2019 oxley park public school annual report · festivals, choir and recorder concerts at the sydney...

Oxley Park Public School2019 Annual Report

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Printed on: 18 March, 2020 of 24 Oxley Park Public School 4055 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Oxley Park 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

Oxley Park Public SchoolAdelaide StSt Marys, 2760www.oxleypark-p.schools.nsw.edu.auoxleypark-p.school@det.nsw.edu.au9623 1375


School background

School vision statement

Our vision

We are an engaged, respectful community learning together for the future.

We are a welcoming and friendly multicultural school with strong and valued links with the local community. We arecommitted to providing an inclusive P – 6 culture, fostering connectedness and collaboration between staff, students,parents and community partners in an engaging physical environment.

We have highly qualified, dedicated teaching and support staff who encourage all students to reach their full potential byproviding a broad range of educational activities across all key areas of learning.

Our staff provide an education that is relevant, challenging, innovative and engages students to achieve outcomes whilstensuring a balance of academic, cultural, sporting and social programs based on a thorough knowledge of curriculumand support documents. Staff are engaged in continuous professional learning and the implementation of the QualityTeaching framework, future–focused learning pedagogy, Aboriginal and Multicultural perspectives, STEM education,Project Based Learning within high possibility classrooms, technology for learning, support programs and personalisedlearning plans.

State of the art technology resources to provide Future Focussed learning for all students.

Professional learning for all staff in evidence based pedagogy ensures the skills of communication, collaboration, criticalthinking and creativity are developed in all students. Provision of state of the art technology for every student fostersstudent–centred inquiry, critical and creative thinking and problem solving skills in real world contexts.

School context

Oxley Park Public School has 540 students enrolled P – 6.

40% of the children at Oxley Park PS are from a language background other than English. There are 44 language groupsrepresented, the most significant being the Samoan, Tagalog and Arabic. Students from Pacific Islander backgroundsnow account for 15% of the LBOTE students. 9% of our students are from Aboriginal and Torres Strait Islanderbackgrounds.

The school serves a diverse community with significant changes to housing occurring in the schools area. The mobility ofthe students is high.

The school implements the Early Action for Success program. The school receives extra funds specific to the resourceallocation model and are being used to increase staff capacity through targeted teacher and leadership professionallearning. The provision of additional learning programs such as Circle Time, Rock and Water, Bounce Back, ARTSI andadditional support staff across the school supports the needs of the whole child.

The school has a supportive community who take pride in the school and its achievements. We have achieved successin regional and state sporting endeavours, state creative arts initiatives and celebrate our students' involvement in dancefestivals, choir and recorder concerts at the Sydney Opera House. We have had opportunities to compete in debating,public speaking, spelling and sporting competitions with local schools. Many community events have brought parents,students and teachers together through Meet the Teacher BBQ, Harmony Day, NAIDOC Week. Our community alsocelebrates mothers day, fathers day and grandparents day.

The school has an active P&C that operate the canteen and uniform shop. The school has strong links with thecommunity, in particular working with Mission Australia. This partnership is continuing to develop with events, playgroup,parent courses and whole school activities. The school supports and engages with a Chaplain to support studentwellbeing.


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 Sustaining and Growing

LEARNING: Curriculum Delivering

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Delivering

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Delivering

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 Excelling


Strategic Direction 1

Learning (Learning Domain)

Purpose

To drive the school culture so it is strongly focused on integrated learning which is underpinned by quality teachingpractices, differentiated curriculum planning, delivery and assessment. We aim to promote learning excellence which isresponsive to student needs and in turn, reflected in students performing at high levels on internal and external schoolperformance measures.

Improvement Measures

15% of year 5 students in the top 2 skill bands in Reading NAPLAN

90% of K–2 students achieving EAFS benchmarks

92% attendance rate to match state expectation

35% of Year 3 students achieving in the top two bands in Reading NAPLAN

Overall summary of progress

Did we do what we planned?

The following outcomes were achieved in 2019: • Maintained whole–school shared understanding of attendance protocols and practices. • Leadership learning occurred for all staff. • Professional learning coaching conversations initiated with executive in order to filter through into teaching teams. • Executive staff used the School Excellence Framework to self–assess school performance in the domains of

Leading, Teaching and Learning

Progress towards achieving improvement measures

Process 1: Creating high possibility classrooms focussed on Integrated Learning

Evaluation Funds Expended(Resources)

Kindergarten and Preschool implanted Kathy Walker Play Based Learning.

All Stage 1 teachers attended Play Based – Professional Learning.

P–2 Instructional Leader attend planning days in order to support continualPlay–Based pedagogy amongst teachers, ensuring integration into Teachingand Learning programs.

Professional Learning funds expendedto send 8 teachers to ProfessionalLearning on Play Based Pedagogy.

School funds expended to supportresources Play Based Learning inP–2.

Process 2: Creating successful learners project


Support from Nirimba Office to develop extensive knowledge of EnglishSyllabus amongst Executive was highly successful and Executive in turn builtthe capacity of teacher knowledge in staff meetings.

Teaching and Learning programs developed with increased teacherconfidence of accurate syllabus outcomes to meet differentiated needs ofstudents.

Equity funds utilised to employ anextra teacher to create another classabove establishment to ensure smallerclass sizes.

Equity funds used to purchase 0.6Instructional Leader and anIntervention Teacher.


Next Steps

• A focus on teachers to implement best practice teaching strategies in both Literacy and Numeracy based oncurrent research and deep syllabus knowledge.

• All teachers involved in continuous coaching conversations focussed on consistent teacher judgment. • Continuous monitoring of attendance at teacher level to ensure students who are below 85% are immediately

identified and followed up. • Implement intensive reading support in Stage 2 to support students in meeting reading targets and further raising

the percentage of students in the top two bands of reading. • All classrooms will be Quality Learning Environments where students are able to articulate their own learning and

success. • All staff will engage in professional learning to embed deep syllabus knowledge in teaching and learning programs.



Together (Teaching Domain)

Purpose

To ensure that the teachers at OPPS are committed to implementing the most effective explicit teaching methods whichare underpinned by current research. To develop high quality, flexible, differentiated teaching and learning practices thatare underpinned by high expectations that reflect the diverse needs of our students, staff and community. To regularlyuse assessment data that informs teaching practice and is responsive to student needs. To ensure that the teachers atOPPS are continually reflecting and improving on their performance in relation to the National Teaching Standards.


Demonstrated mastery of teaching practice in line with the National standards

100% of teachers engagement in Quality Teaching Round with a focus on Feedback

Coordinated use of the learning data P–6 supported by research to inform teaching practices



The following outcomes were achieved in 2019: • All Beginning teachers and teachers new to the school were involved in Quality Teaching Rounds. • Teachers gained a sound understanding of professional standards. • Teachers continued to plot students in one area of Literacy and one area of Numeracy using the National Literacy

and Numeracy Learning Progressions.


Process 1: Learning progressions project


All teaching staff understand and can utilise the National Literacy andNumeracy Learning Progressions and PLAN2 to assess student need,develop differentiated lessons and enter PLAN 2 data accurately across theschool.

Consistency of teacher judgement at stage level, using individual studentwriting samples to access the National Literacy Learning Progressions.

All teaching staff understand and canutilise the National Literacy andNumeracy Learning Progressions andPLAN2 to assess student need,develop differentiated lessons andenter PLAN 2 data accurately acrossthe school.

Consistency of teacher judgement atstage level, using individual studentwriting samples to access the NationalLiteracy Learning Progressions.

Process 2: Quality Teaching Rounds


Strong feedback about formative assessment round, although teachers feelthis area no longer requires development.

Feedback from staff was to also have more executive participation and crossstage/year group groupings.

Teachers were engaged professionally and provided feedback to their

Partial use of QTSS funds to supportteacher participation in rounds acrossthe school over the year.



lessons as a result of both rounds. Teachers more conscious of theirteaching strategies and feedback strategies as a result of both rounds.

Process 3: Personlised Professional Learning (APTS journal)


All teachers demonstrated understanding of the Australian ProfessionalStandards and aligned individual professional learning experiences with thestandards.

Professional Learning funds expendedto provide release for teachers toparticipate in Professional Learning.

Process 4:


nil nil

Next Steps

• Upskill new staff in the ongoing use and alignment of professional standards in teaching and learning programsand professional practice.

• Continue with QTR (Quality Teaching Rounds), ensuring all new staff are engaged in the rounds to further reflecton their practice and alignment with the professional standards.

• Provide ongoing professional development to all staff on the use and implementation of the Literacy and NumeracyLearning Progressions.

• Implement data discussion with Instructional Leaders using the Learning Progressions as a tool to guidedifferentiation.



For the Future (Leading Domain)

Purpose

To create a culture of high expectations through distributed instructional leadership and community engagement which isempowered by capturing community voice. To provide high quality learning with a relentless focus on improving studentoutcomes which is driven by strategic planning focused on continuous improvement efforts.


Increased community engagement

TTFM surveys in 2018 measure the increase from baseline 2017 data to map growth in student responses

Leadership opportunities measure the impact of cohesion and shared understandings P–6



The following outcomes were achieved in 2019: • High rate of parent participation in the TTFM survey • Parents and community shared their values and beliefs of our school through surveys conducted at

Parent/Teacher interviews. • Information and communication sources strengthened to engage our parents and community. • Continued to maintain active and positive relationships with our "Community of Schools" to promote and share

student learning and best practice.


Process 1: Reflective Leadership and School Leadership


Leadership opportunities measure the impact of cohesion and sharedunderstandings P–6

Professional Learning funds expendedto support in releasing teachers inimplementing programs within theschool to support the EPIC –Outstanding Professional Practice inSchools initiative.

Process 2: School and Community Evaluation Team


A strong emphasis was placed on capturing parent and community voicethrough various surveys. A very high number of parent participation indicatedour school is welcoming, supportive and inclusive.

Parents indicated they feel valued as a result of specialist events and daysheld in the school.

Equity funds expended to employEALD teacher to work fulltime insupporting our students and families inschool life.

Next Steps

• Continue to develop and provide opportunities for parents and community to engage positively in school life.


• Ensure a continued school wide culture of positive interactions across all areas of the school community. • Continue to survey students, parents and community to ensure student and community voice is articulated. • Provide opportunities to staff to take on leadership positions and provide mentoring and professional development

to build teacher capacity in leading others.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency 100% of funds expended toemploy extra EAL/Dteachers/SLSO andpurchase resources.

Full–time EAL/D teacher to work with the 265students across the school who wereidentified as having English as an additionalLanguage or Dialect.

Resources purchased to support EAL/Dstudents by linking ICT to learning

Positive partnerships created linking EAL/Dparents and community members to ourschool

Low level adjustment for disability 100% of funds expended tosupport students requiringadditional needs and toemploy specialist learningand support teacher.

Every student requiring learning adjustmentsare catered for through the implementation ofpersonal learning and support plans.

Students requiring further adjustments and/orsupport are referred to the Learning andSupport team where individualised strategiesand support structures are put into place tosupport the classroom teacher and student.

At stage meetings, case managementprocesses are in place.

Quality Teaching, SuccessfulStudents (QTSS)

100% of funds expendedemploying a teacher tosupport executive to comeoff class and support theQTR rounds.

Additional time provided for teacher mentorsand executive staff to support, mentor andguide teachers across P–6.

All staff received time to develop units ofwork, collegial planning and moderatingactivities.

Beginning teacher induction programimplemented.

Socio–economic background 100% of funds expendedused to employ additionalstaff to release DeputyPrincipal from face–to–faceteaching and theemployment of additionalintervention teachers,SLSO's, the employment ofspeech specialist and an arttherapy specialist.

Six School Learning and Support Officerswere employed to support student learningand assist teachers in ensuring learningtargets were achieved by students as set outin their individual education plans.

Fit Futures employed to provide students withorganised sporting skills sessions to supportQTR rounds.

Rap 4 Change employed to provide Stage 2and Stage 3 students with social emotional,resilience and values education skills throughmusic and physical activity.

Speech pathologist supported students andteachers P–2.

Art therapy teacher supported identifiedstudents requiring additional social emotionalsupport. She also supported a targetedAboriginal and Torres Strait Islander artprogram.

Targeted student support forrefugees and new arrivals

100% of funds expended. Full–time EAL/D teacher to work with therefugee support leader by developing herskills in leading EAL/D pedagogy tostreamline the enrolment process in order tosupport refugee students.


Targeted student support forrefugees and new arrivals

100% of funds expended. EAL/D teacher delivered professional learningto support teachers plan for students fromrefugee backgrounds and new arrivals.

Professional learning for all staff on theEAL/D learning progression.

Time provided to cover executive to be offclass in order to extensively collaborate withrefugee support leader on including EAL/Dreporting into whole–school report system.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 229 238 272 279

Girls 264 263 250 286

Student attendance profile

School

Year 2016 2017 2018 2019

K 91.2 93.1 89.9 89.2

1 93.4 91.7 91.2 88.4

2 92.4 90.9 91.1 90.1

3 91.6 92.3 92.8 90.5

4 93.6 92.6 92 89.7

5 90.6 93.6 92.2 91.2

6 92.7 92 92.4 91.1

All Years 92.2 92.3 91.7 90

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

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 23.7

Teacher of Reading Recovery 0.74

Learning and Support Teacher(s) 1.8

Teacher Librarian 1

Teacher ESL 0.4

School Counsellor 1

School Administration and Support Staff 5.26

*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 487,578

Revenue 6,311,371

Appropriation 6,009,888

Sale of Goods and Services 14,682

Grants and contributions 281,353

Investment income 3,477

Other revenue 1,971

Expenses -6,534,259

Employee related -5,884,598

Operating expenses -649,661

Surplus / deficit for the year -222,888

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 78,778

Equity Total 969,324

Equity - Aboriginal 51,143

Equity - Socio-economic 542,733

Equity - Language 88,247

Equity - Disability 287,201

Base Total 3,963,253

Base - Per Capita 124,769

Base - Location 0

Base - Other 3,838,484

Other Total 838,538

Grand Total 5,849,894

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 2.7 12.3 23.3 32.9 19.2 9.6

School avg -2019 5.1 14 19.1 27.9 20.9 13


Band 1 2 3 4 5 6


School avg -2019 6 18.9 27.2 24.9 13.4 9.7

Band 1 2 3 4 5 6


School avg -2019 5.6 14 18.6 23.3 24.7 14


Band 1 2 3 4 5 6


School avg -2019 1.4 10.7 27 29.3 28.8 2.8

Band 3 4 5 6 7 8


School avg -2019 14.7 24.9 21.7 19.8 16.1 2.8


Band 3 4 5 6 7 8


School avg -2019 11 28.9 27.5 19.7 8.7 4.1

Band 3 4 5 6 7 8


School avg -2019 8.3 16.1 20.7 27.6 19.4 7.8


Band 3 4 5 6 7 8


School avg -2019 14.3 18.9 38.2 17.1 10.6 0.9

Band 1 2 3 4 5 6


School avg -2019 6.6 28.2 28.6 25.4 8.5 2.8


Band 3 4 5 6 7 8


School avg -2019 11.1 29.6 34.3 18.1 5.6 1.4


Parent/caregiver, student, teacher satisfaction

In 2019 we provided many opportunities for parents and community members to attend a variety of events such asEaster Hat Parade, Mothers Day, Fathers Day, Grandparents Day, Harmony Day, Christmas concert, sporting activitiesand all transition programs. Our parent information sessions and parent teacher interviews were very well attended.

Every year, schools are invited to seek the opinions of parents, students and teachers about the school. Parents,students and staff were surveyed using the Tell Them From Me (TTFM) survey throughout the year to gauge thesatisfaction within our school. We also conduct surveys at the various parent – teacher events held over the year. Theoverwhelming majority of parents and caregivers believe:

• Oxley Park Public School is one that is inclusive and where parents feel welcome and are well informed. • Parents strongly agree that the school–home communication is excellent and were able to discuss their child's

needs with ease. • Oxley Park Public School is a great school with friendly and supportive staff who take the time to get to know

children and look after all aspects of student development. • The staff at Oxley Park Public School go the extra mile to include and promote family involvement in students

academic and social wellbeing development. • The school provides great opportunities for students; eg Rap 4 Change, Musical Theatre and Choir, Fit Futures. • The staff are very family orientated

Students were also asked to describe our school, identify what they feel our school represents and what makes themproud about coming to Oxley Park Public School. An overwhelming response showed that:

• Students believe their teachers care about them and are responsive to their needs • There is a strong sense of pride among students about the school • Bullying is addressed and students feel safe in the school • Students appreciate the extra–curricula activities that are available during lunch groups.

Teachers also feel Oxley Park is a harmonious, supportive and welcoming workplace in which colleagues are alwayswilling to help and collaborate collectively in order to maximise student outcomes. Teachers indicate:

• There is a positive learning culture within the school that is supported by effective leadership. • School leaders within the school are leading improvement and change. • Support amongst colleagues is positive and collaborative.


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 oxley park public school annual report · festivals, choir and recorder concerts at the sydney...

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