2017 schofields public school annual report€¦ · 2017 3046 page 1 of 15 schofields public school...

Schofields Public SchoolAnnual Report

2017

3046

Printed on: 4 June, 2018 of 15 Schofields Public School 3046 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Schofields Public School as an account of the school'soperations and achievements throughout the year.

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

Colin Ross

Principal

School contact details

Schofields Public SchoolSt Albans RdSchofields, 2762www.schofields-p.schools.nsw.edu.auschofields-p.School@det.nsw.edu.au9627 1534


School background

School vision statement

We provide a quality, well rounded educational learning environment that is focused on the needs of our students andthe community. Students are highly engaged in a 21st Century Learning environment that is technology rich, caring,nurturing, inclusive of all cultures, backgrounds and abilities with a strong sense of community.

We build upon the professional development of all teachers creating specialist skills, improving outcomes for all childrenespecially in literacy and numeracy. We are respectful, honest, striving to do our best in all aspects of school life.

School context

Schofields Public School is a community school with strong parent support where 311 students, parents and teachers allwork together for the benefit of each child's learning. Our teachers encourage students to reach their full potentialacademically, socially, culturally and physically. The school executive is made up of a non–teaching principal and threeteaching assistant principal positions. We expect the student numbers will increase as we are situated in an area ofurban development. The development of the Schofields area is very rapid and growth in school numbers is expected tomatch the housing development. In delivering the curriculum, we have a strong focus on English and Mathematics.

Our school is an acknowledged leader in technology. Interactive whiteboards across the school, laptops, ipads, moderncomputers, internet access in classrooms and in our technology lab enhance student learning while preparing studentsfor the future. Adoption of the “Primary Connections” program in Science and Technology has brought hands–on Sciencelearning to our classrooms.

Our wide–ranging arts program includes music, choir and dance groups that perform regularly at community events. Themusic program includes tuition by the Primary Music Institute, establishing a Schofields Public School rock band, drumgroup, keyboard and guitar instruction. We have a comprehensive sports program utilising our expansive grounds andconcentrating on fun physical activities including dance, team sports and healthy lifestyle. We have a well–developed,positive student welfare and discipline policy based on acknowledgement of effort and achievement. The welfareprogram is based around the principles of PBL (Positive Behaviour for Learning).

The school successfully engages in the Stephanie Alexander Kitchen Garden program. The school enjoys strongcommunity support with an active P and C fundraising for major resources in the school.

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.

In the domain of

Learning

Schofields Public School has been committed to fostering positive attitudes towards learning by enhancing opportunitiesfor students, staff and the broader school community. We value high expectations, and create meaningful experiencesfor our students connect, succeed and thrive. School evaluation has highlighted the following areas of strength:

* Curriculum provisions are met through scope and sequences that demonstrate a progression of learning from K–6 withinclusion of programs such as Peer Support.

* Students feel a sense of belonging at school as demonstrated in out Tell Them Form Me survey data.

* Programs and processes to address and monitor student learning and wellbeing needs were supported by the review ofour learning and support procedures, where intervention is now more targeted to individual needs.


* Research into Positive Behaviour for Learning has identified the need for more explicit teaching and modelling ofappropriate behaviours at school.

In the domain of

Teaching

Schofields Public School has focused on the development of students capacity in English and Mathematics as part of the'Bump It Up' initiative. Our processes to improve our student achievement data in these areas include consultation with alecturer at the Australian Catholic University in Mathematics Education and the Curriculum Advisor for English for theDepartment of Education. School evaluation has highlighted the following areas of strength:

* Effective use of assessment to guide teaching and learning programs in mathemetics, with quality differentiation beingobserved in classrooms.

* The analysis of data sets, including NAPLAN and ACER Testing, used to develop learning experiences targeted at theindividual needs of students, analysing school trends and facilitating professional learning to upskill teaching staff.

* Increased student achievement in Mathematics as demonstrated in the 2017 NAPLAN data

In the domain of

Leading

Schofields Public School has supported a culture of high expectations and community engagement, resulting inwhole–school improvement. School resources have been strategically used to improve student outcomes as evident inour NAPLAN data. School evaluation has highlighted the following areas of strength:

* School leaders have provided the school community with workshops and forums to engage in the school vision, valuesand purpose resulting in a school plan that embracing the communities core values.

* The school leadership team has supported the implementation of key school initiatives by maintaining productiverelationships with our external Mathematics and English consultant to build the capacity of all teaching staff 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

High Engagement In Student Learning

Purpose

Provide educational experiences, through knowing our students and how they learn, that will engage and motivate themto achieve high expectations and to become informed, skilled 21st century citizens.

Overall summary of progress

Our progress in this area was driven by improvements in student data systems, a K–6 coding program and professionallearning for teachers in Visible Learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of classroom and teacherprograms showing evidence ofstudent goal setting and trackingof student learning.

Data software $6400

Staff computers $9000

Assessment tools $1700

Data tracking systems were strengthened K–6. Preand post testing was a strong focus in ourMathematics teaching and learning program drivingindividual differentiation and student goal setting.

85% of students are able toarticulate the success criteria andlearning intentions in theirclassrooms during classroomwalkthroughs.

Professional learning $3000 All classes showed evidence of visible learningintentions and explicit success criteria for students.Many students were able to articulate their targetsand what they needed to do to demonstratesuccess.

Increase the level of studentinterest and motivation by 4% asmeasured by the Tell Them FromMe (TTFM) survey.

This was our first year of implementing the TellThem From Me survey. Students in Years 4–6, staffand parents completed the survey for the first timein 2017. Progress data will be available in 2018.

Next Steps

Schofields Public School students will become reflective, critical learners to improve their learning outcomes in all KeyLearning Areas.This will be achieved by embedding high impact tools and strategies in all teaching and learningprograms. Whole school systems will be created for setting and tracking student goals, success criteria and learningintentions, and achievement data. Teachers will trial flexible pedagogies, seating and classroom organisation tomaximise student engagement. Data (both formative and summative) will be regularly collected and analysed.Moderation of student work samples will occur regularly at stage and whole school levels to ensure consistent teacherjudgement. The students will set, reflect and report on their learning goals in collaboration with their teachers based onthe specific feedback they have received. Teachers will be up–skilled to differentiate learning for their students thatrelates to their learning goals.



High Quality Teaching and Leadership with a specific focus on Reading and Numeracy

Purpose

Ensure teachers demonstrate deep curriculum knowledge, fostering professional dialogue, collaborative planning, andsystematic exchange of resources, programs and ideas across the school and the wider community. Engage inprofessional learning that utilises staff experience and expertise across the networks and outside providers that ispurpose driven to enrich the learning outcomes for all students. Strengthen student growth across all areas of NAPLANwith a clear focus on shifting students in middle bands to proficient levels of reading and numeracy achievement. Ensurethe development of leadership and succession planning using the Australian Principal Standards and AustralianStandards for Teachers.


The school engaged consultants in English and Mathematics who provided staff with intensive, targeted and on–goingtraining and development in the areas of reading comprehension and mathematics, as a result the school madesignificant progress in these areas.





To increase the proportion ofstudents achieving in the top twoNAPLAN bands in Reading andnumeracy by 4% each year until2019

Maths consultant $3700

Professional learning $5000

Student resources $10,000

Performance in the top two bands for numeracyshowed significant improvements in both Years 3and 5. Reading performance in the top two bands inYear 5 showed improvement.

To decrease the proportion ofstudents achieving in the bottomtwo NAPLAN bands in readingand numeracy by 2% each yearuntil 2019

Performance in the bottom two bands showeddecreases in numeracy for Year 5 and reading inYear 3.

Next Steps

Our focus will be on providing quality teacher professional development which delivers high impact teaching in readingand Mathematics, inline with the Professional Teaching Standards. Teachers will provide explicit teaching of modelledcomprehension strategies, utilising the lesson structure of modelled, guided and independent activities. Assessmentactivities are to be developed that support consistent and comparable judgements of student growth and include utilisingpre–assessment data to determine the teaching and learning sequence for Mathematics lessons.



Positive Values and High expectations

Purpose

Nurture a school community that operates in a collaborative, caring and successful manner that is welcoming, engagingand positive as the school develops. Ensure that our shared values of high expectations, caring and inclusivity arecelebrated through the delivery of effective student welfare and wellbeing programs.


Our progress in this area was driven by improved and expanded communication with students, parents and staff with theimplementation of the Tell Them From Me survey and parent forums.





Parent feedback shows anincrease in satisfaction withschool communications

Parents indicated that school communications hadimproved but would like them to continue improving.Parents indicated the best modes of communicationwere the school newsletter, reports and informalmeetings.

Increase the number of studentsshowing positive behaviours foreffective learning.

Student behaviour tracking system implementedand staff trained in its use. Baseline dataestablished.

Sustained high levels of positivestudent, staff and parentsatisfaction levels with schoollearning culture and environmentbeing greater than 85%.

70% of parents indicated that teachers wereinterested in their child's learning and 74%indicated that their child was encouraged to do theirbest. 84% of students had a positive sense ofbelonging and 75% of teachers indicated thatstudents found lessons relevant to their ownexperiences.

100% of Aboriginal studentsactively work towards achievingtheir goals as set out in theirPLPs.

$12,569 All students requiring PLP’s were completed withstudent, teacher and parent consultation. Highstudent engagement and participation is evident inexcellent attendance and academic achievement.Continued engagement and involvement in theNgara Wumara Research Project has led to Phase2 of the project with an emphasis on data collection.

Next Steps

In order to continue and develop a positive school culture, committed to high expectations, the next steps identified forSchofields Public School is:

– Implement Positive Behaviour for Learning: Universal Protection Tier as a whole school reform in order for students todevelop qualities of leadership, compassion, responsibility, support and ownership.

– Design and implement school–wide behaviour expectations matrix.

– Plan and deliver teaching and learning sequences to teach behaviour expectations.

– Establish tracking data base to analyse student data.

– Establish connections with PBL coach and other schools, building a network of support.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $12,659 All students requiring Personalised LearningPathways (PLP) were completed with student,teacher and parent consultation. High studentengagement and participation is evident inexcellent attendance and academicachievement. Continued engagement andinvolvement in the Ngara Wumara ResearchProject has led to Phase 2 of the project withan emphasis on data collection.

English language proficiency $27,375 Students who are learning English as anAdditional Language or Dialect (EAL/D) wereprovided with appropriate, needs–basedadjustments and support to develop theirEnglish language and literacy skills so thatthey were able to participate wholly in schoolactivities and achieve equitable educationaloutcomes. There has been consistent growthin the number of students and classes and asa result, the school has experienced a relativeincrease in the number of EAL/D students.Overall, 46% of students at Schofields PublicSchool come from a language backgroundother than English (LBOTE). Our LBOTEpopulation represents a total of 32 differentlanguage groups. One day per week teachertime was provided for the EAL/D program in2017.

Low level adjustment for disability $134,029 Our Learning Support Teacher supports theinclusion of students with disabilities inmainstream classrooms and ensures thatdifferentiation is reasonable, timely andtailored to the specific needs of students.Their role is to work in collaboration with ourschool counsellor and classroom teachers toprovide individual diagnostic assessment ofstudents that have been referred byclassroom teachers. The Learning SupportTeacher is also available for consultation withPreschool teachers for any students thatseem to be at risk of needing additionalassessment and support prior to enteringKindergarten. Adjustments,as mandated inthe Education Standards for Disability 2005,in consultation with classroom teachers andparents, make the curriculum and/or schoolenvironment more accessible for identifiedstudents with additional learning and socialneeds. Students with substantial learning andbehavioural needs require the preparationand distribution of Individual Learning Plans(ILPs) to teachers and parents. ILP’s are anintegral part of the regular class teachingprograms and are in line with the EducationStandards under the Disability DiscriminationAct 1992 and the new Australian Curriculumrequirements. In 2017 Schofields Public had81.4% of students receiving universalclassroom instruction, 18% requiring targetedsupport and 0.6% requiring intensiveadjustments and special provisions.

Quality Teaching, SuccessfulStudents (QTSS)

$22,042 All teaching staff have been motivated toengage in professional learning through;


Quality Teaching, SuccessfulStudents (QTSS)

$22,042 internal school based stage meetings, wholeschool meetings, DoE registered courses andafter school workshops and leadershipcourses to ensure innovative and qualityteaching practice is being delivered in theclassroom. Teachers at Schofields PublicSchool participated in Instructional roundsunder the direction of our externalMathematics Curriculum Advisor, with lessonsstructure being the focus. Teachers wereencouraged to reflect on their own practiceand collaborate with teams to plan, devise preand post assessments and moderate worksamples for the purpose of bumping upMathematics instruction and achievement atSchofields Public School.

Socio–economic background $67,510 All students were subsidised to attendcomputer coding and gymnastics lessons.The socio economic funding partnered with agenerous donation provided by the P&Callowed all students to participate in theseprograms at less than half the cost. Fundingalso contributed to the continuation of thecooking lessons program which has hadstrong community support. Funds were alsoutilised to provide targeted support tostudents.

Support for beginning teachers $13,450 Beginning teachers at Schofields PublicSchool have been provided with multipleopportunities to build on their quality teachingknowledge, skills and strategies throughtargeted professional learning. In 2017beginning teachers set goals through thedevelopment of their ProfessionalDevelopment Plans in consultation with stageleaders ensuring goals were directly linked tothe teaching standards and schoolmanagement plan. Executive staff support theaccreditation process and link professionaldevelopment with the support of a mentor andimplement some identified strategies to meetteacher’s goals. Beginning teachers werefurther encouraged to engage in professionaldialogue during stage meetings andInstructional Rounds to reflect upon personalgrowth in their teaching practice. Beginningteachers also had time built into the QTSStimetable to support their teacherdevelopment in consultation with their mentor.

Targeted student support forrefugees and new arrivals

$29,160 Classroom teachers and school learningsupport officers (SLSOs) were provided withenhanced collaboration opportunities for thepurpose of moderating and discussingprogress of our refugee and new arrivalstudents. We allocated specific SLSO timefor our refugee students within our supporttimetable and we trained our SLSO insupporting refugee students. The outcome ofthis was heightened awareness about refugeestudents and their experiences to assist us increating environments which support theirrecovery.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 181 168 164 192

Girls 174 140 134 149

The expected growth in school enrolments due to thedevelopment of the local area have not eventuated atthis point. It is expected that the school population willincrease significantly in the near future. we expect theenrolment for the start of 2018 to be well over 400students.

Student attendance profile

School

Year 2014 2015 2016 2017

K 94.4 96.3 94.9 94.4

1 94.6 91.5 94.6 93.8

2 96 94.7 92.9 92.8

3 95.6 94.5 93.7 93.5

4 96.5 93.9 94.8 93.8

5 95.8 94.6 93.6 94.2

6 95.9 92.1 94 93.6

All Years 95.5 93.9 94.1 93.8

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

Students attended school, on an average, 93.80% ofdays that the school was open. At Schofields PublicSchool the high attendance is slightly below 2016 figureand in line with state average. A number of practicesensure our high rate of student attendance ismaintained. These practices include contact betweenfamilies and teachers for unexplained absences and

referral to regional support personnel when necessary.There continues to be an increase in the number ofchildren travelling overseas during school time.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 11.26

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 1

Teacher Librarian 0.8

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

2.92

Other Positions 0

*Full Time Equivalent

None of the teachers at Schofields Public School arefrom an Aboriginal or Torres Strait Islander background.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 35

Professional learning and teacher accreditation

In order to ensure that our students are provided withthe very best education and quality teaching, continualprofessional learning of staff is seen as pivotal in orderto bring about relevant and purposeful change. Thestaff at Schofields Public School continues to refinetheir teaching skills through participating in professionaldevelopment during school time and outside schoolhours. All teachers participated in purposeful, relevantprofessional learning activities throughout 2017.


Our primary focus for 2017 in professional learningcentred around our Bump It Up strategy which aimed toincrease the performance of students in numeracy andReading. Staff were involved in training sessions,planning days and peer observations to improve theirteaching practice. Expert mentors were engaged by theschool to facilitate staff development.

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 87,345

Revenue 2,891,243

Appropriation 2,730,429

Sale of Goods and Services 2,872

Grants and Contributions 156,586

Gain and Loss 0

Other Revenue 0

Investment Income 1,357

Expenses -2,802,446

Recurrent Expenses -2,786,307

Employee Related -2,472,821

Operating Expenses -313,487

Capital Expenses -16,139

Employee Related 0

Operating Expenses -16,139

SURPLUS / DEFICIT FOR THEYEAR

88,797

Balance Carried Forward 176,142

• The school's financial management processesand governance structures to meet financialpolicy requirements.

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 2,179,783

Base Per Capita 45,542

Base Location 0

Other Base 2,134,241

Equity Total 241,573

Equity Aboriginal 12,659

Equity Socio economic 67,510

Equity Language 27,375

Equity Disability 134,029

Targeted Total 50,240

Other Total 68,324

Grand Total 2,539,920

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.

2017 NAPLAN Literacy data indicated that Year 3students performed particularly well in writing. Thepercentage of students in the proficiency (top 2) bandswas above state average. 43% of students performedin the proficiency bands for reading, 40% of studentsperformed in the proficiency bands for Spelling and53% of students performed in the proficiency bands forGrammar and Punctuation.

Year 5 data indicates improvements in studentsachieving in the proficiency bands when comparing2017 results to 2016. In 2017 Reading 32% of studentsperformed in the proficiency bands as compared with25% in 2016. In Spelling, 26% of students performed inthe proficiency bands as compared with 13% in 2016.In Grammar and Punctuation 30% of studentsperformed in the proficiency bands as compared with22% in 2016. in Writing, 9% of students performed inthe proficiency bands in both years.


In 2017, the NAPLAN numeracy data indicatedsignificant improvements. In Year 3 NAPLAN, 43% ofstudents performed in the proficiency bands ascompared with 23% in 2016. In Year 5 NAPLAN, 28%of students performed in the proficiency bands ascompared with 6% in 2016. Over 62% of studentsachieved greater than expected growth from Year 3 toYear 5. The average growth for the school was higherthan the state average growth.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

2017 was the first year of implementation of the BumpIt Up initiative which sought to increase the number ofstudents at Schofields PS performing in the top 2 bandsof NAPLAN. A comprehensive professional learningplan was developed for teachers in numeracy andreading comprehension.

Significant improvements in the students achieving inthe top 2 bands of NAPLAN numeracy were noted inthe numeracy data sets from NAPLAN 2017 as outlinedbelow:

43% of Year 3 students achieved in the top 2 bands inNAPLAN numeracy 2017 same as the state average of43% and an improvement from 23% in 2016.

28% of Year 5 students achieved in the top 2 bands inNAPLAN numeracy 2017 similar to the state average of32% and an improvement from 6% in 2016.

Additionally, average scaled score growth in numeracymoved from significantly below state average in 2016 toabove state average in 2017. The percentage ofstudents achieving greater than or equal to expectedgrowth in numeracy increased from 39.3% in 2016 to62.2% in 2017.


Parent/caregiver, student, teachersatisfaction

The school regularly seeks the opinions of parents andcaregivers, students and staff about the school.

Data from the 2017 Tell Them From Me surveysindicate:

On average 84% of students have a positive sense ofbelonging and feel accepted by their peers and othersat school. 90% of students indicated they have friendswho they can trust and who encourage them to makepositive decisions. 93% of students believe thatschooling is useful in their everyday lives and will havea strong bearing on their future.

Parent responses to the survey indicated that teacherslisten to concerns that parents raise and that it is easyto speak with their child's teacher. Parent responsesalso indicated that the school could improve thescheduling of activities and the information we provideabout activities.

Teachers indicated that they work with schoolleadership to create a safe and orderly environmentand that they discuss strategies to increase studentengagement with other teachers. Teachers alsoindicated that they set high expectations for studentsand monitor individual progress.

Policy requirements

Aboriginal education

Curriculum–based programs educated all studentsabout Aboriginal history, culture and current AboriginalAustralia. All classes celebrated NAIDOC Week tohighlight our Indigenous culture with teachersdeveloping a whole school Indigenous Day, celebratingAboriginal games and art. Students’ outcomes from allstages in History and Geography focused on ourshared heritage and history. During 2017 as part ofEnvironmental Education children explored theimportance of caring for the land and the importancethe environment has to Aboriginal people. On HarmonyDay a visiting Aboriginal Cultural Show was engaged toexplore Aboriginal Culture with all children across theschool. In 2017, 100% of Personalised LearningPathways were completed involving teacher, studentand parent collaboration. These documents werediscussed in mid Term 2 during parent teacherinterviews and goals were reviewed at the end of theyear. 2017 also marked the second phase of afour–year longitudinal research study by the NSWDepartment of Education in collaboration with theAustralian Catholic University (ACU) aimed atidentifying factors and strategies that optimise thewellbeing and academic functioning of high–abilityAboriginal and non–Aboriginal students. The title of theresearch is ‘Cultivating Capability: explicating criticalpsychosocial drivers of educational outcomes andwellbeing for high–ability Aboriginal students.' Theproject is also known as the ‘Ngara Wumara Project.’Five students from our school were selected to

participate in the program, completing an onlinecomponent in June involving a 30 minute wellbeingsurvey and two 20 minute achievement tests in literacyand numeracy. Our school will be provided with a finalreport in mid–2019.

Multicultural and anti-racism education

During 2017, the school population continued toincrease its cultural heritage, with families arriving fromFrance, Italy and India. The enriched cultural diversityof the school continues to enhance the total schoolcommunity.

The school commemorated ANZAC Day andRemembrance Day with a K–6 service. GrandparentsDay, Harmony Day and NAIDOC week were celebratedby the school population with a variety of entertainingactivities including a spectacular indigenous dance andcultural performance.

The annual Education Week Open Day successfullycelebrated the school's multiculturalism withperformances from a range of cultural groups, includinga Kindergarten 'Bharatanatyam' dance taught by ourcommunity members and accompanied by traditionaldress. Schofields Public School proudly celebrates itscultural diversity.

Our Assistant Principal is our Anti Racism ContactOfficer (ARCO) who is trained to provide specialistknowledge and support to deal with issues of a racistnature. Multicultural and Anti–Racism concepts werealso taught in the Bounce Back program wherestudents learn strategies to build upon a positive andinclusive environment.


2017 schofields public school annual report€¦ · 2017 3046 page 1 of 15 schofields public school...

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