2019 orange east public school annual report · each class has an interactive whiteboard to enhance...

Orange East Public School2019 Annual Report

2811

Printed on: 3 June, 2020 of 23 Orange East Public School 2811 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Orange East 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.

School contact details

Orange East Public School45 Spring StOrange, 2800www.orangeeast-p.schools.nsw.edu.auorangeeast-p.school@det.nsw.edu.au6362 7464


School background

School vision statement

Orange East Public School strives towards a shared belief in ‘success for all’, where high expectations and continuousimprovement underpin a positive school culture. Through strong partnerships between all school community membersand excellence in practice, we aim to develop the unique abilities of all students as life–long learners.

School context

Orange East Public School is located in Orange and has an enrolment of 269 students, including approximately 16%Aboriginal students. The school's Family Occupation and Employment Index (FOEI) is 123. Key focuses throughout theschool include Literacy, Numeracy, Student Wellbeing and the development of high standard programs and practices.The school achieves its mission, Safe Respectful Learners through students, staff and parents working together to createa supportive, student–centred atmosphere. The core values espoused through the school–wide Positive Behaviour forLearning program (PBL) are to teach students about respect, safety, excellence in learning, responsibility, cooperation,fairness and participation. The school has a high functioning Learning Support Team, catering for a wide range ofstudent needs. The school is part of the Early Action for Success program and has an Instructional Leader supportingstudent achievement and staff development in the infant classes. Orange East Public School is an integral member ofthe SPARKE learning community, a collaborative venture of 15 public primary schools in the Orange area. Each classhas an interactive whiteboard to enhance student learning and engagement. The school continues to invest in highquality technology, in particular the Stage 2 and 3 Chromebook program and iPads across Early Stage 1/Stage 1. Theschool has a successful performing arts program and a school production every two years. Extra–curricular activitiesinclude a dance program, chess program, public speaking and a range of sporting teams where the students have theopportunity to represent the school. The school is well supported through a strong P&C who have initiated a number ofsuccessful fundraising activities. The major annual P&C fundraiser is the East Orange Village Markets, which has beensuccessful in raising funds to enhance a number of school facilities. Further information regarding Orange East PublicSchool is available on the school website http://www.orangeeast–p.schools.nsw.edu.au.


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

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Excelling

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Successful Learners

Purpose

To develop students with strong foundational skills in Literacy and Numeracy who can learn, adapt and succeed in a 21stcentury learning environment. An aspirational learning culture is maintained that focuses on quality experiences, highexpectations and the development of self–directed and responsible students.

Improvement Measures

Attendance and wellbeing data indicate improved levels of student engagement.

To consistently achieve or exceed, a year of growth for a year of learning.

Progress towards achieving improvement measures

Process 1: School Excellence Framework – Wellbeing

What Works Best – Wellbeing

Wellbeing strategies integrated into the school learning environment, the curriculum and pedagogy, thepolicies and procedures of the school, and partnerships developed within and outside the schoolincluding teachers, students, parents, support staff and community groups.

Evaluation Funds Expended(Resources)

• School attendance data for 2019 continued to closely match State data withan overall school attendance rate of 91.7%. The school continued to utilise anumber of strategies, including attendance monitoring, to support a high levelof student attendance. • We have continued to run a strong Positive Behaviour for Learning (PBL)system across the school. We continued to refine both a merit process inconjunction with a behaviour level system. • Our Wellbeing program continued to operate incorporating programsaround social skills/anti–bullying, student connections, Breakfast Club,community engagement as well as specific case management and supportfor families. • Staff continued to build professional knowledge in trauma informed practiceand student support. Several staff completed training in the Berry StreetEducation Model.

Attendance Support Program (1 Dayfunding RAM Equity)

Wellbeing Support program ($16000RAM Equity and Flexible WellbeingFunding)

Wellbeing Coordinator (1 Day FlexibleWellbeing Funding)

Process 2: School Excellence Framework – Data Skills & Use and Assessment

What Works Best – Data to Inform Practice and Feedback

Teachers use data to strategically evaluate and plan next steps in student learning. Data is consistentlygathered from a range of quality assessment strategies. Whole school focus on quality assessment andfeedback strategies and the use of this information to support learning.


• K–2 continued the process of ongoing Progression assessment andinformation gathering through assessable opportunities embedded in allunits. Data uploaded 5 weekly, analysed and 3 tiered learning interventionsdesigned and implemented. Data guides specific teaching programs acrossthe classes. • Year 3–6 developed a deeper understanding of Progressions withincreased systematic data upload and analysis. • Staff provided with ongoing training around the use of PLAN2.

Instructional Leadership (Early Actionfor Success, RAM Equity Funds)



Quality Teaching

Purpose

To develop a learning culture through which teachers take shared responsibility for improving teaching practice in orderto improve student learning outcomes. High levels of professionalism and commitment are demonstrated, with teachersworking collaboratively to evaluate the effectiveness of their practices and embed evidence–based, quality teachingstrategies.


Teaching programs demonstrate evidence–based strategies and collaboratively designed content.

Measurement and evaluation of quality assessment data captured and applied school–wide.

Collaborative practices are evident through all Performance and Development processes in the school.


Process 1: School Excellence Framework – Effective Classroom Practice and Curriculum

What Works Best – Explicit Teaching and High Expectations

Explicit teaching practice to form an integral focus for teachers. Instructional leadership will focus onquality lesson criteria, systematic and sequential instruction, evaluation/challenging of studentunderstanding and quality assessment. Whole school priority on providing a broad, rigorous andchallenging curriculum. Effective curriculum differentiation is a key focus as a means of challenging andextending all students.


• Teams continued to work through learning units in Literacy and Numeracy,analysing syllabus coverage, Progression alignment and in particular onembedding authentic feedback structures. • Any new K–2 staff trained in the TEN and L3 programs with the provision ofongoing support for all teachers. • Instructional leaders implemented group and individual professionallearning through stage/staff meetings, collaborative planning sessions, StaffDevelopment Days and regular teacher/instructional leader meetings. • Stage 2 investigated, designed and implemented a change to Maths unitswith greater emphasis on explicit teaching and differentiation. • K–2 implemented a Learning Sprint program.


Collaborative Planning/ProfessionalLearning (RAM Equity and PL Funds)

Process 2: School Excellence Framework – Learning & Development

What Works Best – Collaboration

Structures and systems established to enable the provision of differentiated instructional leadership,peer collaboration and exposure to quality external expertise. Collective efficacy clearly binds schoolsystems and practice.


• 100% of staff have linked their professional development plans to theAustralian Professional Standards for Teachers and the School Plan. • The Performance & Development Framework was completed by allteachers with time provided to support discussion and evaluation withsupervisors, including specific instructional leader meetings. • K–2 staff were trained in L3 and TEN (as required) with several Stage2/Interventionist staff also commencing training. • Program discussion and evaluation occurs every term and individual


Collaborative Planning/ProfessionalLearning (RAM Equity and PL Funds)



teaching and learning meetings are held with Instructional Leaders everythree weeks, with increased support for early career teachers. • Planning time was provided across all stage teams for the use ofInstructional Leaders to evaluate assessment data, design responsivepoint–of–need teaching programs and connect PL/programs and teachingstrategies with student achievement.



Strategic Leadership

Purpose

School leaders enable an inclusive community that will continue to support the highest levels of learning. All staff have acommitment to fostering a school–wide culture of high expectations and a shared sense of responsibility for studentengagement, learning, development and success. The school leadership team ensures that operational issues, such asresource allocation and accountability requirements, strategically support student learning needs.


The school has high performing teaching staff as measured against the Australian Professional Standards forTeachers and Principals.

Evidence of high impact school improvement across all domains of the School Excellence Framework.


Process 1: School Excellence Framework – Educational Leadership

The school has established practices around continued improvement in teaching and learning.


• 90% of teaching staff recognised as 'Proficient' by NSW EducationalStandards Authority (NESA), and all active in maintaining accreditation (PLhours logged, evaluated). One staff member submitted the required NESAdocumentation late in 2019 to achieve 'Proficient' status. • The Performance & Development Framework was completed by allteachers with time provided to support discussion and evaluation withsupervisors, including specific Instructional Leader meetings. All staff havelinked their professional development plans to the Australian ProfessionalStandards for Teachers and the School Plan. • Supervision lines/structures implemented and executive roles clearlydelineated in supporting high functioning teams. Specific executive staffmembers assigned to early career teachers or those completing accreditationrequirements. • Continued implementation of termly teaching program review andevaluation with stage supervisors. Individual and group support implementedresulting from program review findings.

Executive responsibility (QTSS Funds)

Process 2: School Excellence Framework – School Planning, Implementation & Reporting

School processes are highly visible and involve all stake holders, demonstrating a high performanceculture with a clear focus on student progress and achievement.


• School Excellence Framework analysis over the past five years revealscontinuous growth. The school has moved to consistently achieving'Sustaining & Growing' with many Sub–elements/Themes moving into the'Excelling' descriptor. • In 2019 we gained various evaluative data via the Tell Them From Mesurveys, internal surveys, parent forums such as the P&C as well as via staffforums and meetings.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding Sources: • Aboriginal backgroundloading ($60275)

• In 2019 we continued with supportprograms in K–2 and Year 3–6 for Aboriginaland Torres Strait Islander students. Theseprograms supported targeted students withextra assistance from Learning SupportTeachers. • The school also used funds to employLearning Support Officers (SLSOs) to workwith Aboriginal students focused on improvingLiteracy and Numeracy outcomes.Attendance was monitored and supportedregularly.

English language proficiency Funding Sources: • English languageproficiency ($4122)

• In 2019 all K–2 staff were trained in the L3program to support specific intervention andteaching programs for EAL/D students.Specialist staff helped to assess and designspecific support programs for implementation. • Learning Support staff were utilised tosupport EAL/D students in Year 3–6. • Resources purchased to support EAL/Dstudents.

Low level adjustment for disability Funding Sources: • Low level adjustment fordisability ($49380) • 1.0 FTE Learning &Support Teacher

• Students requiring additional assistance toaccess learning programs across K–6supported through the provision of SchoolLearning Support Officers (SLSO).Instructional Leaders, Interventionist andLearning Support staff assessed, designedprograms and worked with SLSO staff toimplement strategies.

Quality Teaching, SuccessfulStudents (QTSS)

Funding Sources: • Quality Teaching,Successful Students($47489)

• In 2019 we continued with an executivestructure supporting two distinct school teamswith a clear emphasis on sustainedinstructional leadership. Time was used tosupport leadership of collaborative planning,professional learning, data analysis and toenhance the implementation of stage/teamspecific programs and the PDP process. Thisinvolved clear delineation of leadershipresponsibilities and the provision of time forall executive staff to complete therequirements of their role. Attendancemonitoring was also partly enabled throughthis funding.

Socio–economic background Funding Sources: • Socio–economicbackground ($227177)

• Students requiring additional assistance inlearning and classroom programs supportedthrough the employment of School LearningSupport Officers and Learning and SupportTeachers. • Speech and Occupational TherapyServices. • Stephanie Alexander Kitchen GardenProgram. • Continued implementation of the iPad,laptop and Chromebook program across K–6. • LED Interactive Whiteboards and hearingassistance devices purchased for classrooms. • Purchasing of classroom resourcesincluding software resources andsubscriptions, Library/Reading programs andquality literature to support English units,class readers, Maths equipment, virtualexcursions, cooking/science items, sports


Socio–economic background Funding Sources: • Socio–economicbackground ($227177)

equipment, art/craft and general classroomequipment. • Student support funds to assist witheducational items, uniforms,excursions/incursions, special events andprograms, Breakfast Club and school canteensubsidy. • Positive Behaviour for Learning, Be Youand Social Skills program resources andrewards across the school. • Stage based collaborative planning andinstructional leadership program to developbest practice in Literacy and Numeracy,Progressions of Learning, consistency ofassessment and differentiation strategies. • Attendance monitoring and supportprogram. • Playground improvements including twonew sensory play areas.

Support for beginning teachers Funding Sources: • Support for beginningteachers ($14130)

• In 2019, beginning teacher funds were usedto support relevant teachers through targetedprofessional learning, accreditationrequirements, increased RFF and additionalprovision of face–to–face time withInstructional Leaders.

Early Action for Success Funding Sources: • Early Action for Success1.0 Staffing allocation forInstructional Leader

Kinder: • Reading – 80% of students achieved at orabove expected level for text reading. • Writing – 78% of students achieved at orabove expected level for writing. • Additive Strategies – 95% of studentsachieved at or above expected level forAdditive Strategies.Year One: • Reading – 75% of students achieved at orabove expected level for text reading. • Writing – 80% of students achieved at orabove expected level for writing. • Additive Strategies – 74% of studentsachieved at or above expected level forAdditive Strategies.Year Two: • Reading – 77% of students achieved at orabove expected level for text reading. • Writing – 77% of students achieved at orabove expected level for writing. • Additive Strategies – 76% of studentsachieved at or above expected level foradditive strategies.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 136 142 144 148

Girls 133 123 118 116

Student attendance profile

School

Year 2016 2017 2018 2019

K 95.4 95.6 95.1 91.9

1 94.5 93.6 93.9 92.7

2 93.6 94.7 93.4 93.4

3 92.5 94.4 94.2 91.3

4 93.1 93.6 90.9 92.1

5 92.8 93.6 91.9 89.8

6 92.8 94.1 90.1 89.9

All Years 93.6 94.2 92.9 91.7

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.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 9.41

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 1

Teacher Librarian 0.6

School Administration and Support Staff 2.52

*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.


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 244,430

Revenue 3,199,196

Appropriation 3,043,307

Sale of Goods and Services 27,733

Grants and contributions 127,106

Investment income 1,051

Expenses -3,039,212

Employee related -2,620,709

Operating expenses -418,503

Surplus / deficit for the year 159,984

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.


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 168,526

Equity Total 442,671

Equity - Aboriginal 60,275

Equity - Socio-economic 222,177

Equity - Language 4,122

Equity - Disability 156,096

Base Total 2,015,217

Base - Per Capita 61,475

Base - Location 2,159

Base - Other 1,951,583

Other Total 350,309

Grand Total 2,976,723

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.


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.

Literacy and Numeracy Graphs

Band 1 2 3 4 5 6

Percentage of students 16.7 2.8 33.3 8.3 13.9 25.0

School avg 2017-2019 12 4.6 23.1 23.1 19.4 17.6


Band 1 2 3 4 5 6


School avg 2017-2019 5.7 17 17.9 28.3 17.9 13.2

Band 1 2 3 4 5 6


School avg 2017-2019 8.3 12 20.4 20.4 26.9 12


Band 1 2 3 4 5 6


School avg 2017-2019 0.9 12.1 30.8 26.2 27.1 2.8

Band 3 4 5 6 7 8


School avg 2017-2019 11.1 14.1 29.3 28.3 12.1 5.1


Band 3 4 5 6 7 8


School avg 2017-2019 12.1 17.2 30.3 22.2 7.1 11.1

Band 3 4 5 6 7 8


School avg 2017-2019 16.2 19.2 24.2 28.3 10.1 2


Band 3 4 5 6 7 8


School avg 2017-2019 19.2 22.2 35.4 20.2 2 1

Band 1 2 3 4 5 6


School avg 2017-2019 6.7 18.3 23.1 28.8 14.4 8.7


Band 3 4 5 6 7 8


School avg 2017-2019 7.2 21.6 34 21.6 13.4 2.1


Parent/caregiver, student, teacher satisfaction

Students

The Tell Them from Me survey was used to gather information from students. Their responses are presented below.

Social Emotional Outcomes • Students participate in school sport – 81% • Student participation in extracurricular activities – 41% • Students with a positive sense of belonging – 63% • Students with positive relationships – 78% • Students that value schooling outcomes –88% • Students with positive homework behaviours – 53% • Students with positive behaviour at school – 77% • Students who are interested and motivated – 65% • Effort – 88%

Parents and Carers

Parents were asked to respond to a survey that gathered information on how they believed Orange East Public Schoolmet their needs in the following areas. The parent responses are presented using a ten point scale. A score of 10indicates strong agreement, 5 indicates a neutral agreement and 0 indicates strong disagreement.

Parents feel welcome at school (School Average 8.3, NSW Government Norm 7.4) • I feel welcome when I visit the school. 8.8 • I can easily speak with my child's teachers. 8.7 • I am well informed about school activities. 8.2 • Teachers listen to concerns I have. 8.3 • I can easily speak with the school principal. 8.5 • Written information from the school is in clear, plain language. 8.4 • Parent activities are scheduled at times when I can attend. 6.8 • The school's administrative staff are helpful when I have a question or problem. 8.4

Parents are informed (School Average 7.8, NSW Government Norm 6.6) • Reports on my child's progress are written in terms I understand. 8.8 • If there were concerns with my child's behaviour at school, the teachers would inform me immediately. 7.5 • I am informed about my child's behaviour at school, whether positive or negative. 8.3 • The teachers would inform me if my child was not making adequate progress in school subjects. 7.7 • I am well informed about my child's progress in school subjects. 7.8 • I am informed about opportunities concerning my child's future. 7.3 • I am informed about my child's social and emotional development. 7.7

School supports learning (School Average 8.1, NSW Government Norm 7.3) • Teachers have high expectations for my child to succeed. 8.2 • Teachers show an interest in my child's learning. 8.5 • My child is encouraged to do his or her best work. 8.7 • Teachers take account of my child's needs, abilities, and interests. 8.2 • Teachers expect homework to be done on time. 6.9 • Teachers expect my child to work hard. 8.2

Inclusive school (School Average 7.6, NSW Government Norm 6.7) • Teachers help students who need extra support. 7.5 • School staff create opportunities for students who are learning at a slower pace. 7.2 • Teachers try to understand the learning needs of students with special needs. 7.7 • School staff take an active role in making sure all students are included in school activities. 8.0 • Teachers help students develop positive friendships. 7.5

Staff

Staff survey results :


• 83% of staff feel excellent/very happy satisfaction working at the school. • 100% of staff agreed/strongly agreed that the school leadership team are approachable and supportive of their

role. • 83% of staff agreed/strongly agreed that other staff give them helpful feedback about their responsibilities/role. • 83% of staff agreed/strongly agreed that the school has appropriate strategies and support for students requiring

extra assistance. • 83% of staff agreed/strongly agreed that the school provides a wide range of experiences for students. • 70% of staff agreed/strongly agreed that they receive adequate professional development relevant to their role. • 100% of staff agreed/strongly agreed that the school has adequate Numeracy and Literacy resources. • 100% of staff agreed/strongly agreed that staff wellbeing is a priority in the school. • 100% of staff agreed/strongly agreed that student wellbeing is a priority in the school.


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.


2019 orange east public school annual report · each class has an interactive whiteboard to enhance...

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