2017 epping west public school annual report · final year of our school plan and we can see...

Epping West Public SchoolAnnual Report

2017

1851

Printed on: 21 March, 2018 of 17 Epping West Public School 1851 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Epping West Public School as an account of part of theschool's operations and achievements throughout the year.

It provides an overview of the progress the school has made to provide high quality educational opportunities for allstudents, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key schoolstrategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Therese Hinder

Principal

School contact details

Epping West Public School96 Carlingford RdEpping, 2121www.eppingwest-p.schools.nsw.edu.aueppingwest-p.School@det.nsw.edu.au9876 8255

Message from the Principal

This report provides a general overview of some of the achievements of the school in 2017.

Our school continues to grow enrolling 50 additional students in 2017 and in 2018 expecting 100 more than in February2017. At this level we continually need to evaluate our practices for day to day and event organisation. 2017 was thefinal year of our School Plan and we can see considerable progress towards our three goals of: 1. Whole Child 2. QualityPedagogy– the High Possibility Classroom and 3. Connected School Community.

Our Learner Qualities are increasingly being talked about in classrooms by teachers and students and are part of theformal reporting process. Our colourful rocks Project this Year was a testament to the importance and uniqueness ofeach student and in their final resting place– entry gates to the school– will be a visual reminder that it is each child thatneeds to develop the Learner Qualities so they become a contributing member of our broader community as theydevelop and grow.

Key Projects this year have been a focus on programming using English concepts, monitoring student progress using theLiteracy continuum and how to differentiate the curriculum for the individual needs of students. An emphasis on the firstyears at school has given Kindergarten additional EAL/D and Learning support to make sure all KIndergarten studentshave sound basic skills. Year 1 has had 3 Reading Recovery teachers providing one to one individually focusedprograms to develop literacy skills and additional small group support to develop the basics.

Notably this year was the achievement of our three year Project to provide a safe drop off and pick up place for ourstudents in the support classes, a new Mac lab, Netbooks for each classroom, Year 4 Community garden, a sandpit anda trial of some platforms for children to use when accessing their bags.

Our Community Language networks continue to develop to support parents with knowledge of how school works inAustralia and how they can best support their child.

Epping West continues to excel and provide a wide range of programs for our students. Thank you to all who make thispossible: students, teachers, parents and community members.

Therese HInder

Principal


School background

School vision statement

Epping West Public School has a rich tradition of excellence in academic, sporting and cultural programs. Quality schoolprinciples of Choice Theory, Reality Therapy and Lead Management guide all curriculum, programs and procedures andunderpin respectful relationships between students, staff and parents.

The school is committed to the development of Creative Successful Learners building an attitude of innovation andcollaboration soundly based on core skills. A sense of belonging and excellence in academic performance, performingarts and sport, develop our students as everyday champions and to shine on every stage. Our professional innovativeteaching team is highly experienced and dedicated to achieving quality educational outcomes.

A wide range of extracurricular activities is available to develop excellence and encourage participation. Inclusion andparticipation are the basis of caring for all stakeholders – children, parents and staff–ensuring that needs are met,opinions are heard and valued and issues are resolved.

Our school community includes students from diverse cultural backgrounds and three support classes for students with adisability.

Our vision is to develop our students with the qualities of being: • Playful and Innovative • Collaborative • Passionate and Caring • Curious • Resilient and Persistent

as they develop academically, socially, physically, aesthetically and emotionally.

School context

Epping West Public School has a population of 1100 students, including three support classes. 91% of our students arefrom a Language Background Other than English. Our school community is characterised by caring parents, a high levelof interest in education and a willingness to be involved in the life of the school.

Integral to our school environment are our community partnerships and support networks including our P&C, SchoolCouncil and Student Representative Council. We have established a tradition of effective professional partnerships withacademics from Sydney University, the Sydney Theatre Company, University of Technology Sydney (UTS) andMacquarie University..

Initiatives include: • an action research project on developing ‘High Possibility Classrooms’ in partnership with Dr Jane Hunter (UTS) • participation in the ‘Drama in Schools’ project with Sydney Theatre Company and ‘My Science’ with Dr Anne

Forbes (Macquarie) and scientist mentors • networks of local stakeholders such as Hornsby Council, Bambara Bushcare and Epping Rotary provide

opportunities for students and families to make personal connections within the local school area • a community engagement officer facilitates open communication and understanding between different groups

within the school community.

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.


Learning – Findings/Achievements

Learning Culture is school–wide focusing on improvement in all areas for individual success. Wellbeing processes areeffective and fully supported by the learning and support team, staff, programs and resources to provide for the needs ofall students. Curriculum and Learning has an integrated approach showing balance in curricular and extra curricular.Assessment and Reporting evidence shows sound monitoring, planning and reporting. Student PerformanceMeasures show most students achieve high levels of performance eg NAPLAN

Next Steps1. Continue with our whole school plan including creative learner qualities, wholistic well–balanced child goals and

connected community relationships2. Continue our comprehensive LaST process including all stakeholders to provide individual quality support and

programs3. Train all staff in K–6 programs to monitor student growth eg PLAN, SMART4. Embed student reflection practices and opportunities into daily routines5. Continue achieving excellent value results and performance for equity groups

Teaching – Findings/Achievements

Effective Classroom Practice shows evidence–based teaching strategies and data to inform planning and teachingprograms. Data Skills and Use shows a wide variety of data being used K–6 to identify achievements, progress andfuture directions including Benchmarking, Torch Tests, NAPLAN, grade curriculum assessments (consistent teacherjudgement) etc. Collaborative Practice shows the collaboration and feedback between staff to sustain quality teachingpractice is working across grades and with supervisors in PDP’s. Learning and Development shows professionallearning in TPL’s and staff meetings is aligned with the school plan and the evaluation of teaching and learningoutcomes. Professional Standards shows evidence of staff demonstrating responsibility in areas of interest to them–soas to develop their professional learning and work beyond the classroom.

Next Steps • Provide clear goals and feedback to students in a timely, regular and consistent way for effectiveness across the

stages. • Work towards providing a clear and sophisticated understanding of the schools direction and data driven results

for student improvement to the whole school community • Ensure, due to our increasing enrolments and staff relationships, that systems, programs and practice are

consistent and effective across the school. • Build capacity in all staff to show personal responsibility in developing their professional standards and learning

practices in unfamiliar areas eg new NESA/accreditation standards/logging hours etc and using and sharingcurrent knowledge.

• Evaluate professional sessions provided and work towards sharing expert criteria to support beginning and earlycareer teachers

Leading – Findings/Achievements

Leadership evidence shows quality, supportive teams having high expectations of staff, students and engagement fromthe community for continued whole school improvement. School Planning, Implementation and Reporting showsexecutive staff collaboratively planning the school’s vision and strategic directions in consultation with the whole schoolcommunity. School Resources are continually used and accessed to improve student outcomes. ManagementPractices and Processes and the leadership team guide the on–going effectiveness and improvement of the school.

Next Steps • Continue to engage with the school community continuing to share and use partnerships, relationships and

resources for improving student outcomes • Provide further TPL for staff to engage and understand the school plan • Continue involving staff in the planning, processes and use of available resources • Continue using excellent communication systems for collaboration, knowledge, engagement and feedback.

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

WHOLE CHILD: Enabling creativity, mindfulness and self–management

Purpose

To develop the intellectual, physical, social, emotional and aesthetic skills and capacity of each child to enable him/her tobecome an active, contributing citizen

Overall summary of progress

In 2017, we continued to elaborate on the characteristics of Creativity through the five Creative Learner Qualities ofbeing: Curious, Collaborative, Playful and Innovative, Resilient and Persistent, Passionate and Caring. Teachersexpanded their understanding of the characteristics and identified opportunities to develop and evaluate these acrosskey learning areas. Analysis of overall achievement on these elements, as indicated on the Semester Student Reports,showed student growth K–6 in all characteristics, particularly in Collaboration, Playfulness and Innovation, andResilience and Persistence.

Training on the ‘Peaceful Kids’ program provided teachers with strategies to develop students’ self–reflection, resilienceand regulation skills. Teachers introduced a range of regular reflective practices such as mindfulness training,yoga andself–reflection journals.

To embed the language of Learner Qualities into ‘daily life’, students were guided to set goals aligned with thecharacteristics of Creativity. These were recognised in the achievement of Principals’ Awards, Assembly awards and inCelebration of Learning ceremonies, K–6. A special ‘Only One You’ whole school rock display was created to highlightthe value of the ‘Whole Child’ and the Learner Qualities.

The school worked in partnership with community organisations to provide parents with tuition and guidance in ‘wholechild’ parenting through the ‘Triple P Parenting’, ‘Circle of Security’ and Basic English communication skills programs. Aparent expo informed parents of the network of community services that is available to support families with physical,intellectual, social,emotional and cultural aspects of children’s development.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Students compose a summarystatement of their achievement ofCreativity for each semesterreport, e.g. Creativity Wheel.

Students in need supported by arange of interventions.

More Principal's Awards reflect 5learner Qualities.

In focus groups with qualitativedata, students set goals and takeresponsibility for behaviour andlearning.

Increased measure of ‘Sense ofBelonging’ on Tell Them FromMe (TTFM) survey.

LaST funding

Employment of twoteachers (5 days) to supportKindergraten and otheridentified students

Communication Officeremployed to design sheets

Students were guided in self–reflection onSemester 1 and 2 progress on Creativity.

176 students were supported through the LaSTprocess of referral, interventions and review inpartnership with parents. Data on progress andreports identified a similar number of studentsneeding support.

An increased number of Principal’s Awardsreflected Learner Qualities. Principal’s Awardsheets were redesigned to represent each of the 5Learner Qualities, for introduction in 2018.

78% of students recorded a high sense ofbelonging on the TTFM survey. Further strategiesare being implemented to support studentwellbeing.


Next Steps

• Increase skills of all members of the school community to help our children learn how to self–reflect and takeresponsibility for themselves

• Using PDP whole school focuses on teachers and students applying the Learner Qualities to classroom practice, • Development of measurement of the Creative Learner Qualities. • Skills and techniques, such as ‘mindfulness’ and ‘Zones of Regulation’ used for students to self–reflect on their

behaviour and manage anxiety, stress and challenging situations. • Professional learning on Physical Literacy Continuum. • Develop and implement Healthy Canteen Strategy.



QUALITY PEDAGOGY: Creating High Possibility Classrooms

Purpose

Classrooms will exemplify the elements of High Possibility Classrooms (HPC) model of Dr Jane Hunter through: • Theory • Creativity • Public Learning • Life Preparation • Contextual Accommodations.


In 2017 our focus was to consolidate delivery of conceptually based units of work integrated across key learning areas. QTSS funding supported professional learning in English Textual Concepts and the Literacy Continuum as well as thereview and refinement of the English units through the conceptual lens. Syllabus implementation in Geography wasconsolidated through teaching and refinement of units, and professional learning in practical skills and authentic tasks infieldwork and integration of technology through use of i–Pads.

A school goal of the Performance and Development Program was set for learning to be made public throughperformance. Teachers initiated a range of performance opportunities such as the Year Two Performance Spectacular,Year 6 ‘My Science’ Fair, Open Day activities and use of the ‘See Saw’ app to showcase learning to peers and thebroader school community.

integration and purposeful use of technology was planned through research and collaboration with other schoolspreparatory to the introduction of a BYOD (Bring Your Own Device) scheme for Year 3 in 2018.

Executive staff undertook training in theories underpinning Visible Learning and formative assessment throughprofessional courses and a local network of schools. Learning intentions, success criteria, peer observation andfeedback will become the focus of collegial reflective processes and evidence–based teaching practice.





Epping West QT Surveyimprovement on 4 identifiedareas (student direction, higherorder thinking, problematicknowledge, studentself–regulation)

Teacher professionallearning expenses – VisibleLearning conference,Visible Learning throughFormative Assessmentworkshops, Geographyfieldwork, digital technologytraining, collaborativeplanning sessions.

Teachers rated some improvement in higher orderthinking, student direction and self–regulation in theEpping West QT Survey. These areas andproblematic knowledge will continue to be a focus in2018.

Language of 5 Learner Qualitiesis used in unit planning,classroom practice and schoolcommunication

Teachers collectively identified opportunities toembed language of Learner Qualities into gradeprograms and methods for evaluating progress onthe characteristics.

Application of 'Public learning'aspect of HPC

Public Learning’ opportunities created throughschool and grade events and digitalcommunication, e.g. Yr 2 Performance Showcase,Open Day activities, digital apps for reflection andfeedback.






Teachers differentiate QTSS funding to supportsyllabus implementationand differentiation.

Learning and Support Teamfunding.

LaST process of review and differentiation ofprograms and assessments was supported throughQTSS funding.

Staff were trained on a repertoire of differentiationstrategies.

To maintain high percentage intop 3 bands of NAPLAN

Yr 5 showed increase percentages in top 3 bandsof up to 13% across all strands of English andmathematics. In Yr 3 more than 87.5% of studentsperformed in the top 3 bands in each of the strandsof English and mathematics.

Next Steps

• Teachers apply future focused quality learning strategies.

• Facilitate professional learning and dialogue to build capacity.

• Develop collaborative reflective practice and feedback based on explicit learning intentions and success criteria.

• Whole school understanding of the formative assessment strategies in English and mathematics to track studentachievement and differentiate to suit student needs.

• Extend a range of opportunities for public demonstration of learning through live and digital displays, performancesand presentations.



CONNECTED LEARNING COMMUNITY: Valuing every child's intellectual, physical, social, emotional and aestheticdevelopment

Purpose

For the school community to work together with shared values and commitment for the wholistic development of eachchild as an individual


The Community Engagement Officer has continued to build relationships and improve communication. Parents haveresponded positively with active participation in language group networks across a range of school activities, such as theKindergarten orientation, ‘tea and tissues’ morning for new Kindergarten parents, Harmony Day celebrations andfundraising events. Interpreters of different languages support parents in understanding school practices and ways tosupport their children’s learning.

Through partnerships with external community organisations, parents were informed of local family services andsupported through a number of parenting programs, offered in different languages. Parents were engaged and informedabout school events and priorities. Parent meetings, newsletters, student academic reports, class or grade–based publiccelebrations of achievement and digital communication delivered consistent messages promoting the 'whole child'.

A Communications Officer was employed to improve the effectiveness of school communication tools. A visualrepresentation of the Learner Qualities uses easily identifiable symbols and colours that highlight the Learner Qualities inteaching programs, classroom displays, awards and school communication.

Student voice was encouraged through the Tell Them From Me survey, with key issues being addressed in furtherdiscussion, reflection and practices. The Semester Reports described student achievement on the Learner Qualitiesinviting student self reflection.





After 3 years a more connectedlearning community will bedemonstrated by:

Development of a visualrepresentation of the 5dimensions of Creativity as statedon Semester reports

Semester indicator of creativityfor each child i.e. sharing ideaswith others. Teacher assesseswhere child is at on CreativityTool

More diverse networks used forcommunication.

Communications Officer

around $10 000

Community resources

Community EngagementOfficer

around $12 000

The EWPS Creative Learner Qualities Wheel wasdeveloped in conjunction with a graphic designer torepresent the 5 dimensions of Creativity. Teachersused indicators to evaluate Creative LearnerQualities as Developing or Strength on Semester 1and 2 Student Reports. Data was analysed to trackstudent growth on these elements.

Parent/community workshops, networks oflanguage groups, newsletters and digitalcommunication promoted parent engagement andunderstanding of the learner qualities. Parentsincreased participation in a broad range of digitalcommunication tools.

Satisfaction survey results indicate a highproportion of parents feel well informed aboutschool events and activities through their child andthe newsletter.

Next Steps

• Evaluate current communication methods and establish more diverse networks for communication

.• Family access and participation in school life increased through the Community Engagement Officer and language group networks.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $627 In 2017 there were two students whoidentified as being of Aboriginal or TorresStrait Islander Background. One of thestudents was in a small Support class andreceived aide time and a specialisedindividual program. The other student madegood progress and was supported by theteacher.

English language proficiency $609,444 During 2017, Epping West enrolled 91% ofK–6 students who were learning English asan Additional Language or Dialect (EAL/D).Ten specialist EAL/D teachers supported theirEnglish language and literacy skills. TheEAL/D teachers worked colleagially andcollaboratively with classroom teachers within classrooms,in small withdrawal groupsand individually.

The diversity of our school’s community wascelebrated through dance, song andliterature –Harmony Day and Lunar NewYear. The Multicultural Public Speakingcompetition enabled students 3–6 opportunityto speak on many multicultural issues.

On–site and off–site ProfessionalDevelopment enabled teachers to improvetheir practice and to implement new EAL/Dlearning progressions. Two EAL/D teachersgained their post graduate qualifications inTESOL during the year. The Epping WestEAL/D team planned and hosted two NetworkMeetings. Parent/ teacher meetings werearranged to inform and consult throughout theyear as required. Interpreters were utilised forboth individual meetings and large groupmeetings

.

Low level adjustment for disability $99,876 In 2017 a Learning and Support Teacher(LaST) was employed 3 days a week. Anadditional LaST was employed 3 days a weekfrom Term 2. Through collaborative planning,the LaST teachers worked with class teachersto differentiate the curriculum andassessments to meet the learning needs of allstudents. Whole School Professional learningwas provided to the staff focusing on theimportance of Programming using the DoESyllabus Flowcharts. This identified the needfor differentiation and backward mapping as aresult of QTSS collaborative planning. TheLaST gathered data for the NationalConsistent Collection of Data( NCCD) andorganised parental consultation. 131 studentswere included in the NCCD. Support wasprovided to KIndergarten and Year 1 teachersfor children who demonstrated learning andbehaviour support.

4 students in mainstream classes receivedIntegration Funding Support in 2017 and 3students received Refugee funding. A further


Low level adjustment for disability $99,876 45 students were provided in class and smallgroup intervention by the LaST teachersduring 2017.

Quality Teaching, SuccessfulStudents (QTSS)

$80,447 In 2017 the focus of the Quality TeachingSuccessful Students was on English andmeeting the needs of individual students. Thetwo QTSS teachers :modelled and supportedthe English conceptual programming,Implementing Literature Circles and theLiteracy Continuum. In KIndergarten an orallanguage program for the first 5 weeks inKIndergarten {2018} was developed. Staffwere provided with Professional Learning inteaching spelling and using the Programmingflowchart.

Socio–economic background $9570 Funding was provided for 69 students. Thesefunds supported participation in schoolincursions and excursions includingexpensive camps and overnight excursions.All students were supported to be part of ourinclusive school culture.

Support for beginning teachers $27,040 In 2017 Beginning Teacher Support fundingwas provided for two permanent first yearGraduates and nine permanent teachers intheir second year. Two mentors managed theprogram with the assistance of the Deputyand Principal. One mentor was anexperienced EAL/D teacher and the other anAssistant Principal, special needs learningand support. Both were long term permanentmembers of staff. This approach tomanagement of the mentor program providedrelevant support for the beginning teachers inthe form of ongoing feedback and discussion,demonstration lessons, assistance withprogramming and student diversity. All thebeginning teachers were given theopportunity to attend professional learningcourses aligned with their professional goalsand were provided time to work independentlyand collaboratively on planning and reports.

Targeted student support forrefugees and new arrivals

$985 School Learning Support Officers providedsome in class support for these students toincrease their access to the curriculum. Someone to one tuition and Reading Recoverywere applied.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 457 507 562 606

Girls 397 450 479 521

The school enrolment increased during 2017 until inDecember it reached 1142..In 2018 there will be 49classes in the school with 10 Kindergarten classes withan enrolment of 1203.

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.6 96.6 96.7 96.1

1 97 96.4 96.5 96.4

2 96.4 96.8 96.7 96.1

3 97.7 97.3 96.4 96.5

4 97 97.2 96.8 96.4

5 96.7 96.8 96.8 97.3

6 94.2 95.6 95.1 96

All Years 96.6 96.7 96.5 96.4

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Student attendance rates continue to be above those ofthe State DoE. Unexplained absences or frequentabsences are followed up initially within the school bythe teacher, the Executive and School Counsellor. Ifnecessary the Home School Liaison officer is involved.

Of concern is the large number of children missingschool due to families taking children on overseasholidays during the school term thus making them miss

out on essential learnings.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 5

Head Teacher(s) 0

Classroom Teacher(s) 43.73

Teacher of Reading Recovery 0.63

Learning & Support Teacher(s) 0.5

Teacher Librarian 1.6

Teacher of ESL 5.4

School Counsellor 1

School Administration & SupportStaff

9.27

Other Positions 0

*Full Time Equivalent

The school has no staff who identify as being ofAboriginal descent. This staffing reflects the beginningof 2017. An additional two classes were formed by theend of the year. The school counsellor is shared with ahigh school and supplementary counsellors work acouple of days. School Learning Support officers areemployed to support students with disability and/orlearning difficulties. In addition to the Departmentfunded Reading Recovery position the schoolemployed two other Reading Recovery teachers. Twoteachers were employed part time through the RAM tosupport students in Kindergarten and other years withbasic skills. An additional SAO provided support to theprincipal and deputies with financial reports, workingwith children checks and and mandatory requirementsfor employment, organisation and National Collection ofData requirements.

Workforce retention

Epping West has a range in the number of years ateacher has remained at the school. 19 have been atthe school more than 6 years, 19 for 3–5 years and 16less than 2 years. 32 have taught more than 16 years,30 more than 6 years and 37 under 5 years. 60teachers are permanent and 38 are temporary.


Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 70

Postgraduate degree 30

Professional learning and teacher accreditation

26 teachers have been deemed Proficient as theycommenced teaching prior to 2004. 52 are at Proficientteacher level and 19 are working towards beingProficient.

65 teachers agree that the school leaders are leadingimprovement and change with 17 strongly agreeing– 11 neither agreeing or disagreeing. 65 teachers agreedthat school leaders clearly communicate the strategicvision and values for the school with 20 stronglyagreeing.

The total spent on Professional Learning was $58,103.

Two Reading Recovery teachers funded by the schoolundertook the Reading Recovery training so the schoolnow has three trained teachers.

8 teachers undertook the Basic Week Training inChoice Theory which underpins the schools policiesand practices..

School Development days focused on the English–writing, programming with English Concepts and use ofthe continuum, the Geography syllabus– field work andprogramming integrated units. GOASA programmingand a number of mandatory training sessions: childprotection, CPR, Anaphylaxis and Code of Conductsessions were held

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

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

2017 Actual ($)

Opening Balance 672,076

Revenue 9,353,340

Appropriation 8,376,893

Sale of Goods and Services 71,050

Grants and Contributions 894,387

Gain and Loss 0

Other Revenue 0

Investment Income 11,010

Expenses -8,924,430

Recurrent Expenses -8,924,430

Employee Related -7,826,637

Operating Expenses -1,097,792

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

428,910

Balance Carried Forward 1,100,986

The annual School Budget is presented to and finalisedby the School Council. Monitoring of expenditureagainst budget is done monthly through the threereports: Schools Overview Report, School Fundsincluding Commitments and the LIne items Report.Each cost centre manager checks and signs theirreconciliation. Debits to internal orders are journalledon a monthly basis. The monthly reconciliation enablesclarification of the correct GL to use in purchasing.Theamount brought forward includes money put aside forfuture works: refurbishment of the canteen, hall soundand lighting upgrades and floor polish. Allowance ismade in the brought forward for increases in studentsand therefore for additional teachers wages. During theyear we expect to grow up to 4 classes. Improvementsin 2017 included: heat insulating film on the office andKindergarten block F, construction of a driveway intothe school for a safe drop off and pick up for studentswith special needs, new computer lab and provision oftwo netbooks per class from grades 3–6.

In my opinion 1. This document exhibits an accurateand fair view of the revenue and expenses of theschool.

2. I am not aware of any circumstances which wouldrender any particulars included in the Statement to bemisleading or inaccurate.

Therese Hinder

Principal


Financial summary equity funding

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

2017 Actual ($)

Base Total 6,478,124

Base Per Capita 162,378

Base Location 0

Other Base 6,315,746

Equity Total 719,517

Equity Aboriginal 627

Equity Socio economic 9,570

Equity Language 609,444

Equity Disability 99,876

Targeted Total 615,405

Other Total 247,101

Grand Total 8,060,147

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

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

The high percentage of students scoring in the topthree bands in literacy has been maintained over thepast three years. In 2017, 91%of year 3 studentsperformed within the top 3 bands for reading and 94%of year 3 students performed within the top 3 bands forwriting. In spelling 96% of year 3 students performedwithin the top 3 bands and 92% of year 3 studentsperformed within the top 3 bands for grammar andpunctuation.

89% of year 5 students performed within the top 3bands for reading and 79% of year 5 studentsperformed within the top 3 bands for writing. In spelling94% of year 5 students performed within the top 3

bands and 92% of year 5 students performed within thetop 3 bands for grammar and punctuation.


Our school has continued to maintain a significantpercentage of students scoring in the top three bandsfor numeracy over the past three years. In 2017, 92%of our year 3 students and 96% of our year 5 studentsperformed in the top three bands for overall numeracy.

In number, patterns and algebra 93% of year 3students performed within the top 3 bands and 88% ofyear 3 students performed within the top 3 bands fordata and measurement, space and geometry. 97% ofyear 5 students performed within the top 3 bands innumber, patterns and algebra and 94% of year 5students performed within the top 3 bands in data andmeasurement, space and geometry.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a School andselect GO to access the school data.

The Premiers Priority Goals is to increase thepercentage of students in the two top bands forReading and Numeracy across the State by 8% in2019. In 2014 the state average was 34.7

In 2017 in Year 3 at Epping West Reading was 74%and Numeracy 76.%. In year 5 the top two bands wereReading: 70% and Numeracy 76% . Across the state35% of students reached the 2019 targets.

Parent/caregiver, student, teachersatisfaction

Epping West Public School is a friendly, acceptingschool that caters for the individual needs of eachstudent.

Students, Parents and Staff were surveyed through aschool based survey regarding the school environmentand methods of communication.

According to the results of the survey, 100% ofstudents said that they enjoyed coming to school. 89%of students felt satisfied with feedback given byteachers. 100% of students agreed that school eventsand activities were very well communicated. 100% ofstudents indicated that information is bestcommunicated through their class teacher and K–6assemblies. 90% of students discuss information withtheir parents from 'Meet the Teacher'.


96% of parents feel the school environment is a warmand inviting place, where their child enjoys coming toschool. 68% of parents feel informed and understandhow their child is progressing. 96% of parents weresatisfied with how school events and activities arecommunicated. A high majority of parents indicated thattheir child and the school newsletter were the methodswhich they heard information most effectively.

94% of teachers enjoy coming to work at Epping WestPublic School. 100% of teachers have developedpositive relationships with their students and canidentify future learning goals for each student. A highmajority of teachers, 78% are satisfied withcommunication of school events and activities.Teachers agreed that the most effective ways ofcommunicating were through meetings, the schoolnewsletter and collaborating with colleagues.

Policy requirements

Aboriginal education

In 2017 there were 2 students who identified asAboriginal or Torres Strait Islanders enrolled in theschool.

Students in all grades across the school learnt aboutthe history of the Epping Area and the Indigenouspeoples who lived here. Students in Year 3 visitedMuogamarra Reserve and through the DiscoveryIndigenous Heritage Walk learnt about Aboriginalengraving sites and how Indigenous people lived in thearea.

The Acknowledgement of Country commenced allformal occasions and the Aboriginal and Torres StraitIsland Flags are flown systematically to acknowledgethe contribution of these peoples to modern Australia.

Multicultural and anti-racism education

Since our school comprises over 40 language groupsand 86% of the student population come from abackground where English is not the first language,respect for diversity and difference is part of everydaylife. Personal responsibility for choices is developedby explicit instruction in how to positively interact withothers in the playground and classroom. Each gradehas a Wellbeing teacher who works with children toteach them how to manage differences.

A Community Engagement Officer is employed buildingcapacity within Language groups, developingcommunication between groups and the school andorganising parenting and English language courses.

The Anti–Racism Officer is trained and works with allstaff to minimise areas of possiblemisunderstanding. Information sessions useinterpreters for the main language groups.

The EAL/D teachers work with class teachers to buildan inclusive classroom climate and organise whole

school events such as Harmony Day. Harmony Dayfeatures performances from various cultural groupscelebrating their cultures and their contribution to theschool.

Other school programs

Epping West Public School offers a wide range ofacademic, cultural and sporting opportunities forstudents. The school yearbook provides a snapshot ofthese.


2017 epping west public school annual report · final year of our school plan and we can see...

Documents