2018 wentworth point public school annual report · wentworth point public school 3-5 burroway road...

Wentworth Point Public SchoolAnnual Report

2018

4662

Printed on: 30 May, 2019 of 18 Wentworth Point Public School 4662 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Wentworth Point Public School as an account of theschool's operations and achievements throughout the year.

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

Rose Manousaridis

Principal

School contact details

Wentworth Point Public School3-5 Burroway RoadWENTWORTH POINT, 2127www.wentworthp-p.schools.nsw.edu.auwentworthp-p.school@det.nsw.edu.au02 9748 6260

Message from the Principal

It has been a labour of love establishing a new school and to serve such a dynamic and supportive community. Theopportunity to focus from the very start on building exactly what we know will benefit children, the staff and thecommunity has been a once in a life time opportunity.

Our priority in our foundation year was to ensure that despite the many challenges associated with starting a new schoolthat all children were provided with the academic, social and extra curricular opportunities commensurate with their peersin established schools.

A significant amount of our time was devoted to setting up systems and structures always ensuring that the learning andwellbeing of our children remained at the centre of all our decision making.

The school managed significant uncertainty with enrolments, building issues and staffing but there was a real sense thatchildren loved coming to school and parents trusted the school to provide a safe and nurturing environment to enable thechildren to grow.

None of our achievements would have been possible without the professional dedication of our staff who worked aboveand beyond their job descriptions. Furthermore, the unrelenting support from our P&C enabled us to achieve more thanwe could have imagined in our first year.

When I was interviewed for a story in the media I stated that by the end of 2018 I would know if I had done a good job ifthe children were highly motivated and passionate about their learning, if the staff loved coming to school to worktogether purposefully and if the parents were actively engaged in the learning and wellbeing of their children. I feelassured by observations and feedback from children, staff and parents that these goals were achieved.

I feel confident and optimistic about the future of this wonderful school, its amazing children , staff and community andlook forward to growing a happy and safe environment where learning is always happening and celebrated.

Rose Manousaridis

Principal


Message from the school community

2018 was a year of learning for all. Having enrolled our children at a brand new school, we all knew it was going to bedifficult, personally having no experience in establishing or operating a P&C, as with many other parents, we were facedwith a challenge to recognise that we needed a P&C, establish a P&C and look at building the schools founding P&C.

The executive committee got together to establish its Standard Constitution and By–laws as well as its other foundationpolicies. We finally got incorporated by the Federation of Parents & Citizens Association of NSW on June 15, 2018 with amission to support the community and the school through community awareness, engagement, influence andfundraising.

Having generated $11,758 in income with expenditure or $4173, we raised $7619 for the P&C in the first year throughvarious fund raising activities, including our online raffle, BBQ's, organising mufti day and the highlight being the schoolDisco. Proceeds of $5000 has been decided to go to the school with the balance to be used for 2019 fund–raisingactivities and operating expenses such as membership fees and insurances.

Thanks to Rose our School Principal, Executive Committee members, Sub Committee (including the Fundraising, Healthand Canteen), our financial members, volunteers, our Local Business Sponsors and every one else that had helped tocontribute a successful first year for the P&C.

Kindest Regards

Basil Miranda

P&C President 2018


School background

School vision statement

Our Vision

Our vision is to expect nothing less than personal excellence by ensuring that we place children at the centre of theirlearning and well being, by developing positive relationships and by delivering a challenging and engaging curriculum ininnovative learning environments which nurture and stretch all children.

Our Motto

GROWING OUR CHILDREN FOR THE FUTURE

The concept of growing our children immediately brings to mind the deliberate and purposeful design of conditions whichpromote learning to equip our children with the cognitive, social and emotional knowledge and skills to enable them toconfidently navigate a future of extraordinary change, innovation, disruption and uncertainty.

One cannot force anything or anyone to grow, so the motto also recognises the critical role the child plays in the processof growth by being an active, engaged,responsible and happy learner.

To grow our children for the future will require the same conditions to promote learning in our staff and our community aswe model being active, engaged and responsible learners while we guide and support our children.

School context

Wentworth Point Public School opened in January 2018, serving a highly multi cultural community, featuring flexiblelearning spaces that reflect current research and support future ready teaching practices. The school has 14 home bases(mainstream) and 4 home bases (special education).

As a brand new school purpose built to facilitate futures learning pedagogy, we are in an excellent position to designinnovative learning environments which promote a continuous cycle of learning, unlearning and re–learning navigatedby children, staff, parents and the community with the intention of growing a thriving, adaptable and resilient learningcommunity.

Our school recognises that growing and sustaining innovative learning environments to prepare our children for thefuture is our core business and to that end we aspire to align our professional practices with the OECD InnovativeLearning Environments Learning Principles which encompass the key elements for effective learning for arapidly changing world.

We are totally committed to building authentic connections with our parents and a broad spectrum of the community withthe understanding that schools do not operate and should not operate as silos and are greatly enhanced when theyextend their sights beyond their gates to learn from and with an extensive range of expertise in the broader 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.

As a new school we raised awareness and understanding of the School Excellence Framework across the school toimprove understanding of how the tool is utilised as part of continuous school improvement processes.

Within the Learning Domain, the school focussed on building an understanding amongst staff and parents of the OECDInnovative Learning Principles with an emphasis on learning goals, personalised learning, high expectations and thedeployment of assessment strategies strongly connected with learning intentions and success criteria. The schoolrelentlessly emphasised the critical importance of the social emotional domains of learning and to that end developed itscore values of I care for myself, I care for others and I care for the environment which were aptly designed by one of ourparents Sharon Lee reinforcing the importance of reaching out and working closely with or community. By not relying ona reward system, the school has demonstrated its absolute commitment to building intrinsic motivation and strengtheninga love of learning and 'doing the right thing' for its own sake.

The overwhelming majority of teachers in our first year were early career teachers and so significant emphasis wasplaced on building their capacity to apply effective and explicit teaching strategies. Within the Teaching Domain,deprivatizing classroom spaces and educational programmes by ensuring that collaborative planning and learninginformed all professional practice. By utilising One Note to design and publish our educational programs we achieved ahigh level of visibility and transparency again promoting professional collaboration and sharing amongst staff. Theexecutive team mapped the school against the Literacy and Numeracy What Works Best Matrix targeting the use of datato inform professional practice as a key area of need. The school also designed and implemented the local application ofthe Department's Performance and Development Framework with clear and explicit timelines and expectations aroundPerformance and Development Plans and Observations of Professional Practice designed to focus on professionalreflection.

In the Leading Domain, developing a High Expectations Culture was a strong focus given the school was newlyestablished and hence in an excellent position to communicate where the school should go. School Planning was verychallenging given where the school was at and the requirement that the school plan be completed in a very short timeframe but this was achieved because of very high levels of staff and community engagement and the clear directions theschool wanted to take. Clearly a significant amount of time and energy was devoted to ensuring that the school acquiredthe resources it required to enable quality teaching and learning , including the establishment of the learning ResourceHub . Finally the school placed a major emphasis on developing administrative practices and systems to ensure thatthere was a smooth delivery of services to students, staff and the community.

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

Innovative Learning Environments

Purpose

• To design learning environments which are aligned with the Organisation for Economic Cooperation andDevelopment (OECD) Innovative Learning Environments Learning Principles with an emphasis on teaching thegeneral capabilities focusing on developing proficiency in literacy and numeracy to provide the foundationfor achievement across all learning to prepare children for a complex and rapidly changing world.

Overall summary of progress

The design and development of innovative learning environments provided a strong basis for the school's professionallearning and professional conversations. The OECD Innovative Learning Environments Principles were embedded in alleducational programmes with a particular emphasis on the effective use of flexible learning spaces to support thelearning of students. Our priority was to ensure that our learners understood their role in the learning process withoutresorting to a reward system ensuring that an unrelenting focus was placed on developing intrinsic motivation in all ourchildren. Children were responsible for developing and monitoring their learning goals demonstrating high levels ofengagement throughout this process.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

85% of children will demonstratean understanding of learningintentions and success criteriaand be able to articulate their ownlearning and that of their peers.

$5000 Our observations demonstrated that childrenexperience challenges in this area, demonstratingan understanding of tasks more so than thelearning required to achieve the tasks. Ongoingprofessional learning is required as is thedevelopment of a culture where childrenunderstand their role in the learning process andare provided with ongoing opportunities to articulatewhat they are expected to learn and what successlooks like.

100% of teachers will haveevidence of the OECD ILELearning Principles in theireducational programmes andlearning environments.

$0 These were evidenced in 100% of educationalprogrammes with a wide variation of evidence ofapplication in actual teaching and in the learningenvironment. It was difficult to establish how muchof the evidence was a result of school requirementsand how much was due to the understanding of theprinciple and their value in teaching and learning.

90% of K–2 children will achieveat least one year of growth overone year of input in reading andwriting and Additive Strategies inaccordance with the literacy andnumeracy progressions.

$5000 95% of students reached their benchmark forAdditive strategies.

75% of students reached their benchmark forReading.

80% of students could independently write a simplesentence.

Same proportion of students asfor similar schools in the top twoNAPLAN bands for reading,writing and numeracy.

$0 Literacy

Year 3 excelled in reading, with 58.3% of studentsachieving at Proficient (top two bands). In the areasof spelling, writing and grammar and punctuation,our school percentage aligned with the stateaverage.

Year 5 students achieved outstanding growth inPrinted on: 30 May, 2019 of 18 Wentworth Point Public School 4662 (2018)





Same proportion of students asfor similar schools in the top twoNAPLAN bands for reading,writing and numeracy.

spelling 50%, writing 50% and with reading 40%,where these students achieved at Proficient (toptwo bands). In the areas of grammar andpunctuation the percentage of students aligned withthe state average.

Numeracy

Year 3 students aligned with the state average andYear 5 students were well above the state averagefor the percentage of students achievingProficiency.

80% of parents will be able toarticulate the learning goals oftheir children.

$0 It was not possible to accurately measure this area,due to complexities around fluctuating enrolmentsand language barriers. Significant positiveanecdotal information was received from parentsabout learning goals but the school recognises ithas significant work to do in this area.

Next Steps

The school will develop a Innovative Learning Environment Matrix which clearly articulates what will be visible inclassrooms when the principles are effectively applied with a focus on principle 6 around clarity of expectations andassessment strategies consistent with these expectations and a strong emphasis on formative feedback to supportlearning. Teachers will improve their understanding of the EAL/D Learning Progression and ESL Scales and the literacylearning progression to describe levels of English language proficiency. Parents will be supported in improving theirunderstanding of learning goals and in particular learn how to navigate the school's technology to share their child'slearning, growth and achievement.



High Impact Professional Practices

Purpose

• To build and sustain a professional learning culture driven by collaboration, efficacy, trust, honesty and respect inwhich all staff purposefully and deliberately interrogate and adapt their professional practices in accordance withcurrent research and evidence to ensure that professional practices have the greatest possible impact onimproving student learning and wellbeing.


Many teachers in 2018 were early career teachers which provided challenges in a new and developing school withlimited resources managing complexities including multi age classes. Teachers were extremely motivated to play animportant role in setting up a brand new school and having the opportunities to teach in a modern and flexible learningenvironment. Teachers were active and enthusiastic participants in work embedded professional learning which focussedprimarily on understanding the relationship between student performance data, the design of educational programs andthe importance of explicit teaching strategies to improve literacy and numeracy outcomes. Team teaching, regularobservations of professional practice and ongoing feedback formed the basis for continuous improvement.





100% of staff will engage inevidence proven collaborativelearning practices., apply theirlearning and demonstrate thepositive impact of theirparticipation in professionallearning on the learning ofstudents.

$5000 100% of staff actively engaged in professionallearning which focussed on evidence provencollaborative learning practices.

80% of teachers were able to demonstrate a clearlink between their professional learning and thelearning of students.

100% of teachers utilise OneNote to collaboratively develop,reflect on and adjust educationalprograms and professionalpractices.

$10,000 All teachers utilised One Note for the purposesstated.

100% of teachers will utilise arange of student evidence oflearning,including the literacy andnumeracy progressions to informdecision making around what toteach, why and how.

$0 Although some professional learning was offeredaround the progressions, the school recognises itneeds to do significant more work with teachers toassist their understanding of the progressions.

100% of teachers will utilise theAustralian ProfessionalStandards to inform theirprofessional practice and to guideall professional discussions.

$0 All Performance and Development meetings wereinformed by the language of the Standardsproviding all staff with a shared language and acommon focus.

Next Steps

Future directions will include continued development of collaborative professional learning opportunities including teamteaching, structured observations of professional practice and continuous feedback. The executive team will be trained inthe GROWTH Coaching Model to encourage professional ownership and responsibility with the view of all staffeventually being trained to grow a feedback culture.



Outward and Forward Facing Connections

Purpose

• To build strong connections across all learning areas ensuring that we engage with a range of partners, includingfamilies, business, cultural institutions and educators to extend our capacity as an outward and forward facingorganisation.


Our third strategic direction is extremely ambitious and given that our priority was to establish a brand new school with abrand new community in a very new suburb, it was not possible to achieve in all three areas.





80% (years 3–6) of studentsarticulate the connection betweentheir formal learning at schooland the wider environment andsociety.

$0 The school was unable to implement this directionin 2018.

100% of educational programswill have evidence of conceptuallearning requiring students toengage in quality learningexperiences based around keyconcepts and central ideas(conceptual planning andlearning) to promote higher orderthinking.


The school will develop at leastone project which emphasisesthe quality of process andinnovation for real worldapplications beyond the school,intended to interact with thecommunity.


100% of children will be activelyengaged in inquiry based andproject based learning.


Next Steps

The school will ensure that stage 3 actively participates in Project Based Learning and Inquiry Based Learning for a realworld application requiring authentic connections with expertise in the community.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency $83,290 was utilised toemploy a specialist EAL/Dteacher 4 days per week.

The EAL/D teacher worked with new arrivalschildren in targeted small groups and inclassrooms with teachers to support our verylarge cohort of children form a non EnglishSpeaking background.

Low level adjustment for disability $26,924 was utilised toemploy a School LearningSupport Officer.

$62,468 was utilised toemploy a Learning andSupport Teacher, 3 daysper week.

Funds were used to provided School LearningSupport Officer support for targeted studentsin meeting the needs of students withdisabilities. Personalised learning and supportplans were developed and reviewed for allstudents meeting disability criteria or needingadditional support in literacy and numeracy.

The Learning and Support Teacher focussedprimarily on building capacity in classroomteachers to assist them in differentiating theireducational programmes to ensure thatchildren with disabilities and/or learningdifficulties had access to the curriculum.


Student information

Student enrolment profile

Enrolments

Students 2018

Boys 83

Girls 77

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.1

1 93.8

2 92

3 93

4 93.4

5 91.6

6 94.3

All Years 93.6

State DoE

Year 2015 2016 2017 2018

K 93.8

1 93.4

2 93.5

3 93.6

4 93.4

5 93.2

6 92.5

All Years 93.4

Management of non-attendance

2018 student attendance data includes overseas travel.Many of our families travel overseas for significantperiods of time which also has a significant impact onlearning.

In 2018 the importance of regular school attendanceand punctuality was actively promoted to students, staffand parents. Strategies included: • Use of SENTRAL attendance data at stage and

class level to monitor students' attendance andidentify concerns;

• Inclusion of student attendance as a standardagenda item at meetings ensuring regular andconsistent monitoring by class teachers and

effective follow–up by supervisors; • Five weekly reviews of attendance data with

Home School Liaison Officer and the Learningand Support Team. A case management modelwas implemented for targeted students;

• Referral of students whose attendance was ofserious concern to the Home School liaisonOfficer, resulting in more intensive interventions;

• Promotion of the importance of regularattendance and legal obligations of parentsthrough the school newsletter, the Kindergartenorientation program and parent meetings; and

• The provision of translated attendanceinformation to parents and the use of theTranslating and Interpreting Services to conductmeetings in parents' home languages.

Structure of classes

The school was required to enrol all children fromKindergarten to year 6. The cohort of students in theprimary area of the school was significantly smallerwhich required the school to establish multi age andcross stage classes creating some challenges. Theschool worked very hard to raise awareness with theparent body about this structure as significant concernswere expressed. by parents. As the school grows theneed to implement this structure will decline.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 6.85

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.4

School Counsellor 0.4

School Administration and SupportStaff

4.76

*Full Time Equivalent

No Aboriginal staff were employed in 2018.

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 10

Professional learning and teacher accreditation

The school understands the strong relationshipbetween high quality professional learning andimproved student learning and to that end ensured thatmeetings were dominated by professional learningconversations as opposed to administrative talk.

In 2018 the school received limited professionallearning funds but utilised literacy and numeracy fundsto release teachers to participate in professionallearning in a number of areas including: • Visible learning through formative assessment

utilising Learning Intentions and Success Criteria; • Analysis of student performance data to inform

the development and implementation ofeducational programs;

• Effective behaviour management strategies inclassrooms and on the playground;

• Growth Mindset • OECD Innovative Learning Environments

Learning Principles • Supporting EALD learners in literacy • Educational Leadership • Differentiating learning • Australian Professional Standards and

Accreditation


Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 0

Revenue 2,435,172

Appropriation 2,394,698

Sale of Goods and Services 0

Grants and Contributions 37,826

Gain and Loss 0

Other Revenue 2,475

Investment Income 173

Expenses -2,363,539

Recurrent Expenses -2,363,539

Employee Related -2,063,109

Operating Expenses -300,431

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

71,633

Balance Carried Forward 71,633

In 2018 the school's finances were managed by theExecutive Team and the School AdministrationManager with regular reporting to the Parents andCitizens Association.

Decisions in relation to the school budget wereinformed by immediate and urgent establishment needsincluding the purchasing of literacy and numeracyresources, resources for the Learning Resource Huband all other Key Learning Areas.

The summary reflects operating costs and does notinclude expenditure in relation to salaries and buildingcosts.

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 1,225,925

Base Per Capita 0

Base Location 0

Other Base 1,225,925

Equity Total 89,392

Equity Aboriginal 0

Equity Socio economic 0

Equity Language 0

Equity Disability 89,392

Targeted Total 563,391

Other Total 51,311

Grand Total 1,930,020

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.

Year 3 excelled in reading, with 58.3% of studentsachieving at Proficient (top two bands). In the areas ofspelling, writing and grammar and punctuation, ourschool percentage aligned with the state average.

Year 5 students achieved outstanding growth inspelling 50%, writing 50% and with reading 40%, wherethese students achieved at Proficient (top two bands).


In the areas of grammar and punctuation thepercentage of students aligned with the state average.

A focus for future improvement will be to increase thepercentage of students in Year 3 in the top two bandsfor writing and spelling and improve the growth for Year5 students in grammar and punctuation.

Band 1 2 3 4 5 6

Percentage of students 0.0 16.7 8.3 41.7 16.7 16.7

School avg 2016-2018 0 16.7 8.3 41.7 16.7 16.7

Band 1 2 3 4 5 6


School avg 2016-2018 0 16.7 0 25 25 33.3


Band 1 2 3 4 5 6


School avg 2016-2018 8.3 0 8.3 41.7 16.7 25

Band 1 2 3 4 5 6


School avg 2016-2018 0 8.3 16.7 33.3 33.3 8.3

Band 3 4 5 6 7 8


School avg 2016-2018 0 0 10 60 20 10


Band 3 4 5 6 7 8


School avg 2016-2018 0 0 20 40 30 10

Band 3 4 5 6 7 8


School avg 2016-2018 0 10 20 20 30 20

Band 3 4 5 6 7 8


School avg 2016-2018 10 0 30 10 50 0

NAPLAN Numeracy results were positive in 2018. Year3 students aligned with the state average and Year 5students were well above the state average for thepercentage of students achieving Proficiency.


Band 1 2 3 4 5 6


School avg 2016-2018 0 25 25 25 16.7 8.3

Band 3 4 5 6 7 8


School avg 2016-2018 0 0 40 20 30 10

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

Improving education results and State Priorities: Betterservices – Improving Aboriginal education outcomes forstudents in the top two NAPLAN bands.

Parent/caregiver, student, teachersatisfaction

No formal analysis of parent/caregiver, students andteacher satisfaction was taken in 2018 given thecomplexities which were managed in our first year.

Having said this, informal feedback from staff indicatedthat teachers enjoyed working at the school and werehighly motivated to improve the learning of children andto support the community.

Informal feedback from parents was also very positivewith extremely high attendance at all school eventsincluding Harmony Day, Get to Know the Teacher,Education Week, Parent Teacher Conferences andCelebration of Learning events. The school has aFacebook page with over 560 followers and theengagement data on our Schoolzine platform is alsoextremely high.

In 2019 the school will utilise the Tell Them From MeSurveys to more formally and accurately measureparent/caregiver, student and teacher satisfaction.

Policy requirements

Aboriginal education

Wentworth Point Public School is committed toimproving the educational outcomes and wellbeing ofAboriginal and Torres Strait Islander students so thatthey excel and achieve in every aspect of theireducation.

The school promoted respect for Aboriginal and TorresStrait Islander people in the following ways: • Designing its own Acknowledgement of Country

and acknowledging the traditional custodians ofthe land in all assemblies and formal meetingsthrough Acknowledgement of Country;

• Integration of Aboriginal perspectives across thecurriculum;

• Working with Landcom who provided anexceptional Incursion which assisted our studentsand staff to better understand the Aboriginalhistory of the land on which the school wasconstructed.


Multicultural and anti-racism education

The school serves a culturally, linguistically andreligiously divers community and as such the schoolplaces a strong emphasis on developing interculturalunderstanding, acceptance and respect.

In 2018 students came from 52 different languagebackgrounds, with the largest groups being Chinese,Korean and Arabic speaking.

The school received an English as an AdditionalLanguage and or Dialect teacher allocation of 3 daysper week and support was allocated across the schoolwith priority being provided to our new arrivals children.

The school held its inaugural Harmony Day which wasattended by 85% of our families.

During Education Week many parents attended toshare their favourite recipes, share their food and theirstories of migration to this country.

The school also appointed an Anti Racism ContactOfficer but reports of racism were extremely few.


2018 wentworth point public school annual report · wentworth point public school 3-5 burroway road...

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