 2009-2011 2010-2012 2011-2013
Pro
gre
ss
Average progress in Reading between Year 3 and 5
School State DEC
0
100
200
Pro
gre
ss
Average progress in Spelling between Year 3 and 5
School State DEC
0
100
200
2008-20102009-20112010-20122011-2013
Pro
gre
ss
Average progress in Grammar & Punctuation between Year 3 and 5
School State DEC
0
10
20
30
40
50
3 4 5 6 7 8
Pe
rce
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f st
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Bands
Percentage in bands: Year 5 Numeracy
Percentage in Bands
School Average 2009-2013
State DEC % in Bands 2013
0
100
200
2008-20102009-20112010-20122011-2013
Pro
gre
ss
Average progress in Numeracy between Year 3 and 5
School State DEC
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Significant programs and initiatives
Aboriginal education
The school provides programs designed to educate all students about indigenous history, culture and contemporary Aboriginal Australia. Aboriginal culture and traditions are embedded in teaching programs across the curriculum.
All Aboriginal students at Cambridge Gardens Public School have a personalised learning plan collaboratively developed based on each student’s strengths, needs and interests.
The school celebrated NAIDOC Day in 2013 with a variety of learning experiences including all students decorating a hand that was planted in the front garden as well as an Aboriginal inspired art competition.
Multicultural education
In 2013 our school continued to provide educational experiences for students which involved promoting inclusiveness and appreciation of cultural diversity.
Our schools’ inclusion in the Bridges to Understanding program has provided students with the opportunity to continue to access lessons in Chinese language and culture. The teachers in 2013 were Miss Lan Zhou and Miss Wenqiong Hong.
A highlight of the year was our Chinese Assembly in Term 4 which involved students from all classes presenting relevant items from their lessons. Students were also able to purchase Chinese inspired lunches and participated in activities such as origami, calligraphy and lantern making.
Class Turner utilised our connected classroom to deepen their knowledge of Chinese language by accessing lessons from a teacher based at St Marys Senior High School. Students learnt how to conduct a short conversation about sports which included vocabulary for a variety of sports.
Aspects of other cultures, religions and traditions are included in KLA programs from Kindergarten to Stage 3.
National Partnerships Improving Literacy and Numeracy
Cambridge Gardens Public School received funding in 2013 through Improving Literacy and Numeracy National Partnership program. This funding enabled the school to implement the following professional learning initiatives:
In school support with the Numeracy K-10 leader focusing on explicit understanding of ASPECT 2 and ASPECT 4 for all staff K-6.
All staff developed differentiated learning plans for ASPECT 4 through collaboration with staff and the Numeracy K-10 Leader.
Consistent teaching time each day for short, fast and frequent TEN style activities for ASPECT 2 and 4 in the middle session.
Five staff members participated in a National Conference conducted by Pearson Education, on New Syllabus Implementation for 2015.
Further development of our Problem a Day program focusing on ‘Negative to state’ questions from NAPLAN and now to include ASPECT 2 and 4 in programming and planning.
Implementation of QuickSmart, targeting students in 4-6 who were in the bottom two bands for Numeracy in 2013 and 2012. The primary aim of the QuickSmart intervention is to develop automaticity across the four basic operations. QuickSmart lessons are conducted 3 times per week for half an hour and explicitly teach strategies that emphasise the key concepts underpinning the academic skills being taught.
Through the Improving Literacy and Numeracy National Partnership, teachers’ capacity to implement the Numeracy Continuum in teaching and learning increased from 29% to 63%.
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Question: How confident are you at using the whole Numeracy Continuum in your teaching and learning? PRIOR TO PROFESSIONAL LEARNING
FOLLOWING PROFESSIONAL LEARNING
School planning and evaluation 2012—2014
School evaluation processes
NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:
Surveys for parents and carers
Surveys for students and staff
Collection of data
Analysis of data
School planning 2012—2014: progress in 2013
School priority 1
Numeracy
Outcomes from 2012–2014
Quality numeracy practices are implemented in all classes including the use of authentic assessment leading to improved student performance in numeracy
Evidence of progress towards outcomes in 2013:
Implementation of the National Partnership Improving Literacy and Numeracy project
All staff collaboratively planning and reflecting on their class numeracy program
All staff participating in professional learning, peer observation and peer reflection activities
All staff using the numeracy continuum to track student progress.
Targeting Early Numeracy activities occurring across the school in all classrooms daily
Weekly Learning Plans formulated differentiating student learning in early arithmetic strategies and place value.
Embedding of the DEC Space and geometry activities into the school scope and sequence
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Strategies to achieve these outcomes in 2014
Completion of our National Partnership Improving Literacy and Numeracy project
Implementation of QuickSmart initiative with students in Years 4-6
Refinement and further development of the school Problem of the Day process to focus on areas of need across the school as identified through NAPLAN data
Professional learning to support the implementation of the new NSW Mathematics syllabus
School priority 2
Literacy
Outcomes from 2012–2014
Classroom practice in all classrooms is consistent with DEC Literacy policy with all students being mapped against the literacy continuum leading to an increase in the proportion of students above the minimum standards and in the proficient bands in NAPLAN
Evidence of progress towards outcomes in 2013:
All students’ progress being tracked on the literacy continuum
All staff participated in the Focus on Reading professional learning program and implemented processes and activities into their class programs
All staff participated in professional learning in the implementation of the new English syllabus
Strategies to achieve these outcomes in 2014:
Stage teams to work to collaboratively plan grade programs incorporating the new syllabus
Further professional learning in Focus on Reading
Teachers to use their PLAN data to plan and implement their learning activities.
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Professional learning
Professional learning at Cambridge Gardens PS is closely aligned to Department of Education and Communities priorities and our school’s targets and directions as stated in the management plan.
The school receives a specific teacher professional learning grant to support our efforts throughout the year. In 2013 that grant was $10822.40. The school also received an additional grant for teacher professional learning in relation to new syllabus implementation of $4596.08. The average expenditure per teacher on professional learning was $856. This does not include the high level of professional learning delivered through the National Partnerships Improving Literacy and Numeracy funding.
All staff participated in school development days at the commencement of terms 1, 2 and 3 and at the end of term 4. Topics covered included Child Protection, Best Start, the Literacy and Numeracy continuums and Focus on Reading. All staff participated in the Cranebrook Learning Community combined staff development day with Cranebrook High School, Kingswood Park PS, Braddock PS, Samuel Terry PS, Henry Fulton PS and Llandilo PS in Term 2. Planning days were provided for each stage each term, in order to collegially plan and organise units of work, excursions and activities to take place each term within the stage.
Weekly professional learning meetings covered mandatory training for staff as well as sessions aligned to management plan priorities. Topics covered by staff included code of conduct, CPR training, emergency care training, PBL, technology, literacy, numeracy, analysing NAPLAN results and committee meetings.
The school had one new scheme teacher working towards accreditation.
Parent/caregiver, student, and teacher satisfaction
In 2013, the school sought the opinions of parents, students and teachers about the school.
Their responses are presented below.
Background
All staff, parents and students in Stage 2 and 3 were surveyed. It was pleasing to receive responses from 67 of our families.
Findings and conclusions
The survey revealed that:
Both parents (98%) and students (95%) agreed that the school is connected to its community and welcomes parental involvement. This correlated with staff (100%) agreeing that parents are encouraged to be involved in our school.
Parents (97%) and students (91%) agreed that the school encourages its uniform policy. This was pleasing as this had been an area of concern in 2011. In 2013, teachers are now in agreement with parents and students.
Staff rated students being their main concern (100%) and the provision of extracurricular activities (100%) as the areas the school excels at.
An interesting finding that parents (98%) rated access to computers and the school’s technology programs as a strength whilst our students and staff saw this as an area that needs to be improved upon.
A pleasing change was that the provision of fair discipline was no longer an area of concern for parents (6%) and continues as an area of strength for staff. Students (14%) see this as an area requiring attention.
Parents and staff rated the school highly in the provision of challenging programs for students. Students (5%) saw the provision of challenging programs as an area of need.
Future Directions
The school will examine classroom and school programs to look at the intellectual rigour of these and if they are challenging our students. The school will look to promote its discipline processes with our students.
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About this report
In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.
Adam Wynn Principal
Cheryl Mariani School Administrative Officer
Jennifer Rist Assistant Principal
Jo-Anne Austine Class Teacher
Tracey Warne Parent Representative
School contact information
Cambridge Gardens Public School
Trinity Drive, Cambridge Gardens, 2747
Ph.: 47301201
Fax: 47291385
Email: [email protected]
Web: www.cambridgeg-p.schools.nsw.edu.au
School Code: 4484
Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:
https://detwww.det.nsw.edu.au/high-
performance/annual-school-reports