2018 carlton public school annual report · introduction the annual report for 2018 is provided to...

Carlton Public SchoolAnnual Report

2018

1512

Printed on: 20 May, 2019 of 16 Carlton Public School 1512 (2018)

Introduction

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

Stephen Vrachas

Principal

School contact details

Carlton Public School60 Cameron StBexley, 2207www.carlton-p.schools.nsw.edu.aucarlton-p.school@det.nsw.edu.au9587 3717

Message from the school community

P&C Message for Annual Report

The Parents and Citizens (P&C) Association aims to promote the interests of Carlton Public School and strengthen thewonderful learning community through partnership with staff and students. The P&C Association provides a forum forcommunication with the school, supports the school in decision making processes and teacher selection, fundraises forthe material needs of the school and provides advocacy for the school when the need arises. 2018 was a particularlyexciting year for the school with its 100th birthday. The whole school was abuzz preparing for the celebrations and we allhad a fantastic time on the Open Day and at the Celebration dinner. Happy birthday once again Carlton Public School!It's wonderful to be part of such an established and reputable school that's been delivering quality education for manyyears! In 2018, our meetings presented such a fantastic opportunity to discuss concerns with the school and see themacted upon. Girls now have the option of wearing the skort with the sport's shirt as part of summer uniform,extra–curricular activities have been added to the website, the Year 3's line up in a more visible and safe location and thegates near the before and after school care are locked for extra safety. We've been better informed about the school withpresentations on BYOD, school budgets, the 'speechie' program for K–2 and how to prepare for Year 3. We also hadfruitful discussions about road safety and the Tell Them from Me survey data which helps the school to better partnerwith families. We continued to communicate through the weekly school newsletter, notes home, the Skoolbag app andFacebook – where we posted many reminders about various events and answered many questions. The P&C formulateda social media policy to ensure that all users of this platform interact in appropriate and helpful ways. We continued manyP&C traditions starting off with the annual Tea and Tissues morning for new kindergarten parents. We also organisedClass Directories for Kindergarten and Year 1, and many events including the Easter Raffle, Hot Cross Bun drive,Mother's Matter Breakfast with gift stall and raffle, Father's Matter Breakfast with gift stall and guessing competition andFamily Portrait Day. Weekly school banking continued, as did book club and the 2nd hand uniform stall. We also clearedthe remaining stock from the old uniform shop raising close to $4000. In Term 4, the P&C organised a School Discowhich all the kids loved! We teamed up with Domino's Pizza to raise money for our school – which is very beneficial forour school community. We investigated having Return and Earn bins and now the school has a number of bins willencourage the school community to care for the environment whilst raising money for our school. The P&C has madesome major improvements to the physical environment of Carlton Public School. It began in a heart–warming way withthe Buddy Bench from the Commonwealth Bank, the long awaited 2nd Covered Outdoor Learning Area built in Term 4.The 12 remaining classrooms got an air–conditioner installed and ended with the addition of some Aboriginal artworks inthe administration block. 2018 has been a very busy year for the P&C! Thank you to all the P&C members and the widerschool community who have enabled all this to happen. Thank you for all your efforts in seeking to improve the schoolenvironment and provide wonderful opportunities for the students. Thank you also to the incredible teachers and staff,who work so hard to help our children learn, grow and mature. Thank you for your willing partnership with us as we seekto play our part in helping the school. What a privilege to be part of such a wonderful learning environment andcommunity at Carlton Public School.


School background

School vision statement

Our vision is to educate students to become creative and critical thinkers, motivated and engaged learners. They willbecome proud, resilient, responsible and active local and global citizens.

We will achieve this through the provision of challenging, innovative learning programs delivered by high performing staffin an inclusive, safe and supportive learning community.

School context

Carlton Public School has an enrolment of 850 students (2018). The school is situated in the Sydney suburb of Bexley.Students are organised into a structure of 33 classes from Kindergarten to Year 6 and come from diversesocio–economic and cultural backgrounds. 91% of students come from language backgrounds other than English and1% identify as Indigenous Australians. Carlton PS has a strong academic focus with programs to extend every student. Adedicated staff team of early career and experienced teachers is supported by a collegial approach to ongoingprofessional development. Parental involvement is highly valued and the Parents and Citizens’ Association plays a vitalrole in supporting school programs and improving educational outcomes for all students.

The school provides a safe and secure learning environment which is underpinned by the Kidsmatter framework – Abelief that every face has a place. To support student engagement in learning the school has implemented the PositiveBehaviour for Learning program (PBL) to complement the Kidsmatter framework.

Specialist learning support teachers ensure all student needs are met and students reach their full potential. The schoolhas an extensive and popular community languages program.

Carlton Public School provides a range of performing arts and sporting programs giving students the opportunity toparticipate in extracurricular activities. Promoting student voice is a priority and students are given opportunities todevelop leadership skills. A strong emphasis is placed on integrating technology in classroom learning programs.


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. The on–balance judgement determined by the school is areflection of the school's progress on these statements. The judgments range from Delivering, Sustaining and Growing toExcelling.

The school's self assessment in the Learning Domain identified: (Sustaining & Growing)

In Learning Culture, there is demonstrated commitment within the school community that all students make learningprogress. Partnerships with parents and students support clear improvement aims and planning for learning. In LearningWellbeing, well–developed evidence–based approaches, programs and assessment processes identify, regularlymonitor and review individual student learning needs. In Learning Curriculum, teachers differentiate curriculum deliveryto meet the needs of students at different levels of achievement, including adjustments to support learning or increasechallenge. Most students can articulate their learning and understand what they need to learn to enable continuousimprovement. In Learning Assessment, teachers routinely use evidence of learning, including a range of assessments toinform their teaching, adapt their practice and meet learning needs of students. In Learning Student PerformanceMeasures, a large percentage of students achieve in the top two bands for NAPLAN reading, writing and numeracy.

The school's self assessment in the Teaching Domain identified: (Sustaining & Growing)

In Teaching Effective Classroom Practice, a whole school approach ensures the most effective evidence–based teachingmethods optimise learning progress for all students, across the full range of abilities. Teachers employ evidence–basedeffective teaching strategies. Effective methods are identified, promoted and modeled, and students' learningimprovement is monitored, demonstrating growth. In Teaching Data Skills and Use, the school promotes anddemonstrates professional learning in data concepts, analysis and use of student assessment data and related tools.Teachers use data effectively to evaluate student understanding of lesson content. In Teaching Professional Standards,the school monitors the accreditation status of all staff and encourages the pursuit of higher levels of accreditation. Allteachers use professional standards and PDPs to identify and monitor specific areas for development or continualimprovement. In Teaching Learning and Development, the school identifies expertise within its staff and draws on this tofurther develop its professional learning community. Areas for development in teacher expertise are identified andaddressed. Teachers are supported to trial innovative or evidence based, future–focused practices.

The school's self assessment in the Leadership Domain identified: (Sustaining & Growing)

In Leading Educational Leadership, the leadership team maintains a focus on distributed leadership to sustain a cultureof effective, evidence–based teaching and ongoing improvement so that every student makes measurable learningprogress and gaps in student achievement decrease. In Leading School Planning, Implementation and Reporting, theleadership team actively supports change that leads to improvement, creating opportunities where feedback about theimpact of change can be shared and monitored. In Leading School Resources, technology that supports learning isavailable and expertly integrated into lessons by teachers. Administrative staff are expert in the use of availabletechnology and systems. In Leading Management Practices and Processes, streamlined flexible processes exist todeliver services and to support parental engagement and satisfaction.

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

Foster creative, critical, collaborative & communicative citizens

Purpose

To create a community of learners who reflect critically and creatively while working collaboratively with others usingeffective communication skills.

Overall summary of progress

All staff were surveyed to establish baseline data for current knowledge & practice. In consultation with the 4 Csleadership group across the Community of Practice, a professional learning schedule was developed to incorporate theneeds of staff as identified through the baseline survey.

All staff incorporated 4 Cs learning as part of their Professional Development Plans. QTSS funding was used to allowstaff time to team teach, observe colleagues in demonstration lessons and be observed by a team leader. A coaching &mentoring program was timelined and time tabled so that all staff could reflect on and analyse their 4 Cs learning.

Mid Year the 4 Cs training schedule was updated to include all staff across the Community Of Practice. Educationalresearchers, Miranda Jefferson & Michael Anderson expanded their training team to accommodate the professionallearning needs of all staff in the Community of Practice.

Lesson observations highlighted that both students & teachers demonstrate critical and creative thinking in the keylearning areas. Students enagaged in critical & creative thinking through inquiring, generating ideas and possibilities,reflecting on thinking and analysing. Teaching & learning programs are dynamic, showing evidence of revisions based onfeedback on teaching practices, consistent & reliable student assessment and continuous tracking of student progressand achievement.

Workshops for parents were introduced to enhance parent knowledge and understanding in the 4 Cs. There isschool–wide collective responsibility for student learning and success, which is shared by parents and students

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Increase the proportion ofstudents demonstrating 4 Cslearning skills • Demonstrated understanding ofthe 4 Cs by students and staff • Increased mentoring &coaching support to improveteaching through community ofpractice

Professional LearningFunds

$30,000

QTSS: 1.456 Mon– Fri

At the end of 2018 all staff commenced Phase 1training in the 4 Cs' program.

Increased mentoring & coaching support to improveteaching through 'Community of Practice'.

Teaching and learning practices incorporate theeffective use of emerging technologies to support 4Cs' learning.

Student worksamples demonstrating studentunderstanding of 4 Cs' processes.

Next Steps

Ongoing training in the 'Community Of Practice' with an emphasis on K–6 programming inclusive of the 4 Cs practices.

The Community of Practice utilising Google Drive as a resource sharing avenue across the 5 schools.

Rewrite all Science, History & Geograpphy Units of work embedding coherence makers and strategies

Incorporate the Learning Disposition Wheel into student reflection / 3 Way interviews.



Deliver Excellence in Teaching & Learning

Purpose

To create a stimulating and engaging learning environment underpinned by high expectations and teaching practices toaccelerate learning with a differentiated curriculum that is flexible, reflective, relevant and dynamic to meet the diverseneeds of our students, staff and community.


All staff K–6 developing Professional Development Plans to become familiar with the Learning Progressions in Literacy &Numeracy and EALD learning progressions.

Professional Learning referencing the Learning Progressions for the Early Stage One (ES1) team & Stage One.

The ES1 Team incorporating the Learning Progressions in the Numeracy Ten program & Literacy L3K program.





ES1: Increased proportion ofstudents achieving level 9reading & Figurative Level inearly arithmetic strategies

Stage 1: (End of Year 2)Increased proportion of studentsachieving level 25 reading &Counting On & Back Level inearly arithmetic strategies

Stage 2: Students demonstratingexpected growth per semesteracross the Department ofEducation literacy and numeracyprogressions relevant toexpected timeframes

Stage 3: Increased proportion ofstudents reaching expectedgrowth in Year 5 Reading

Professional Learning:

$3000

Increased proportion of Year 5 students reachingexpected growth in Reading.

Development of "I Can" Statements for LiteracyProgressions.

Next Steps

Discussion at Collaborative Planning & Stage Meetings whereby they select the progression focus for each stage.Professional Development Plans reflecting the learning & implementation of the Learning Progressions.

Integrate the Progressions into assessment, planning & programming so student learning & assessment activities reflectthe levels of learning.

Collaborative curriculum meetings planning the progressions into teaching & learning.

Utilise QTSS funding to support coaching & mentoring programs related to the Learning Progressions.

Student self – assessment & feedback tracked to the progress on the Learning Progressions.



Promote Effective Communication & Connections

Purpose

To develop and strengthen a learning environment that engages all members of our community in authentic learningexperiences. Establish a culture of engagement, fostering collaborative learning processes and facilitating meaningfulpartnerships and connections with the wider community.


In 2018, the school introduced three way interviews involving student, staff and parent. These were held at the end ofterms 1 & 3. Formal reports were sent home in Terms 2 & 4.

Students, staff and parents completed the "Tell Them From Me Survey". These surveys provided detailed informationabout the school culture & school satisfaction.

Parent workshops were held to provide feedback and information about curriculum. i.e. The 4 Cs program & LearningDisposition Wheel.





Increased attendance andfeedback from parents at P&Cmeetings, forums, workshops andevents, evidenced in attendancenumbers and survey responses.

Increased number of parents/students attending "Three WayInterviews"

Increasing proportion of parents,staff and students reporting ahigh level of satisfaction in annual“Tell Them From Me Survey”

Tell Them From Me Survey

P&C Face Book Page forparents

Centenary Budget $30,000

Newsletters

Attendance at P&C meetings varied throughout theyear. This was influenced by agenda topics, health& sickness and workplace schedules.

Parent information sessions included Best Start,Centenary Organisation, Kinder Orientation, MeetThe Teacher, The 4 Cs, BYOD & the GoogleClassroom, BEAR & L3.

Kidsmatter events such as Peddlars Parade,Mother's & Father's Day proved to be invaluable inpromoting a postive school community.

Next Steps

Continue to update the school website & improve school communication with current information and events.

Survey parents through Survey Monkey to ascertain key topics & issues for parent information workshops.

Promote further involvement of parent helpers in classrooms. ie parents with extensive knowledge in EV3 to work withteachers in delivering the STEM program.

Respond to key findings in 'Tell Them From Me' surveys and implement practices to address concerns.

Expansion of resource sharing within the Community of Practice involving the 4 Cs.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Payments for schoolresources ie text books,excursions etc: $876Teaching resources $200

Analyse assessment data

Evaluate achievement of student outcomes

English language proficiency Staffing entitlement 2 Daysper week$43304– Annual

Review, refine, reflect program in line withschool planning requirements

Low level adjustment for disability Flexible Funding: $77989

Employ Additional SLSO &increase current SLSOtime.

Review of Student performance data &support programs by LST.

Quality Teaching, SuccessfulStudents (QTSS)

1.45 Human resourceallocation.

Feedback provided by coaches & mentorsincluding feedback to instructional leaders

Socio–economic background $53296 inclusive of 2speech pathologists, SLSOtime and technologicalresources

Speech Pathologist student progress reportsent to CPSReview, refine, reflect program in line withschool planning requirements

Support for beginning teachers $4063 PDP End Of Year Report

Targeted student support forrefugees and new arrivals

EAL/D teachers End of year reports


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 478 468 463 443

Girls 421 402 393 398

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.2 94.9 95.1 93.7

1 94.9 94.4 95.2 93.8

2 95.4 93.8 92.9 93.8

3 96.1 95.2 95.3 92.2

4 95.6 95.1 94.6 94.9

5 96.2 94.4 95.2 93.4

6 95.6 94.9 92.9 93.4

All Years 95.4 94.7 94.5 93.6

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Attendance rates are high for each year level.Non–attendance is managed through monitoring onSentral software. Parents are contacted by letter and /or phone. In some cases meetings are held to discussand implement an attendance plan. Constant &numerous unexplained absences are referred to theHome School Liaison Officer for appropriate action.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 32.33

Teacher of Reading Recovery 0.84

Learning and Support Teacher(s) 1.2

Teacher Librarian 1.4

Teacher ESL 5.2

School Counsellor 1

School Administration and SupportStaff

4.87

Other Positions 5.4

*Full Time Equivalent

In 2018 there were no indigenous staff working atCarlton Public School.

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 50

Professional learning and teacher accreditation

During the 2018 school year, all K–6 staff participatedin approximately 20 hours of professional learningfocusing on the implementation and understanding ofthe 4 Cs (Creativity, Critical Reflection, Communicationand Collaboration.) All Year 1 & Year 2 staff along withall EAL/D and LaST staff participated in intensiveprofessional learning for L3 (Language , Learning,Literacy). Together with a continued implementation ofBest Start, PLAN and the utilization of the ClusterMarkers, teachers develop more differentiated teachingand learning programs.

Instructional Leaders were appointed across the schoolto support the specific needs of each stage andaddress projects aligned to the 3 strategic directions.

Instructional leaders presented demonstration lessons,prepared resources, planned team teachingexperiences and observed staff as part of an on–going


focus on improving teaching practice. Key strategiesincluded Bring Your Own Device (BYOD), supportingcolleagues through observation in L3K and L31, Using"I Can" statements to guide student success and the 4Cs.

Additionally, staff addressed their ProfessionalDevelopment Plans at fortnightly professional learningworkshops.

Early Career Teachers / Beginning Teachers took partin a mentoring program focusing on collegialprofessional learning sessions and classroomobservations. Teachers were given feedback as well assupport which focused on developing a range ofspecific teaching, learning and management skills.

Four staff members successfully completed theirAccreditation at Professional Competence. Onemember of staff completed their maintenance reportmeeting the standards for Teacher ProfessionalLearning and also reflecting upon the AustralianProfessional Standards for Teachers.

All staff were involved in the mandatory training forAnaphylaxis, CPR, Code of Conduct and ChildProtection courses.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 528,860

Revenue 8,242,778

Appropriation 7,663,559

Sale of Goods and Services 41,054

Grants and Contributions 524,954

Gain and Loss 0

Other Revenue 200

Investment Income 13,011

Expenses -7,878,371

Recurrent Expenses -7,878,371

Employee Related -6,954,349

Operating Expenses -924,022

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

364,407

Balance Carried Forward 893,267

In 2018 the school expended significant funds incurriculum areas. A COLA was built but the majority ofmoney saved was rolled over as the school accessedgrants to offset the costs. The school received over$200000 in community sources. The funds carriedforward have been targeted for large capital programsin 2019.

Financial summary equity funding

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


2018 Actual ($)

Base Total 5,449,497

Base Per Capita 165,524

Base Location 0

Other Base 5,283,973

Equity Total 844,028

Equity Aboriginal 2,617

Equity Socio economic 53,296

Equity Language 585,191

Equity Disability 202,924

Targeted Total 219,023

Other Total 911,065

Grand Total 7,423,613

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

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

School performance

NAPLAN

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

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Student Performance was highly commendable in bothYears 3 & 5. The majority of students achieved in thetop three bands with very few students achieving in thelower bands. These performances validate theexceptional differentiated teaching and learningprograms delivered across the K–6 school.

The Value–Added growth from Years 3 to 5 was

pleasing across the majority of learning areas.

In Grammar & Punctuation 68.0% of students reachedexpected growth at Carlton PS compared to 61.01%SSSG ( like schools) and 56.46% State.

In Reading, 58.9% of students reached expectedgrowth compared to 65.01% SSSG and 63.2% State.

In Spelling, 69.1% of students reached expectedgrowth compared to 60.5% SSSG and 58.0% State.


In Numeracy, 74.7% of students reached expectedgrowth compared to 62.4% SSSG and 59.8% State.


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

The school is excelling in the Premiers Priorities withevidence that 50% of students are achieving the toptwo NAPLAN Bands in Reading & Numeracy.

Parent/caregiver, student, teachersatisfaction

Student Survey:

In 2018, 299 students responded to a survey seeking tomeasure their social – emotional outcomes across 9elements. Below is the comparative data with allparticipating NSW government schools. (NSW norm)

Participation in school sports:

C.P.S. – 91% NSW norm – 83%

Participation in extracurricular activities:

C.P.S. – 53% NSW norm – 55%

Sense of belonging:

C.P.S. – 88% NSW norm – 81%

Positive relationships:

C.P.S. – 91% NSW norm – 85%

Value schooling outcomes:

C.P.S. – 99% NSW norm – 96%

Positive homework behaviours:

C.P.S. – 79% NSW norm – 63%

Positive behaviour at school:

C.P.S. – 96% NSW norm – 83%

Interested and motivated:

C.P.S. – 85% NSW norm – 78%

Positive effort:

C.P.S. – 97% NSW norm – 88%

The survey also measured the elements which drivepositive student outcomes within the school context.These drivers include measures such as effective useof learning time, the relevance and rigour of classroominstruction, positive teacher student relationships,learning climate and expectations for success. CarltonPS ranked higher than the NSW norm in 7 of the 8drivers. The percentage of students subjected tobullying is 10% below the NSW norm. Regardless of

this pleasing statistic C.P.S. will continue to developand deliver strong student welfare programs to supportand protect students academically, socially andemotionally.

Parent Survey:

In 2018, 127 parents responded to a survey seeking tomeasure the extent to which parents feel the schoolsupports learning and positive behaviour, and promotesa safe and inclusive school environment. In the areas ofparental support of learning at home and the school'ssupport of learning and positive behaviour Carlton PSwas above the NSW norm. In areas measuring safetyat school, the provision of an inclusive culture whereparents feel welcomed and informed Carlton PS metthe NSW norm. Future directions will focus on how tobetter deliver in these 4 areas with the view to matchingNSW norms. In the area of how welcome parents feelthe average for C.P.S. was 7.1 with the NSW norm 7.4.The ranking of 5.5 for the ease with which parents feelthey can easily speak with the school principal and 6.4for the helpfulness of the school office will be reviewedand monitored.

Teacher Survey:

43 staff responded to a survey seeking to measure howwell Carlton P.S. address the 8 drivers of studentlearning. These drivers and the comparative data forCarlton and the NSW norms are shown below. The 2ndelement involves data related to four dimensions ofclassroom and school practice.

Leadership: C.P.S. (7.9) NSW norm (7.1)

Collaboration: C.P.S. (8.4) NSW norm (7.8)

Learning Culture: C.P.S. (8.3) NSW norm (8.0)

Data Informs Practice: C.P.S. (8.2) NSW norm (7.8)

Teaching Strategies: C.P.S. (8.4) NSW norm (7.9)

Technology: C.P.S. (7.2) NSW norm (6.7)

Inclusive School: C.P.S. (8.6) NSW norm (8.2)

Parental Involvement: C.P.S. (7.4) NSW norm (6.8)

Four Dimensions of Classroom and SchoolPractice:

Challenging and Visible Goals: C.P.S. (8.0) NSWnorm (7.5)

Planned Learning Opportunities: C.P.S. (8.1) NSWnorm (7.6)

Quality Feedback: C.P.S. (7.9) NSW norm (7.3)

Overcoming Obstacles to Learning: C.P.S. (8.2)NSW norm (7.7)

The 12 elements linked to creating a positive studentlearning environment reflect 10 to be of a very highlevel. Whilst aspects of parent involvement and


technology are a little lower than the other 10 elementsthey are still well above NSW norms.

Policy requirements

Aboriginal education

The school maintained a strong commitment tosupporting Aboriginal students and embeddingindigenous perspectives across the curriculum in 2018.Reconciliation Week and NAIDOC Week werecelebrated with all students participating in experiencesdedicated to learning about cultural awareness and thecelebration of Aboriginal and Torres Strait Islanderculture.

The school has three Aboriginal students enrolled, eachhad a personalised learning plan developed,implemented, monitored and reviewed throughout theyear. The perspective of Aboriginal Education wastaught through Human Society and Its Environment,Creative Arts and literacy programs, which aim todevelop an understanding and empathy with theAboriginal way of life through history and present dayevents.

All students gained a meaningful and sensitiveappreciation of the history and culture of Aboriginalpeople. At all official functions we acknowledge allAboriginal people and ancestors through Welcome toCountry. This year our school exhibited in the Koori Artexhibition at the Maritime museum with artworks ondisplay for the public to share.

The school has created an Aboriginal Art Gallery in theadministration block. Along with improving the aestheticappearance of the school, the aboriginal art galleryallows opportunities for classes K–6 to appreciatedAboriginal culture and discuss the artworks displayed.

Multicultural and anti-racism education

Multicultural perspectives are embedded in all aspectsof school life at Carlton Public School, includingeducational and social programs. The richness of amulticultural community creates the platform forstudents to develop skills, knowledge and attitudes thatpromote inclusiveness and harmony in a multiculturalsociety. Classroom programs enable students to learnabout other cultures and beliefs, and support studentsin celebrating individual cultural heritage.

The English as an Additional Language orDialect(EAL/D) program continued to provide supportand individualized learning programs to speak alanguage other than English at home.

Harmony Day was celebrated in March and was a greattime to reflect and celebrate the many cultures withinour school. The students wore orange mufti clothes inunity with the theme 'Everyone Belongs'. The schoolhas an anti–racism officer to promote anti–policy andpractices throughout the school

Other school programs

Carlton Public School Sports highlights for 2018:

314 Year 3–6 students participated in all Botany BayPrimary School Sports Association (P.S.S.A.) teamseach week. These teams were cricket x 4, softball x 8,netball x 4, soccer x 8, oz tag x 2 and rugby League x2.

Summer PSSA results: Junior Yellow Cricket –Premiers; Senior Softball Yellow Boys– Semi Finalists;Junior Yellow Softball Boys– Semi Finalists.

Winter PSSA results: Girls Soccer Junior Yellow–SemiFinalists, Girls Soccer Yellow Seniors–Premiers; GirlsSoccer Blue Juniors–Semi Finalists; Girls SoccerBlue–Semi Finalists; Boys Soccer JuniorBlue–Premiers, Junior Rugby League–Premiers, SeniorRugby League–Semi Finalists, Netball Juniors2B–Premiers.

1 student, Eugene S represented the school at SydneyEast for Rugby Union

1 student, Shereen K, represented the school at


2 students, Jason Y(11yr Boys Freestyle, Breaststroke,Butterfly) and Samantha S (10yr Girls Breaststroke,Freestyle, Backstroke and Butterfly), represented theschool at the Sydney East Swimming carnival.

1 student, Christian K, represented the school at theSydney East Cross Country Carnival, 11yr Boys.

8 students, Kayleb T (11Boys Shot Put), Mohammad A(12B Discus), Ana V (11G Shot put and Discus),Mohammed ED (12B 800m), represented the school atSydney East Athletics Carnival.

4 students, Mohammed K, Taoko S, Max G and PaytonT, represented the school at the NSW State athleticscarnival for the 4x100m junior boys relay.

1 student, Payton T, represented the school at theNSW State Athletics carnival for 9yr boys 100m.

The following number of students represented theschool at carnivals: Swimming–27, Cross Country–32,Athletics Zone–56 (Botany Bay).

5 swimming records and 12 athletics records werebroken at our school carnivals.

Throughout the year, approx.204 students from year3–6 participated in Multi Indoor sports lessons atHurstville Leisure Centre.

Trained coaches led approximately 53 students fromyear 3–6 in tennis at Rockdale.

All students K–6 were involved in the "Dance2bfit"program.

The whole school participated in the Premier's SportingChallenge.

2 students were successful in gaining entry toEndeavour Sports High School.

Year 6 and Early Stage 1 buddy program continued theweekly development of fundamental movement skills inTerms 2, 3 and 4.

Approximately 120 kindergarten students participated inBounce (Term 4)

All K–2 and 3–6 participated in Swimming, CrossCountry and Athletics Carnivals.

44 Year 2–6 students participated in the SchoolSwimming Scheme during Term 4.

49 students participated in the Brad MacKay and LanceThompson Cup Rugby League 7–a–side gala day. 227students from stages 2 and 3 (27 teams) attended theDragon Tag Gala Day.

28 (Stage 2) and 26 (Stage 3) students participated inMilo 2 Cricket Gala day.

New equipment was purchased for PSSA teams.Fitness equipment and additional equipment to

supplement our sports storeroom.

$5200 was funded through the sporting Schools grant,providing 400 students from K–6 with cricket andathletic specific training sessions plus sportingequipment for across the school.

108 Stage 2 students attended 3 day Sport andRecreation Camp at Kincumber.

16 House Captain were elected and assisted at theschool athletics field carnival. A further 12 studentswere selected to assist at the BB zone athletics carnival


2018 carlton public school annual report · introduction the annual report for 2018 is provided to...

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