annual school report 2013 - croydon public · pdf filei certify that the information in this...

Croydon Public School

Annual School Report 2013

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Principal’s message

What an incredibly busy year it has been at Croydon Public School.

Throughout 2013 the staff have worked hard in partnership with the community to ensure that the students at Croydon PS are given every opportunity to reach their learning potential.

It is a time of significant change, not only at Croydon PS but in all schools, as both the Federal and State Governments introduce reforms aimed at improving the quality of education delivered in classrooms. The reform agenda is significant and at Croydon PS we have begun to implement elements of these such as the Australian Curriculum and Every Student, Every School which is a framework designed to support students with disability and with special learning needs.

As a community we discussed our school vision and purpose and have begun to implement strategies that support 21st Century learners. Our teachers have participated in a range of learning to support their professional development, leading to better outcomes for our students and they have embraced the necessary changes as a result of the government reforms and changing school leadership. Croydon PS has a dedicated and committed staff and I am proud of their efforts in helping the children of Croydon to learn.

Finally I would like to acknowledge the students. They are the soul of our school and on a daily basis they engage in learning activities to help build their knowledge and skills. I am proud of all their achievements and feel privileged to be their school Principal.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and areas for development.

Mark Barraket - Principal

P & C and/or School Council message Croydon Public School has an active and engaged

family community who passionately supports the

school and is invested in their children’s

education. The P&C is responsible for

representing the needs of the community and

works in close collaboration with the leadership

team and staff of the school to support learning

for all children.

In 2013 the P&C was responsible for 3 main

activities within the school: the canteen, the

uniform shop, and the social and fundraising

committee that organised a variety of successful

events. The combined efforts of all the

volunteers who support these activities resulted

in significant funds being raised for the school.

During 2013, with P&C funds, the oval was re-

turfed, reversible netball/basketball nets were

installed, more smart boards were purchased and

we have committed $60,000 for IT infrastructure

including WIFI in every classroom and 10 laptops

for each Stage. We also committed $10,000 for

musical instrument upgrades.

The P&C continued to support the MultiLit

program as well as the school garden program.

During 2013, the school worked together to develop a school vision and the P&C will continue work collaboratively with the school to support them in the realisation of the vision.

Mrs. Helen O’Grady – P&C President

Student representative’s message The SRC has worked extremely hard fundraising this year and has raised over $2000. Some of this money was used to purchase resources for the school and some was donated to charity.

The SRC purchased digital cameras for Stage 3 and recordable microphones for all other Stages. Years 5 and 6 used the digital cameras to film

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projects and the other Stages used the microphones for recording voice-overs for narrative writing and for listening to themselves read.

The SRC also donated $1000 to the charity Can Too, which supports cancer research. The remaining money will be distributed across all Stages to purchase resources for 2014. Student Representative Council, 2013

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Croydon had 690 students enrolled at the time of the 2013 census. Croydon Public School has an increasing enrolment trend.

Student attendance profile

Year 2008 2009 2010 2011 2012 2013

K 96.9 96.1 96.1 94.8 97.0

1 93.9 95.8 95.4 95.5 95.6

2 94.8 95.2 95.7 95.1 96.1

3 95.0 95.2 95.8 95.2 95.1

4 95.8 93.9 96.0 94.7 96.9

5 95.6 95.3 95.3 94.8 94.9

6 94.8 93.3 95.1 92.9 94.3

Total 95.0 95.3 95.0 95.6 94.7 95.7

Attendance data is in line with region attendance rates and slightly above State DEC rates. Croydon

Public School has shown an increase in attendance rates from 2012.

Management of non-attendance

Staff actively monitor school rolls and contact is made with families if there is concern. Students with significant attendance are referred to the Home School Liaison Program. Administration procedures require families to validate reasons why students are absent. Families taking extended leave are asked to fill in an exemption from attendance form.

Workforce information

It is a requirement that the reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1.0

Deputy Principal(s) 1.0

Assistant Principal(s) 4.0

Classroom Teacher(s) 21.0

Primary Part-Time Teacher 1.1

Learning and Support Teacher(s) 0.5

Teacher Librarian 1.2

Teacher of ESL 2.2

School Counsellor 0.4

Primary Teacher RFF 1.176

School Administrative & Support Staff 4.262

Total 37.838

The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce.

2.6% of staff at Croydon PS identify as being indigenous.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Degree or Diploma 100

Postgraduate 41

NSW Institute of Teachers Accreditation 43

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Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2013

Income $

Balance brought forward 273637.21 Global funds 319473.10 Tied funds 151582.04 School & community sources 334555.26 Interest 9486.58 Trust receipts 21063.30 Canteen 0.00

Total income 1109797.49

Expenditure

Teaching & learning Key learning areas 54530.83 Excursions 60484.68 Extracurricular dissections 183099.16

Library 9205.83 Training & development 19272.37 Tied funds 154879.94 Casual relief teachers 74124.56 Administration & office 67534.94 School-operated canteen 0.00 Utilities 74499.91 Maintenance 72938.68 Trust accounts 17172.49 Capital programs 61480.18

Total expenditure 849223.57

Balance carried forward 260573.92

A full copy of the school’s 2013 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2013

Academic achievements

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

Our results indicated:

85.3% of our students were in the top 3 bands.

Observation:

Trend data indicated that our scores dipped significantly in comparison to the State data.

We had a higher number of students in bands 4 and 5 in comparison to 2012 data; however there was a dip in the number of students in band 6.

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Bands

Percentage in bands: Year 3 Reading

Percentage in BandsSchool Average 2009-2013SSG % in Bands 2013State DEC % in Bands 2013

http://www.myschool.edu.au/

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Future Directions:

Investigate the Literacy continuum to further identify individual learning differences and map students against it to meet their individual learning needs.



There was an increase of 9.3% of students in the top band (6) from 2012.

There was an increase of 2.8% of students in band (5) from 2012.

Observation:

Trend data indicated that our scores were level with the 2012 data; however the State had slight dip in their comparative data.

Future Directions:

Investigate individual student’s results to identify learning needs and map this back to the SMART teaching strategies, continuum documents and syllabus documents.


91.6 % of our students were in the top 3 bands.

Observation:

While we are still above State levels of achievement, our trend data dipped in 2013, whereas in 2011 and 2012, the trend indicated that the gap was widening between the school and State.

Future Directions: We need to further investigate our spelling programs and combine both the suggested teaching strategies in SMART data along with the syllabus and continuum documents to meet individual needs of students.

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Percentage in bands: Year 3 Writing


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Percentage in bands: Year 3 Spelling


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Percentage in bands: Year 3 Grammar & Punctuation


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Observation:

The gap between the school and the State is rapidly closing; therefore teaching practices will need to focus on improving student achievement to widen the gap.

Both the State and SEG made growth in 2013, while the school dipped.

Future Directions:

Provide intensive professional learning opportunities for staff on the teaching of grammar and punctuation in the context of both reading (author’s intent) and writing/text construction.

NAPLAN Year 3 - Numeracy



The item analysis indicated that as the degree of difficulty increased, so did the percentage of students who did not attempt the question.

There was an increase of 1.5% of students in the top band (6) from 2012 in Data, Measurement and Space and Geometry, and decrease of 1.6% of students in the top 3 bands from 2012.

Future Directions: Explicitly teach students how to use Newman’s Error Analysis to enable them to identify and respond to the intention if the question.

NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)




62.7% of students were at or above expected level of growth.

Observation:

While the students still sit above the State levels of achievement, the gap is beginning to close between school and State.

47.1% of boys did not meet expected level of growth, in comparison to 31.4% of girls.

Future Directions:

Investigate the Literacy continuum to further identify and address student’s individual

learning needs. Further investigate inferential and

interpretive comprehension questions, as this is an identified area for further development.

Examine the Super 6 Comprehension Strategies to explicitly teach comprehension strategies.

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Percentage in bands: Year 3 Numeracy


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Percentage in bands: Year 5 Reading


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Observation:

Trend data suggests that we are beginning to pull away from the State and have increased the gap between the State level of achievement and our students’ achievement levels.

Future Directions:

Investigate individual student’s achievement to identify learning needs and map this back to the SMART teaching strategies, continuum documents and the syllabus documents.




Observation:

Students not making the expected level of growth, were spread across the academic spectrum

While there is a slight drop in our trend data, both the state and SEG also experienced this dip.

We need to move a larger percentage of students from Band 7 up to Band 8.

Future Directions:

We need to further investigate our spelling programs and combine both suggested teaching strategies in SMART data with the syllabus and continuum documents to meet the individual needs of the students.



50% of students were at or above expected level of growth.

Observation:

The gap between the school and the State is rapidly closing; therefore teaching practices will need to focus on reversing the trend.

Both the state and SEG made growth in 2013, while the school dipped.

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Percentage in bands: Year 5 Writing


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Percentage in bands: Year 5 Spelling


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Percentage in bands: Year 5 Grammar & Punctuation


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Future Directions:

Provide intensive professional learning opportunities for staff on the teaching of grammar and punctuation in the context of both reading (author’s intent) and writing/text construction.

NAPLAN Year 5 - Numeracy




3.4% of students were below minimum standard.

Future Directions:

Explicitly teach students how to use Newman’s Error Analysis to enable them to identify and respond to the intention of the question.

The introduction of Planning for Literacy and Numeracy (PLAN) software will enable teachers to clearly identify and address individual student’s needs through the provision of a differentiated learning program.

Average progress in Reading

between Year 3 and 5*

2008-

2010

2009-

2011

2010-

2012 2011-2013

School 83.7 60.9 68.4 70.9

SSG 85.4 72.1 78.5 75.7

State

DEC 83.7 74.0 79.2 85.7

The results indicate that while progress has been made in reading between years 3 and 5 in comparison to the 2010-2012 data of 2.5 points, our growth sits below both State and SEG growth.

Average progress in Writing


2011-2013

School 59.2

SSG 61.0

State DEC 55.2

Results indicate that our growth was 4 points more than the State growth.

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Percentage in bands: Year 5 Numeracy


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2011-2013

Pro

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Average progress in Writing between Year 3 and 5

School SSG State DEC

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Average progress in Spelling


2008-

2010

2009-

2011

2010-

2012

2011-

2013

School 80.3 68.9 102.3 87.8

SSG 83.4 74.1 96.2 82.4

State DEC 84.5 75.4 95.4 84.9

The School, SEG and State all experienced negative growth for this cohort of students from 2011-2013.

Average progress in Grammar & Punctuation


2008-

2010

2009-

2011

2010-

2012

2011-

2013

School 102.3 88.5 88.6 60.4

SSG 101.1 87.1 88.3 70.5

State DEC 96.6 82.7 81.3 79.4

While the School, SEG and State all experienced negative growth for this cohort of students from 2011-2013, these results indicate that the school needs to focus on the teaching of grammar and punctuation across the school.

Average progress in Numeracy


2008-

2010

2009-

2011

2010-

2012

2011-

2013

School 103.1 92.4 124.3 117.3

SSG 95.9 103.0 104.1 96.5

State DEC 89.6 95.8 98.2 89.7

Results indicate that the school experienced negative growth in Numeracy (7 points). However, both the SEG and State also experienced negative growth.

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2008-20102009-20112010-20122011-2013

Pro

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Average progress in Spelling between Year 3 and 5


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200

2008-2010 2009-2011 2010-2012 2011-2013

Pro

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Average progress in Grammar & Punctuation between Year 3 and 5


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2008-20102009-20112010-20122011-2013P

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Average progress in Numeracy between Year 3 and 5


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Significant programs and initiatives

Aboriginal education

Students celebrated Aboriginal and Torres Strait Islander culture and history through their HSIE units, in Creative Arts and through exploring literature with an Aboriginal perspective. Our NAIDOC celebrations involved both a K- Year 2 and a Years 3-6 assembly with Ryka Ali performing dances and the telling of stories from the Torres Strait Islands. Aboriginal students helped run the assembly and we were honoured to have Aunty Fay Caroll speak to the students. Stage Three Aboriginal students had the opportunity to participate in the Yarn-Up public speaking workshops. We had a teacher attend the Primary English Teachers Association Conference on “Using Quality Literature to teach about Aboriginal and Torres Strait Islander History and Culture”. For the second year we had two classes enter works in the Koori Art Expressions exhibition and these artworks were selected for display at the Maritime Museum from November 2013 until February 2014.

Multicultural education

During 2013 we included a range of culturally inclusive curriculum initiatives including Harmony Day. The school continued our strong relationship with Jeong-eup Seo Elementary School in South Korea. 24 visiting Korean students were billeted by Croydon families for a week long educational and cultural exchange. The school has two full time English as a Second Language Teachers who provide support to students who are acquiring English language skills.

An afterschool Japanese language program continued to be popular with students and we

also commenced a Mandarin language class two afternoons a week.

Other Achievements:

Public Speaking and Debating

Croydon students participated in both the Multicultural Perspectives Public Speaking Competition and the Sydney Region Debating Competition.

Arts

The performing arts program continued to have strong support during 2013. The school’s choirs continued to grow with both the Senior and Junior Choirs performing at several school functions throughout the year including the Croydon Musical Evening held in December. The String Ensemble and Senior Recorder group participated in the Festival of Instrumental Music, performing as part of the Banksia Concert at the Sydney Opera House. Our Senior Band and Training Band were awarded gold and silver medals respectively at the Engadine Music Festival. The Senior Band also performed at Citizenship ceremonies held in Burwood Council chambers. The band program has been enhanced by a contribution of $10 000 from the school P & C to purchase new musical instruments.

The junior choir participated in the Music Count Us In initiative, taking part in a simulcast performance of the song ‘Keep On’ with more than 2000 other schools. This was the first time Croydon students participated in this choir program.

Drama program was successfully implemented across the school. One Year 5 student was selected to represent Croydon in the Create East drama performance at the Seymour Centre. A major highlight for our students was the Year 5 musical ‘The First Fleet’ focusing on the hardships faced by convicts during the voyage to Australia. The musical was written by Jeff Bonnor and directed by Nicci Broadhead. The musical was presented over two evenings and was well received by audiences.

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Visual arts focused on preparing a series of artworks for our annual K-6 art exhibition. Artworks completed by 1W and 1M were entered in the Koori Art Expressions initiative and were chosen to be exhibited at the Maritime Museum. All classes at Croydon participated in our annual art show. The exhibition was combined with NAIDOC Week under the theme of “The Environment”. The Senior Choir entertained the crowd. The art exhibition raised $2580 which was used to purchase musical equipment including ukuleles, recorders, drums, new sets of xylophones, ostinato bells, and thunder drums along with teaching resources to support teachers design lessons around the new instruments.

All staff participated in professional development conducted by Musica Viva to develop their skills in music education in the classroom. The professional development sessions will continue throughout 2014.

Sport

2013 has been another exceptional year in sport for Croydon. Our students participated in a comprehensive sports program including weekly sport and PE session and a gymnastics program. A

highlight was one of our Year 5 students representing NSW at the national swimming carnival. We successfully competed in the Western Suburbs Zone carnivals becoming the girls overall champion school and 2nd overall in cross country. Croydon also achieved a top 4 results in swimming and a top 8 result in athletics.

Croydon successfully participated in the Western Suburbs PSSA competition. 12 of the 17 teams entered this year played in the semi-finals, with 9 teams competing in grand finals. 8 teams were minor premiers and 7 teams were successful in winning their competitions. The winning teams are the Senior Boys touch, senior girls soccer, junior boys and girls softball, senior Boys softball and both senior and junior boys cricket teams. Croydon students also experienced individual sporting success. Seven students gained Sydney East representative honours to compete at the state carnivals and one student qualified for cross country. 48 students became zone representatives, representing Western Suburbs PSSA at Sydney East carnivals in sports namely: soccer, rugby league, rugby union, basketball, netball, touch, AFL, cricket, swimming, athletics and cross country.

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School planning and evaluation 2012—2014

School evaluation processes

NSW public schools conduct evaluations to support the effective implementation of the school plan. In 2013 we surveyed the school community about the effectiveness of teaching and learning across the school.

Background

The school has identified the teaching of literacy and numeracy as a priority area for the 2012 – 2014 School Plan. Students, staff and parents were surveyed to determine their understanding of teaching and learning activities in the area of numeracy to determine the effectiveness of class programs.

Findings and conclusions

50% of parents feel that what students are asked to learn is almost always important with a further 41% saying the learning is usually important. This is a positive result which indicates that a majority of parents are satisfied that the learning that occurs in the classroom is important.

Almost 40% of parents responded that their child’s teacher almost always provides class activities that are interesting and appropriate to the needs of their child with a further 43% responding that interesting and appropriate activities are usually provided. This results indicates that our student’s needs and abilities are addressed most of the time.

When asked if parents knew if their child was given opportunities to reflect on their learning, 48% of parents responded that they either didn’t

know or they thought opportunities for reflection were rare. This result indicates that we need to provide more information to parents about practices in the classroom.

80% of teachers responded that they always or usually give students the opportunity to work collaboratively with their peers. This result reflects the importance teachers place on collaboration and group work in the classroom.

73% of students responded that they were taught maths at the appropriate level, whilst only 2% of students responded that they were regularly given work that was too difficult to complete independently. These responses indicate that our teachers know their students and program work appropriately.

Parent/caregiver, student, and teacher satisfaction

In 2013, the school sought the opinions of parents, students and teachers about the school.

A small selection of responses is presented below.

From our students:

“My teacher helps me learn well.” “He is a good teacher, funny, strict all things that a teacher needs to teach a class!” “I enjoy being in my teachers class room and he expects a lot in me with my maths.” “I have a very interesting and fun classroom that usually helps me to learn.” “My maths teacher gives us hard work and I have learnt more about maths problems and I am better at writing and spelling but most of all to care and understand how people feel and I am a better and an independent person.” “My teacher asks us reflect and explain our answers which helps us to learn and share and help others to understand the question.” “I like how I can talk with my teacher separately or with a group so I can understand properly what to do with my work.”

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“I find it harder to work in groups, because it is frustrating how everyone talks over each other. Because of this, I find I don't get as much work done as a group. Learning is ok in the classroom, and I like how the teachers can keep us entertained most of the time.”

“I think that using computers more in class is necessary.”

“My learning is good and my teacher is okay sometimes.”

“I like sport but my teacher hardly does it.”

“More outside classes would be better.”

From our Parents:

“I would like to thank the staff for their efforts. I think Croydon Public School is a wonderful place for my child to learn and we have seen many improvements over the last twelve months. Thank you to all involved.”

“More could be done to cater for parents who work. I don't get to see the teacher every day or ever as my kids go to Coscare. I love the emails notes, at least I actually get them now. There needs to be an easier way to communicate with the teachers for those of us who cannot make it in school hours.”

“I think that the way numeracy is taught has changed a great deal and I would like to see more emphasis on the problem solving side of things i.e. get students to show their working out. I would also like to see times tables being reinforced.”

“Maybe we could be provided with examples of how we can help our kids with their maths homework.”

“More writing activities could be conducted in classrooms or homework.”

From Staff:

“I think as a school we need to look at our methods of assessment. Personally I feel there is too much importance placed on standardised tests. These tests do not measure a student's ability to work mathematically. Teachers need to

be supported to learn to differentiate to meet the needs of a mixed ability class rather than sort children into ability groups. A whole school focus on Newman’s would be a good way to start the conversation and improve our ability to work mathematically.”

Professional learning

Throughout the year staff at Croydon Public School completed mandatory child protection professional learning modules, CPR resuscitation, online emergency care and anaphylaxis training. The school provided significant professional learning activities to familiarise staff with the NSW K-10 English Syllabus for the National Curriculum to be implemented in 2014.

K-2 staff participated in professional learning in Best Start and Planning for Literacy and Numeracy (PLAN) software. The school also applied to be part of a learning community project across several local schools to increase staff skills in the use of PLAN for all students K-6.

All staff participated in professional development to develop skills in teaching music in the classroom. The professional development was conducted by Musica Viva and will continue in 2014.

School planning 2012—2014: progress in 2013

School priority 1

Literacy

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Outcomes from 2012–2014

Increased levels of Literacy achievement for every student from Kindergarten to Year 6

Evidence of progress towards outcomes in 2013:

Year 3 NAPLAN results showed 85.3% of our students were in the top 3 bands in reading which is a decrease of 7% from 2012.

89.4% of our Year 3 students were in the top 3 bands in writing which represents a 2.4% reduction compared to 2012 results.

Year 5 NAPLAN results showed 76.6 % of our students were in the top 3 bands for reading, revealing an increase of 1.9% of students in the top band (8) from 2012. Additionally, 62.7% of students were at or above expected level of growth for reading compared to 59.6% in 2012.

Year 7 NAPLAN results showed 69% of our students achieved greater than or equal to expected growth in reading compared to 61.5% of students in 2012.

Strategies to achieve these outcomes in 2014

Whole staff professional development with a literacy consultant to develop skills and strategies to teach students to respond to and compose texts based on the New English K-6 Syllabus

All staff participating in collaborative planning days to develop skills necessary to differentiate lessons to meet the needs of all students.

Ongoing professional development in the areas of grammar and spelling to develop teacher’s knowledge and skills.

School priority 2

Numeracy


Increased levels of Numeracy achievement for every student from Kindergarten to Year 6


56% of year 3 students achieved proficiency in NAPLAN numeracy compared to 65 % in 2012.

64.6% of year 5 students achieved expected growth in NAPLAN in 2013 compared to 76.6% in 2012.

78.9% of Year 7 students achieving in the top three bands in numeracy compared to 76.7% in 2012.

Strategies to achieve these outcomes in 2014:

Use whole school planning and assessment evaluations processes to identify aspects of numeracy underperformance for particular student cohorts and for individual students.

Explicit teaching of Newman’s Error Analysis to develop student’s ability to accurately comprehend and answer mathematical questions.

Familiarisation of the numeracy continuum to develop teachers’ skills to identify learning needs of students and program appropriate learning opportunities.

Professional development in the use of Planning for Literacy and Numeracy (PLAN) software for all staff to identify each student’s achievement levels and program appropriate learning activities.

Professional development for staff to ensure familiarisation of the NSW Mathematics syllabus for implementation in 2015.

School priority 3

Curriculum and Assessment


The implementation of a broad, inclusive and relevant curriculum

Appropriate assessment and reporting practices embedded in all teaching and learning programs

Improved use and analysis of NAPLAN and Best Start / PLAN data by teachers to inform their practice


All K-2 staff participated in professional learning using the PLAN framework to support teaching and learning in literacy and numeracy.

All staff participated in professional learning to become familiar with the NSW K-10 English Syllabus for the Australian Curriculum.

All Stage teams worked collaboratively to plan teaching units with a focus on specific learning intentions and success criteria.

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Strategies to achieve these outcomes in 2014:

Teachers will be released once per term for professional learning sessions to develop professional knowledge and refine practice in the assessment, planning and teaching of literacy and numeracy and to develop deep knowledge of the new English K-6 and Mathematics syllabus documents.

Croydon PS staff will participate in a community of schools project coordinated by the Strathfield Principal’s Network to develop professional knowledge and practice in the use of Planning for Literacy and Numeracy (PLAN) software.

About this report

In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Mark Barraket - Principal

Susan Morrissey – Relieving Deputy Principal

Monique Brown – Assistant Principal

Angela Clark – Assistant Principal

Lisa Wright – Aboriginal Education Coordinator

Eleni Gavrillos – SRC Coordinator

Kate Butson – Teacher

Lana Howlett – Teacher

Jenniffer Lever – Teacher

Mrs. Helen O’Grady - P&C President

School contact information

Croydon Public School

39 Young Street CROYDON NSW 2132

Ph: 9747 5457

Fax: 97443929

Email: [email protected]

Web: www.croydon-p.schools.nsw.edu.au

School Code: 7411

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

https://detwww.det.nsw.edu.au/high-

performance/annual-school-reports

http://www.croydon-p.schools.nsw.edu.au/

https://detwww.det.nsw.edu.au/high-performance/annual-school-reports

https://detwww.det.nsw.edu.au/high-performance/annual-school-reports

annual school report 2013 - croydon public · pdf filei certify that the information in this...

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