2019 narrabeen north public school annual report · pdhpe: stage teams are now collaboratively...

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Narrabeen North Public School 2019 Annual Report 3906 Printed on: 26 March, 2020 Page 1 of 20 Narrabeen North Public School 3906 (2019)

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Page 1: 2019 Narrabeen North Public School Annual Report · PDHPE: Stage teams are now collaboratively writing programs to address the PDH component. A consistent programming template is

Narrabeen North Public School2019 Annual Report

3906

Printed on: 26 March, 2020Page 1 of 20 Narrabeen North Public School 3906 (2019)

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Introduction

The Annual Report for 2019 is provided to the community of Narrabeen North 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.

School contact details

Narrabeen North Public SchoolNamona StNORTH NARRABEEN, 2101www.narranorth-p.schools.nsw.edu.aunarranorth-p.school@det.nsw.edu.au9913 7928

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School background

School vision statement

Narrabeen North Public School will establish a culture that promotes excellence, equality and high expectations toenable students to reach their full potential as global citizens in a happy and caring learning environment.

School context

At Narrabeen North Public School you will find happy and engaged students who enjoy being taught by teachers whodemonstrate a high level of care and interest in children as individuals, with an emphasis on their academic, social,physical and emotional wellbeing.

Our students are curious and compassionate, articulate and responsible, and display a strong sense of community withteachers and parents commenting on our students' maturity and passion for learning.

The school's priority is to see every child reach their potential through a culture that promotes excellence, equality andhigh expectations. The school is 'future focused' and we use critical thinking, problem–solving skills and technology toprepare students for a fast–changing and evolving world.

Students are well–prepared for the next step in their education as NNPS' strong links with senior schools on the NorthernBeaches, through the Peninsula Community of Schools, ensures a smooth transition to high school.

Students have many opportunities to grow and develop through a framework of teaching and learning, includingextra–curricular programs in sport, music, art, drama, dance, chess and environmental studies.

The school recognises the need for sustained positive approaches that include an appreciation for social attitudes andvalue–based education. The Positive Behaviours Engaging Learners (PBEL) is the basis for the policy with a strongfocus on the four school values: achievement, respect, responsibility and acceptance.

Our distinctive surroundings of natural bush land and extensive open space have made the 'outdoor classroom' a realityand our students frequently have the opportunity to initiate their own learning experiences and activities through theirconnection with nature.

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Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

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Strategic Direction 1

Innovative curriculum planning, delivery and assessment practices responsive in meeting student needs.

Purpose

The purpose is to ensure teachers have a very high level of pedagogical knowledge and skill in innovative curriculumplanning, delivery and assessment meeting the needs of students.

Teaching and learning programs embrace technology and ensure students are challenged and adjustments lead toimproved learning.

Whole school systematic and reliable assessment information is used to evaluate student learning, promoting changes inteaching and leading to measurable improvement.

Improvement Measures

Teaching and learning programs reflect deep knowledge and understanding across the curriculum and incorporate theprinciples of conceptual programming.

Assessment is used flexibly and responsibly and monitored longitudinally K–6 by all staff.

80% or higher of school–based TPL sessions focus on innovative curriculum planning, delivery and assessment of allkey learning areas.

NAPLAN results, across all domains, show 65% or higher of students making expected growth in Year 5.

Increase the number of students in the top two NAPLAN bands by 8% by 2019. (Premier's Priority)

Progress towards achieving improvement measures

Process 1: Australian Curriculum 

Implementation of NSW syllabus documents, ensuring that innovative curriculum planning, delivery andassessment and reporting is meeting the individual needs of students. 

Evaluation Funds Expended(Resources)

Grammar and Punctuation: Staff confidence, knowledge and skills inteaching grammar and punctuation have increased. The introduction of theLiteracy Learning Progression tool enables teachers to more easily identifystudent learning behaviours in literacy which supports differentiatedinstruction at a student's point of need. Teacher reflection tells of growth inembedding grammar and punctuation into conceptual English units of workand improved explicit teaching and documentation/resources to support theconsistency of this within a stage.

PDHPE: Stage teams are now collaboratively writing programs to addressthe PDH component. A consistent programming template is being used K–6,including programming checklist and transfer of syllabus outcomes andcontent. Initial work has commenced on developing stage–based PDHPEscope and sequences.

Science and Technology: Whole school is implementing quality units ofwork which are aligned to the new syllabus and the NNPS scope &sequence. These units are collaboratively developed by stage teams andhave an innovative inquiry–based approach and include design thinkingcomponents. Drawing on a range of rich multi–modal resources, units of workare designed to promote high order thinking skills and creative and criticalthinking.

Material Resources:

Grammar and Punctuation: DoEOverview of Grammar andPunctuation Skills K–6; GrammarSkills Checklist (stage–based); NESAsample grammar scope andsequence; exemplar conceptualEnglish units of work from NNPSStage 1.

Human Resources: English:Allocation of time for 2 x staff to peermentor in conceptual programdevelopment – sustained and ongoingmodel.

PDHPE: Allocation of time for staff x 2to write exemplar scope and sequenceand T&L program to demonstrate towhole staff.

Process 2: Targeted Professional Learning 

Differentiated professional learning supports staff in strengthening innovative curriculum planning,

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Progress towards achieving improvement measures

Process 2: delivery and assessment.

Ongoing development and capacity building of teachers by accomplished teachers and lead teachers.

Evaluation Funds Expended(Resources)

Teacher professional learning (TPL) has been delivered in a differentiatedprofessional learning model which considered staff needs in relation to daysof employment, level of knowledge, skills and interest. TPL sessions havebeen 80% or more focussed on teaching and learning. Tell Them From Mestaff assessment data reflects the overwhelming success of the grammar andpunctuation professional learning schedule.

Grammar and Punctuation:

Term 1: whole staff TPL evaluation and reflection led to development of G&Paction plan for PL and Action Learning project The Week 7 TPL focus is onthe grammar and punctuation research, the Literacy Progressions Tool;introducing grammar and punctuation Observable Behaviour Tracking Sheet;and Week 8 Guided analysis of student writing sample.

Term 2: Grammar and Punctuation – on track with development of ActionPlan for PL

Term 3: Some teachers attended modelled lessons at Newport Public Schoolrun by Claire Thickett from School Services. Claire to attend NNPS to deliverprofessional learning to staff on G&P mid term 3 to end of term 3.

Action Learning: teachers continue to work towards timeline for targetedstudents using the progressions tool.

Online 'Coming to Grips with Grammar' course (University of Wollongong)was offered to all teachers; 7 teachers across all stages/specialists opted in.This PL intends to build teacher knowledge, skills and understanding ofgrammar theory and practical strategies for classroom implementation.

Term 4: Grammar and Punctuation – class teachers who engaged in'Coming to Grips with Grammar' course (University of Wollongong) deliver PLon grammar theory and practical strategies for classroom implementation.

* PDHPE –

Term 1: key staff attended DoE TPL and through the QTSS model aredeveloping a whole–school scope and sequence as well as Stage 1 sampleunits of work and K–6 proformas to build whole staff capacity.

Term 2: Whole teaching staff TPL at SDD which gave an overview ofunpacking the new syllabus. Exposure to the 5 new 'propositions' in thesyllabus.

Term 3: Key staff deliver PL on the new PDHPE syllabus to build knowledgeand understanding in the whole staff. Initial K–6 PDHPE programs arecollaboratively developed (Term 2–3) for implementation in Term 4.

Term 4: Trial and review K–6 PDHPE teaching and learning programs forimplementation in Term 4. Commence writing NNPS K–6 PDHPE scope andsequence to meet NESA requirements using programming template

Professional Learning: Unpackingthe new PDHPE syllabus x 2 sessions(2 staff members); Coming to Gripswith Grammar: an online coursedelivered by University of Wollongong(8 modules) (7 staff members);Grammar/writing professional learningsession led by Curriculum Advisor,School Services (whole staff).

Material Resources: Staff individualgrammar folders inclusive of theteacher resource, Grammar: a guidefor teachers K–6. PDHPEstage–based curriculum supportfolders.

Human Resources: Allocation of timefor staff x 2 to design whole schoolprofessional learning sessions for thenew PDHPE syllabus implementation;allocation of time for leading learningstaff to design whole schoolprofessional learning sessions andresources for grammar andpunctuation focus. Additional timeprovided for stage representatives toengage in curriculum sharing sessionsand demonstration lessons at NewportPublic School, delivered by theCurriculum Advisor, School Services.

Process 3: Assessment Practices

Review current assessment tasks across all KLAs to ensure open–ended questions provide scope forindividual achievement. 

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Progress towards achieving improvement measures

Evaluation (Resources)

Grammar and Punctuation Action learning project: In the teacher TellThem From Me (TTFM) 43.75% teachers cited grammar and punctuation asan area that has made improvements in student learning. Staff are able touse the Teaching and Learning cycle document to analyse student worksamples against the Literacy Progressions sub–element indicators andforward plan at a student's point of need. The TOOB is being used to trackfocus student progress in G&P and guide explicit teaching strategies to movestudents forward. 2020 will focus on refining staff understanding of using theTOOB as a formative assessment tool in a new class setting.

Maths open–ended assessment practices: In the Term 4 TTFM survey,12.5% teachers cited open–ended assessments as an area that has madeimprovements in student learning this year. Ongoing differentiatedopen–ended assessments evidenced by quality for and of questioningcontinue to be used in mathematics programs.

Material Resources: LiteracyLearning Progression tool, Teachingand Learning Cycle document.

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Strategic Direction 2

Preparing students to be creative, critical and innovative thinkers by embedding modern learning fluencies.

Purpose

The purpose is to create a culture where both teachers and students are seen as learners who focus on nurturingcuriosity and creativity. Opportunities are provided to develop problem solving skills for real audiences and purposes.

The school provides enriched educational programs involving the ability to think creatively, work collaboratively andindependently to solve problems and to apply new skills to real world situations.

Improvement Measures

Student work samples across all KLAs demonstrate creative and critical thinking which includes the ability to applyinternalised problem solving steps.

Assessments include complex problems, open–ended tasks and modern learning fluencies, allowing students' toreflect their ability to work collaboratively.

Opportunities are given to students to deliver their solutions to problems and present these to authentic audiences.

Progress towards achieving improvement measures

Process 1: Thinking Skills

Students learn, practice and internalise clear steps in order to solve complex problems.

Evaluation Funds Expended(Resources)

Question: Have students begun to internalise and apply the coloured hatssteps in order to solve real life problem?

Data: Teacher observation/ student assessment on the steps used /colouredhats. Teacher survey indicates that 100% of students were applying modelledsteps (However only 8 teachers responded this is a sample)

Analysis: teachers provided post–test, however data unavailable at this time.Many staff did not record.

Implications: Pre and Post test again in 2020 needed.

Professional learning for all staff in the'Minds Wide Open' program.

Posters for steps in creative thinkingprocess (utilise thinking hats).

Unit of work created by stage.

Process 2: Student Growth 

Students become analytical thinkers who can compare, contrast, evaluate, synthesize, and apply theiranalyses to answer difficult questions or solve problems in real time independently.

Evaluation Funds Expended(Resources)

Question: Are students applying taught structural mental processes to solveproblems?

Data: Design Process Assessment Rubric used by teachers.

Analysis: Survey data indicates 37.5% are using the rubric to measure this,however other sources of information e.g work samples, observation andstudent reflection confirm yes.

Implication: Assessment processes need to be refined next year.

Minds Wide Open assessment rubricsmodified for each stage by staff.

Process 3: Modern Learning Team

The Modern Learning Team will be a small group who develop expertise in the modern learningPrinted on: 26 March, 2020Page 8 of 20 Narrabeen North Public School 3906 (2019)

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Progress towards achieving improvement measures

Process 3: fluencies. They will provide teachers with ongoing professional learning on how to explicitly teach theproblem solving processes to students.

They will exchange knowledge and share resources and expertise with the Peninsula Community ofschools.

Evaluation Funds Expended(Resources)

Question: Has staff confidence grown in teaching students how applystructured mental processes in order to solve real–life problems?

Data: Staff sharing session and survey.

Analysis and Implications: Staff sharing session demonstrated that all stageshad embedded the design process into units of work and that all staff felt thatthey were more confident in teaching design thinking.

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Strategic Direction 3

Enhanced wellbeing and positive relationships for the whole–school community.

Purpose

The purpose is to create positive, respectful relationships amongst students, staff and parents where optimal conditionsfor student learning are achieved across the school. 

The school will implement evidence–based practices that promote improvements in students' physical and emotionalwellbeing and increased engagement.

Each student will develop the tools to become a confident, resilient citizen through the development of a positivemindset. 

Through working collaboratively, students, staff and parents will develop an inclusive and respectful school culture whereindividual differences are valued and celebrated.

Improvement Measures

School policies in anti–bullying and PBEL reflect current needs of all stakeholders.

100% of classrooms reflect school values and promote an environment of personal best and respectful relationships.

Increased parental involvement in all aspects of school life including classroom programs and P&C events.

Students demonstrate the skills to be respectful, resilient and confident citizens.

Progress towards achieving improvement measures

Process 1: School

Review and update policies and programs in the area of student wellbeing eg. anti–bullying,mindfulness, PBEL.

Evaluation Funds Expended(Resources)

This has been a successful year with the PBEL policies being fully reviewedand modified to provide a consistent approach that reflects the needs of ourgrowing school.

Students, staff and parents were consulted to assist with the revision andpositive feedback was received from all stakeholders. The review hasresulted in new flowcharts, new awards and new signage across the school.

Staff received 4 teacher professional learning sessions in new systemswhich were very well received.

Survey results revealed 100% of staff understood and felt confident with thenew incident and award flowcharts.

Various stages have adopted programs such as Zones of Regulation and GetLost Mr Scary being implemented but a whole school consistent approachremains a goal for next year.

All students throughout the school participate in Take 3 for the Sea, WasteFree Wednesday and recycling / composting of rubbish.. 440 studentsreceived banners this year earned by following the NARRA values.. 15 Year6 students received medallions this year earned by showing a commitment tothe NARRA values over 7 years. 38 students completed the Year 5Leadership Course with 35 students accepting student leadership positionfor 2020.

Whilst the social media policy has not been updated there has been a focus

$10,000 has supported theimplementation of the revised PBELprocedures.

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Progress towards achieving improvement measures

in Years 3 to 6 with explicit teaching on social media safety occurring andthere has been a reduction in reported incidents in semester 2.

Feedback from staff indicates that whilst some strategies employed such asWellbeing Week have assisted with staff welfare this should remain a goal forthe school to continue top work on in 2020.

Student welfare policy is being updated.

Process 2: Parents 

Create parent workshops, newsletter information, social media and forums to support parents in theirunderstanding of curriculum and wellbeing programs.

Evaluation Funds Expended(Resources)

Parent workshop on effects of social media was well attended and receivedpositive feedback. When social media issues have arisen in the home andbeyond the school environment, individual parents have received additionalsupport from the school to navigate the issue.

The 'Bee Well' newsletter which was established in Semester 2 has hadfocus articles on social media and information from the e–safety Commissionto educate and assist parents. Articles from the 'Be You' website have alsobeen shared.

K–2 parents who had children attending the 'Get Lost Mr Scary' programwere also supported via the school counsellor and senior executive.

$6,000 school operation funds todeliver technology focus workshops toYears 5 and 6 students, staff andparents.

Process 3: Community Partnerships 

Develop an inspiring culture of learning and personal best through our learning alliances – the PCS,NSHS.

Evaluation Funds Expended(Resources)

The school actively engage in the Peninsula Community of Schoolsemotional wellbeing project for students in Years 4 to 6 which was supportedby Macquarie University.

Throughout the year positive relationships have been extended with thePeninsula Community of Schools schools with teachers and senior executivebeing involved in network meetings to share ideas and discuss jointinitiatives.

School leaders attended a joint leadership day with other PCS schoolleaders.

Relationship with the high school has further been fostered with shared useof facilities and across school programs such as the Year 5 / Year 9 WhatMatters program.

Stage 3 assistant principal and Year 6 teachers liaised with NarrabeenSports High School Year 7 and high school learning support teacher toensure a successful transition of students.

Year 6 teachers also filled in written reports on all students to assist not onlythose attending Narrabeen Sports High School but also those attending otherlocal high schools.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding Sources: • Aboriginal backgroundloading ($7 024.00)

Personalised Learning Pathway developed forall students.

Funding supported student participation in thePeninsula Community of Schools event forIndigenous students.

English language proficiency EALD Staffing

Funding Sources: • English languageproficiency ($47 861.00)

EALD support for students three days perweek.

Low level adjustment for disability Funding Sources: • Low level adjustment fordisability ($48 446.00) • Low level adjustment fordisability ($74 701.00)

Funds engaged the employment of additionalSLSO and teacher support for students in thearea of literacy and numeracy. Programsdelivered one to one programs and smallgroup instruction.

Quality Teaching, SuccessfulStudents (QTSS)

Staffing allocation. Executive support for staff throughPerformance and Development Plan process.

Socio–economic background Funding Sources: • Socio–economicbackground ($21 801.00)

Additional learning and support provided tostudents.

Early Stage 1 and individual student supportfrom speech pathologist.

Support for beginning teachers Funding Sources: • Support for beginningteachers ($36 798.00)

Mentor support for beginning teachers.

Allocated RFF through timetable for beginningteachers.

Assessment and reporting support.

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Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 352 364 381 396

Girls 278 301 316 329

Student attendance profile

School

Year 2016 2017 2018 2019

K 96.2 95.8 95.4 95.6

1 95.7 95.2 94.2 95.1

2 95.4 95.7 94.6 94.5

3 94.2 94.4 95.4 95.3

4 95.1 94.8 94.6 94.8

5 94.7 93.8 94 94.1

6 94.5 93.2 93.2 92

All Years 95.2 94.8 94.6 94.6

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.

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Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 27.68

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 1.2

School Counsellor 1

School Administration and Support Staff 4.47

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.

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Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,327,678

Revenue 6,243,087

Appropriation 5,734,293

Sale of Goods and Services 5,335

Grants and contributions 482,448

Investment income 13,735

Other revenue 7,275

Expenses -6,185,296

Employee related -5,394,223

Operating expenses -791,074

Surplus / deficit for the year 57,790

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

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Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 48,492

Equity Total 199,833

Equity - Aboriginal 7,024

Equity - Socio-economic 21,801

Equity - Language 47,861

Equity - Disability 123,148

Base Total 4,879,510

Base - Per Capita 163,543

Base - Location 0

Base - Other 4,715,967

Other Total 433,760

Grand Total 5,561,595

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

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School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

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Parent/caregiver, student, teacher satisfaction

Teacher Feedback: Professional Learning

Each week teachers engaged in a professional learning session focused on our strategic directions. The key focus areaswere grammar and punctuation, creative and critical thinking and student wellbeing.

Examples of teacher feedback: • students have been provided with the opportunity to design, create and perform projects and tasks in a

collaborative manner. • using the learning progressions has enabled me to establish clear learning goals for student in English, and this

has created confidence and a clear improvement in the students' performance. • students complete open ended assessments to differentiate assessments. • using open ended assessment tasks for students in the area of mathematics has developed their critical and

creative thinking skills and enabled them to express what they have learnt in a clearer way. • student improvement in areas of grammar, punctuation and spelling goals through the literacy progression tool. • use of the grammar and punctuation learning progression has led to a deeper understanding of individual students'

progress and aided with planning and programming. • our new modern learning approach has helped students to think outside the box and come up with different ways

to solve real world problems. • our school implemented a design task professorial learning K–6 and it was implemented this year. Using our

science unit, students were involved in a design task to meet a design brief. It was highly engaging and we had theopportunity for stage sharing which built confidence across student learning.

• completing a course on dyslexia and deeper learning difficulties. Knowledge gained from this course helped me tocater more effectively for I taught in writing– identifying the problem, working out the steps necessary so that eachstudent would be able to make achievable.gains in their learning goals. Expectations were clear, and now thestudents realise what is expected at each stage of their writing, and how to achieve this.

Student Feedback:

Students in Years 4 to 6 completed the 'Tell Them From Me' surveys which focused on nine measures of studentengagement, categorised as social, institutional and intellectual engagement.

Social engagement included: • 77% students experience a strong sense of belonging. • 90% students participate in school sport or clubs. • 91% students have positive relationships.

Institutional engagement included: • 94% students value schooling outcomes. • 92% students demonstrate positive behaviour at school. • 56% students with positive homework behaviours.

Intellectual engagement included: • 73% students are motivated and engaged. • 86% students identified they show effort with their learning. • 91% students identified that classes reflect quality instruction.

Parent Feedback:

Parents completed the 'Tell Them From Me' survey and responded to the question: 'Please tell us some things you likeabout our school or things that would make it even better.'

Areas of Strength • Strong connections with community through school events throughout the year. • Teaching staff – caring and friendly towards students and parents. • Variety of extra–curriculum programs • Natural school grounds and open outdoor space

Areas for Improvement • School facilities – hall, bathrooms and binishells. • Review of PBEL system.

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• Enhanced technology resources. • Homework procedures – consistent expectations across grades.

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Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

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