epping public school annual report...• a student wellbeing team will operate in the school with...

Epping Public School Annual Report

1850

2015

Introduction The Annual Report for 2015 is provided to the community of Epping Public School as an account of the school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. John Ford Principal

School contact details: Epping Public School

Norfolk Road

EPPING NSW 2121

www.epping-p.schools.nsw.edu.au

[email protected]

9876 1452

Message from the Principal In 2015 Miss Dalziel, Miss Tan and our school counsellor Miss Parsons did not return to Epping Public School and Ms Morley our administration officer left mid year. We also farewelled Mr Patterson, who was successful in gaining a promotion to Urunga Public School. In 2015 we welcomed a number of new teachers including Mr Le and Miss Payne in a permanent capacity and Miss Dooley, Miss Evans and Miss Kerr as temporary teachers for the year. Mrs Young joined our office staff in a permanent role.

Once again our students performed exceptionally well academically. The school was above similar schools in all facets of NAPLAN. The success has been built upon a hard working staff laying the foundation. In our efforts to engage students and promote their learning we have incorporated numerous strategies. Some of these strategies have included:

The use of Support Staff to develop highly effective Math Group lessons.

The incorporation of SMART Goals to address specific needs of identified students in a short, sharp burst of learning.

Regular stage planning sessions to foster professional dialogue, ideas and resource sharing to ensure equity in learning across each grade.

The development and implementation of high quality literature units for every stage.

The staff gave much of their own time to ensure we were able to provide opportunities across a range of extra curricula areas. During the year at Epping Public School children have had an opportunity to participate in band, choir, competitive sporting teams, the Green Team, Student Representative Council, sports carnivals, gala days, playground club, chess club, debating, public speaking, performances, dance and drama.

This year the school welcomed a new P&C President, Mr Jong Chung. Under his leadership the school community worked tirelessly to support the school and to help in the delivery of a quality education to the students. Mr Chung in his initial year as President of the P&C continued the important role the P&C has in providing the support needed to ensure staff and students have the resources they need.

This year the P&C provided resources in the areas of technology, literacy and playground. The P&C is currently exploring the possibility of providing a synthetic turf area for student use.

I am very proud of our entire school community and the opportunities we provided for our students. I am also very lucky to have the support of a school community that works together to achieve the goal of giving our students the best possible start in their educational journey.

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.

John Ford

School background

School vision statement

Our vision is to provide a happy, caring, safe and stimulating environment. Children will recognise and achieve their fullest potential. They will be prepared for their future and be able to contribute positively to society

School context

Epping Public School has existed on its present site for over one hundred years. Presently the school has 16 classes and over 400 students. Epping has an NESB population of over 80%. This has risen from 63% six years ago. The predominant cultures are Chinese and Korean. Many of our families live in medium or high density housing. The school has a mobile population.

A significant number of our parents have a tertiary background, value education and have a high expectation of success for their children. Many of our families have both parents working and our before and after school care facilities are well patronised. The majority of our parents are supportive of the school.

Epping Public School has a professional staff, which is well balanced in terms of experience. The executive is quite stable and three of the four members have now been at Epping School for at least eight years.

The staff is committed to achieving high quality outcomes, and providing a range of experiences. During 2015 we have demonstrated this philosophy in the following ways:

• A planning day every term for each Stage teaching team to gather and analyse evidence, monitor progress and impact, plan next steps, share best practice, design units of work and contribute to consistency of teacher practice and assessment.

• Enhanced technology purchases in partnership with the P&C, to improve learning in the classroom.

• A whole school performance which included every child in the school given the opportunity to perform on stage.

• An induction and accreditation program for recently appointed teachers.

The school prides itself on its ability to deliver quality programs and has embraced technology as an important learning tool.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework.

Within the domain of Learning Epping Public School has focused on an effective implementation of the National Curriculum, embedding rich tasks into teaching and learning programs and developing links with Macquarie University. Selected teachers were trained in all aspects of the national curriculum. They delivered professional learning to all staff. The selected teachers led the staff through the development of scope and sequences, creation of Literature Units and purchase of resources. At present the school is fully implementing the national curriculum in English, Mathematics and Science. Teachers implemented rich tasks into their teaching of Mathematics. The school is currently part of a network of schools working with Macquarie University.

Our major focus in the domain of Teaching has been on delivering a quality PDHPE curriculum, creating resources to support rich tasks in Mathematics and up-skilling teachers in the use of interpreters and translated documents. The school has developed a quality PDHPE program. The major focus for implementation in 2015 was the PE component. The school developed a scope and sequence which recognised the department requirement of two and a half hours of active lessons per week. Exercise stations were purchased and erected in the school to support this program. A Math Box resource was created for which every student had access. This supported the Rich Task implementation. Teachers were trained in the use of interpreters when needed for parent contact.

In the domain of Leading our priorities have been a program to support teachers applying for accreditation, purchasing and then supporting the application of technology as a learning tool and increasing communication with the community. All teachers mandated for accreditation have been supported with three teachers gaining accreditation at Proficient Level, three teachers commencing accreditation at Proficient Level and one teacher seeking higher accreditation levels. The school has updated the Wi-Fi system and purchased 30 Ipads for classroom use. Teachers have had the opportunity to trial apps and been supported through Professional Learning in the use of apps. The school has erected an electronic sign to notify parents of upcoming events.

Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Enabling a 21st Century Learning Environment

Purpose

To develop a school learning environment in which students, staff and community members work and achieve as 21st Century Learners.

Overall summary of progress

Many of our students live in high and medium density housing. Our outdoor areas often provide the only opportunity for many children to run and play with their friends. The school community through our focus groups was very concerned that their children could not run with safety on the asphalt playgrounds and that the student density prohibited such games as soccer and netball during lunch breaks. Following consultation and investigation, the school community has committed to remediating the lower grass area. The new fencing has added to the safety of the area and provided a clear boundary for the new works. Staff and students are keen to use this area for large games such as soccer.

The ANZAC Memorial Garden has been completed and is now maintained by the Green Team. This garden forms the focus for commemorative services for Remembrance Day and ANZAC Day.

In order to engage their students more fully in learning the staff explored the role of authentic or rich tasks. Initially teachers created resources for the concrete teaching of Numeracy. Math Boxes, as a teaching resource, are now embedded into Numeracy programs and used in Math groups throughout the school. During this beginning phase our teachers have demonstrated a greater awareness of the relevance of authentic learning tasks to engage students.

The purchase of new technology and upgrading existing items has supported innovative use of technology in the classrooms. Three new panel boards have been purchased to replace the aging Interactive Whiteboards. All iPads are now synced and have appropriate Apps on board for each stage. The WiFi was updated to ensure all classrooms had WiFi access.

Stage planning has begun to embed the use of iPad Apps and laptops into literacy groups and numeracy lessons.

Stage 3 to the Art Gallery

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

Two harmonious and aesthetic learning areas have been created in the school.

Quotes for the remediation of the Lower Grass have been received. Further negotiation is needed to reach a suitable process of works. The area is now fenced and the old play equipment and shade shelter have been removed. Two quotes for a synthetic grass surface to replace the cricket nets were sourced but rejected on a cost and siting issue. Further negotiation will proceed on these issues in the future.

$20,000

All teacher educational programs show evidence that creative, critical and reflective thinking are planned, programmed and implemented in all teaching and learning environments.

Teachers use Math Boxes for the teaching of Numeracy. Teachers’ programs show the inclusion of activity based learning in Numeracy.

PL sessions in the use of authentic or rich tasks have been undertaken to support staff.

$3,000

Next steps

• Technology supports rich task implementation.

• Further mentoring in the use of technology in classrooms by the technology team.

• Lower Grass area turfed and used as a play area.

• Further negotiation with the parent body to ascertain the installation of a synthetic grass court.

• Shade area for students to use for quiet time is erected.

• Visual amenity of the garden opposite ANZAC memorial garden improved.

• Everyone is comfortably seated for outdoor assembly with more steel seating provided.

• A student wellbeing team will operate in the school with improvements in programs for sun safe behaviours, healthy eating, fostering positive relationships and student mentoring. This will promote a safe and happy 21st century school environment.

• The staff will have developed implemented and assessed a whole school rich task unit linked to HISE.


Engaged Learning Through Quality Teaching

Purpose

To provide opportunities for students to optimise their academic, physical, social and emotional development and to ensure they recognise the significance of this learning in real-world contexts.


Our school’s focus of successfully implementing, monitoring and evaluating English, Mathematics and Science NSW Syllabuses for the Australian Curriculum has continued to develop throughout the year. This has occurred through numerous stage and whole school Professional Learning sessions to ensure high quality assessment, planning, programming and teaching models across K-6. Evidence of this is in teaching programs and teaching and learning activities within each and every classroom.

A deficit in the knowledge and skills of PD/H/PE was identified by staff, parents and students in 2014, resulting in a heightened need to develop a positive culture of participation and application of sporting skills and personal development programs. This has prompted a whole school PD/H/PE scope and sequence being written, allowing for the students to improve their knowledge and skills and teachers to improve their programming and implementation of lessons. Exercise stations were erected to support the initiative.

During an abundance of Department of Education mandated reform, a number of processes and systems have been implemented. An Accreditation Mentor Program partnering proficient teachers and early career teachers has successfully been introduced. This is having a positive impact on collegiality and sharing of knowledge and experience. We also saw the introduction of Professional Development Plans which encouraged teachers to reflect on areas of whole school, stage and personal need and established goals and strategies to achieve quality teaching within their classrooms.




All teachers are effectively delivering the NSW Syllabuses for the Australian Curriculum to enhance student outcomes.

100% of teachers have undertaken professional learning throughout the year. Three (English, Mathematics and Science) NSW syllabuses for the Australian Curriculum have been embedded in teaching programs and learning activities.

$11,000

Quality sequential PD/H/PE programs are embedded within the school’s educational program

A PD/H/PE scope and sequence was established for odd and even years for every stage K-6 to begin implementation in 2016. Units of work have been created to support teaching and learning activities.

$5,000

Next steps

• Introduce and upskill the staff on the History and Geography syllabuses.

• Continue to review and evaluate the English, Mathematics and Science teaching and learning programs to meet the NSW Syllabuses for the Australian Curriculum.

• To monitor the implementation of the PD/H/PE Scope and Sequence and teaching programs across K-6 and receive feedback.

• To ensure students are participating in the mandated 2 ½ hours per week of physical activity at school.

• Training and introduction of LMBR.

• Continue to mentor and support teachers through the accreditation process.

• Upskill teachers in observation techniques to maximise the effectiveness of the PDP program.

Stage 3 Battle of the Dance Group


Connecting with the Community

Purpose

To ensure meaningful connections exist between all school community members, thus providing substantial benefits for the students of Epping Public School.


The installation of an electronic notice board at the front of our school and improvements to our school website have both led to communication between our school and our community being more consistent and reliable. This has benefited all members of the school community. An opportunity for all community members to access more quality information from our school has been established.

Co-operative links forged with Macquarie University and the opportunity to join a community of schools program has enabled Epping Public School to become part of a partnership to benefit both the school and the University. Our school network has been able to collaboratively design a program aimed at demonstrating, developing and sharing high quality professional experience in conjunction with our partner university. The establishment of these constructive links strengthens our connection to professional and local organisations and benefits all involved.

We have developed a process whereby permission and information notes are linked to the calendar on the school’s website enabling parents to easily access notes as needed. The establishment of these procedures has ensured that parents are provided with appropriate information on their child’s education.




Links are established with three new organisations. The links impact positively on teaching and learning.

Links have been established with Macquarie University and local schools leading to a sharing of resources between the schools and the University.

$2,000

Ninety percent of parents acknowledge that the communication they receive from the school is more efficient and of a higher quality based on a parent survey.

A majority of parent respondents from the Tell Them From Me Survey acknowledged that the newsletter was the most helpful form of communication they received from the school. Furthermore, Epping Public School received a score of 8 out of 10 from parents in regards to how well they felt there were informed about school activities.


Next steps

• Further improve quality and timely communication between Epping Public School, students and parents by introducing a school App to deliver information in real time to parents.

• Establish a process for translating permission notes for parents.

• Continue to build on and strengthen Epping Public School’s connection with Macquarie University to ensure a mutually beneficial relationship.

• Commence plans to establish a link with a second local organisation.

• Provide afternoon parent information sessions about the NSW Syllabuses for the Australian Curriculum to develop parents and caregivers knowledge of the Australian education system enabling parents and caregivers the ability to support and foster their child’s education.

Next Step

School Performance – Swinging Summertime

s

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

English language proficiency funding

Epping Public School has an NESB population of more than 80%. Our trained teachers delivered programs focusing on developing literacy skills for students. As well as explicit teaching of literacy they also supported students through a Home Reading Program, Homework Program and SMART Goal Program.

A range of strategies have been incorporated in the school’s communication with parents/carers and community members from culturally diverse backgrounds. These included; increased use of interpreters, an LED screen to display weekly highlights in the front of the school and a community noticeboard. As a result, these strategies are strengthening parent and community engagement in school activities.

$241,000 – Teaching Staff

$2,000 EAL/D resources

Targeted students support for refugees and new arrivals

Epping Public School had a number of new arrivals during 2015. The school received additional funding in the context of extra teaching time to support these students. This time was used to work closely with small groups of students. There was an emphasis on intensive language training with our younger students. Conversational language, and vocabulary for writing was a focus with our older students.

2.5 extra teaching days per week

Socio-economic funding

The funding was used to ensure all students received equal access to the curriculum, resources and educational opportunities.

$2,500 student assistance

$2,500 student resources

Low level adjustment for disability funding

The school was allocated a Learning and Support Teacher (L&ST) for 2.5 days a week. Some funding was used to increase the L&ST allocation by 0.5 of a day to 3 days a week. The rest of the funding was used to increase School Learning Support Officer (SLSO) time. This allowed for extra time to be given to students with support needs as well as allowing the school to introduce a Mini Lit Program, expand the SMART Goals program and create a playground club for students experiencing issues in the playground.

$50,000 Teaching Staff

$9,000 Extra Teaching Time

$5,000 SLSO

Support for beginning teachers

This money was used to create time to release teachers to work on varying aspects of teaching. Teachers were able to research topics, design programs, meet with supervisors, collaborate with mentor teachers and plan for their class.

The school devised a mentoring program for Beginning Teachers and held regular Accreditation Meetings for the Beginning Teachers.

$15,000 Teacher Relief

Other school focus areas Impact achieved this year Resources (annual)

Strategic Direction 1 During 2015 Epping Public School upgraded the Wi Fi System throughout the school to enable Wi Fi access to all classrooms. This upgrade enabled the school to purchase 30 Ipads for use by students across all curriculum areas.

$45,000 Technology Resources

Strategic Direction 2 As part of the Strategic Direction to improve the delivery of PDHPE programs a focus for 2015 was the component of Physical Education (PE). The school developed a scope and sequence to support learning, incorporated Professional Learning to improve teaching methods and purchased exercise stations to engage students in physical activity.

$20,000 PDHPE equipment

Strategic Direction 3 Installation of an electronic sign board at the front of the school.

$16,000

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

Student attendance profile

Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1.0

Assistant Principal(s) 3.0

Classroom Teacher(s) 13.0

Position Number

Learning and Support Teacher(s) 0.5

Teacher Librarian 0.8

Teacher of ESL 2.0

School Counsellor 1.0

School Administrative & Support Staff

2.9

Total 24.2

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

There are no Aboriginal persons in the workforce.

Stage 2 Dance Group performing

at the Granny Smith Festival

0

100

200

300

400

500

2009 2010 2011 2012 2013 2014 2015

Stud

ents

Year

Enrolments

Male Female

Year 2010 2011 2012 2013 2014 2015

Scho

ol

K 94.2 96.2 95.8 97.6 97.1 94.8 1 94.4 94.4 94.7 95.0 96.0 96.0 2 94.7 95.2 96.3 96.3 95.6 95.3 3 93.7 95.1 94.9 96.0 95.0 97.0 4 95.6 96.1 96.4 95.6 96.3 95.3 5 95.6 96.3 95.3 95.2 95.0 95.5 6 94.8 96.6 95.7 96.1 94.9 94.2

Total 94.7 95.7 95.6 96.0 95.7 95.5

Stat

e Do

E

K 94.7 94.7 94.3 95.0 95.2 94.4 1 94.2 94.2 93.9 94.5 94.7 93.8 2 94.4 94.2 94.2 94.7 94.9 94.0 3 94.5 94.4 94.4 94.8 95.0 94.1 4 94.5 94.3 94.3 94.7 94.9 94.0 5 94.4 94.2 94.2 94.5 94.8 94.0 6 94 93.8 93.8 94.1 94.2 93.5

Sport in Schools Program

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

Qualifications % of staff

Undergraduate degree or diploma

85

Postgraduate degree 15

Australian Institute of Teachers 60

Professional learning and teacher accreditation Professional Learning (PL) can occur internally through weekly PL sessions, in school activities or on School Development Days. Staff also has the opportunity to attend external courses or workshop sessions. Professional Learning is financed through a grant from the department and school money.

All teachers completed at least fifty hours of internal professional learning through weekly hour long PL sessions and School Development Days of which there are four per year.

Twenty three staff members attended internal activities, external courses or workshops, including online presentations. These activities, workshops or courses ranged from hour long afternoon sessions to ten hour online courses.

During 2015 there was an expenditure of $28345. This consisted of $22857 from department funds and $5488 from school funds. This equates to an average of just over $1500 per teacher.

As indicated above School Development Days are an important part of Professional Learning. The focus of these days included:

• Reviewing the implementation of the National Curriculum in English, Mathematics and Science

• Developing Stage Appropriate Circuits for the Exercise Equipment

• Exploring the Professional Development Framework

• Unpacking English Objectives C, D, and E

Professional Learning sessions were also used to update mandatory requirements in training for CPR, Child Protection, WH&S., Emergency Care, Anaphylaxis and Professional Code & Conduct.

Stage 3 Camp at Milson Island

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

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $ Balance brought forward 188639.38 Global funds 266501.35 Tied funds 157616.55 School & community sources 317140.83 Interest 6145.28 Trust receipts 22904.05 Canteen 0.00 Total income 958947.44 Expenditure Teaching & learning

Key learning areas 79,124.15 Excursions 138579.79 Extracurricular dissections 35982.40

Library 6256.56 Training & development 9597.60 Tied funds 103284.24 Casual relief teachers 79905.17 Administration & office 51607.07 School-operated canteen 0.00 Utilities 64015.79 Maintenance 29969.79 Trust accounts 15879.81 Capital programs 43,620.68 Total expenditure 657823.05 Balance carried forward 301124.39

School performance 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.

Epping Public School once again performed at a high level in NAPLAN. These results reflected internal assessments. The school recorded exceptional results in Reading and most aspects of Numeracy. In the area of Measurement there is room for development whilst our growth in Grammar and Punctuation was not of the same rate as all other areas assessed in NAPLAN.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Parent/caregiver, student, teacher satisfaction In 2015 Epping Public School sought the opinions of parent/caregivers, students and staff about the school. A summary of the findings are presented below:

Parents/caregivers indicated they believed this to be a safe school that supports positive behavior.

Teachers felt that the school was inclusive and promoted a collaborative and supportive working environment.

Students believed the school provided a sense of belonging.

Students also had a high participation rate in sport at school, demonstrating evidence of the goal of heightening PE involvement by staff and students.

All members of the community felt the school needed to continue with the incorporation of technology into school programs as an effective learning tool.

Policy requirements

Aboriginal education Epping Public School did not receive any funding for Aboriginal Education but continued to ensure that Aboriginal Perspectives were

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

incorporated into our Teaching and Learning Programs. Staff received Professional Learning in Aboriginal Education.

Stage 1 at Field of Mars Excursion

Multicultural Education and Anti-racism As a school with above 80% NESB population we ensure that inclusive classroom and playground practices are embedded into our school. We celebrate our diversity through Harmony Day, Cultural Food at all events and books of different languages as part of our library. Further to this, our classroom and school programs foster student’s understanding of active citizenship within a multicultural society.

A range of strategies have been incorporated in the school’s communication with parents/carers and community members from culturally diverse backgrounds. These included; increased use of interpreters, an LED screen to display weekly highlights at the front of the school and a community noticeboard. As a result, these strategies are strengthening parent and community engagement in school activities.

The Anti-Racism Contact Officer (ARCO) worked with teachers and students during the year to build understanding of cultural diversity and anti-racism initiatives in the school community.

epping public school annual report...• a student wellbeing team will operate in the school with...

Documents