hawthorndene primary school annual report 2015

Hawthorndene Primary School

Annual Report

2015

CONTEXT

School Name: Hawthorndene Primary School School Number: 0972

Principal: Diane Winterling Partnership Mitcham Hills

Hawthorndene Primary School is a category 7 school characterised by high numbers of students living in relatively stable, homogenous families who place great value in their children’s education, their natural surroundings and their quality of life. The percentage of families qualifying for school card has dropped again to 5.2% during 2015. This is a .03% increase from last year. The school has one Aboriginal student as well as several students whose families are from Asian countries. The students at Hawthorndene Primary School are happy, confident and creative, and they demonstrate a caring and courteous attitude towards others. The Governing Council and staff work collaboratively to ensure that our school remains committed to its values of “Care, Learning & Confidence”.

2. REPORT FROM GOVERNING COUNCIL

Chairpersons Report Governing Council has a joint responsibility with the Principal of Hawthorndene Primary School (HPS) for the governance of the school. In conjunction with the Principal, Governing Council’s role in the school community includes, but is not limited to:

Setting the broad direction and vision of the school, including, where possible, input and values from students, parents and the community.

Developing broad policy statements that facilitate the achievement of the school vision and broad direction, including policies for safety and welfare of students.

Approving the school budget and monitoring the application of school resources.

Monitoring and reviewing the site learning plan. Governing Council establishes committees to assist Council to carry out its role more efficiently and effectively. Reports are prepared by these committees in regards to their activities and are presented at Governing Council meetings. In addition to the four Committees which report to Council, representation at Council meetings is also provided from:

the Parents and Friends Association

the Hawthorndene Kindergarten (via updates of a governance and operational nature); and

the Student Representative Council (via minutes presented from SRC meetings). Committees The Finance Advisory Committee (FAC) is a mandated committee of Governing Council and is chaired by Governing Council’s Treasurer. The Treasurer via the FAC provides regular financial reports to Councillors of all school income and expenditure and provides regular updates as to the school’s financial position compared to the annual budget. The annual

budget is compiled by the FAC and is discussed at length by Governing Council. Our February meeting saw the draft budget for 2015 ratified by Governing Council. The Grounds and Sustainability Committee was very active during 2015, undertaking many activities. In addition to organising and running the annual school community working bee which was held in May, the committee was also instrumental in driving the current phase of the Nature Play project. This phase of the project, taking over a year from inception to completion, was unveiled last week. Funded by P & F, it was well supported by some amazing volunteers who obviously have a passion for this project. The Sports Committee performed the much needed task of managing the organisational and policy aspects of the wide breadth of sports offered at HPS. These sports would not be available but for the sacrifice that parents make in organising and coaching the various teams. The contribution to the school that Parents and Friends (P & F) make cannot be overstated. Some of the activities P & F have been involved in during 2015 include running the “Kids Eat Fresh” Program, the Uniform Shop and Cake days, the ever popular food days and co-ordinating lunch orders. P & F also provided support for school activities (e.g. sports day) and run the fundraising events of the school. During the 2015 year these included a quiz night, movie night and disco. The Out of School Hours Care (OSHC) together with Vacation Care (VACOS) are programs provided by Governing Council. Overseeing the day to day operations provided by the Director and staff is the OSHC Management Committee. The program continues to go from strength to strength and is a testament to the hard work of the Directors, the staff and the OSHC Committee. Numbers of students attending OSHC are at record levels with the current maximum positions available now at 60. Economies that can be achieved through a larger number of students attending the service has led to a more sustainable service. Financial surpluses have enabled ongoing upgrades to facilities which can only lead to an improved service through a better environment. Governing Council would not be effective without parent, faculty and school executive involvement. As such I would like to thank the members of Governing Council for their enthusiasm, insight and dedication they have shown, together with their willingness to volunteer their personal time throughout last year. I would also like to thank the members of each of the Sub-Committees that have supported Governing Council so well. These parents and staff give up their time willingly and work with dedication to ensure all students have access to a wide breadth of opportunities which would not otherwise be available to them. As students graduate from primary school and families move on, the need for new dedicated parents to join these committees never ends. Over the last few years I have seen numerous highly dedicated parents leave the school and it emphasises to me just how important school volunteers are. I hope that 2016 sees even more willing parents participate in these committees. In addition to those already mentioned who sit on the various committees, there are other groups of parents that willingly give up their time and energy to assist the school and further educate the children. There are too many activities to mention but include class room reading, hosting of Korean visitors, fruit platter preparation, sports co-ordinating, coaching and refereeing, working bee participants, sport day helpers, LAP facilitators, Library Volunteers, Lunch Order co-ordinators and drivers to and from excursions to name a few.

2015 was also the school’s 50th anniversary since its opening in May 1965. Many events were undertaken throughout the year celebrating this milestone. Included were in-classroom research culminating in classroom displays on photography, technology, buildings, cultural and social changes over the 50 years. A ‘Memories and Mingling’ night held in the school hall was a great success with over 400 people attending. Following that the school held an open day which again was extremely successful and saw hundreds of former students, teachers, community users, neighbours and friends enjoy the festivities. Without the efforts of the 50th Anniversary Committee and all those that contributed in many ways, these celebrations would not have taken place. On behalf of Governing Council, I would like to make a special mention to our former Principal, Mrs Tania Leonard who retired after 44 years in the Education space. Governing Council thanks Tania for her dedication and her service for not only those years spent at HPS but all her years spent as an educator to young people. Governing Council would also like to thank Mrs Pam Thompson, the HPS Deputy Principal, for undertaking the Acting Principal role for the remainder of the 2015 year. With the retirement of a Principal comes the need for DECD to undertake a selection process to appointment a new Principal. That selection process saw Mrs Diane Winterling appointed for the next seven years. I would like to officially welcome Diane and look forward to the future of the school under her leadership. GC also recognises the teaching staff, SSO's and Administrative Staff for their continued dedication, hard work, planning and genuine care and concern for the educational and personal development, safety and wellbeing of all the children at HPS. The dedication shown by staff is well demonstrated in the classrooms and beyond, to the giving of their own time and resources to provide activities (or even just support and encouragement of activities) to the students which are well beyond the scope of core education. These activities, among others, include Pedal Prix, Festival of Music, ETM, Lego Challenge, SAPSASA sport, together with encouragement to participate in the specific activities of the Festival of Music including the Troupe and compering roles. Our children are extremely fortunate to have access to these types of activities. On a personal note, it has once again been an honour to serve the school as Chairperson for the past year, to assist with the direction and implementation of non-curriculum activities of our school which actively strives to maintain its reputation for delivery of excellent, yet personalised, education to all children. Trevor Harrison Governing Council Chairperson

3. 2014 HIGHLIGHTS

AUSTRALIAN CURRICULUM During 2015 we engaged in professional learning workshops with Sonia Cooke (Primary Australian Curriculum Implementation Officer) and Leah Osborne (Coordinator for Primary Australian Curriculum). These included a student free day on the new Digital Technologies Curriculum and after school workshops on maths, visible thinking strategies and redesigning learning tasks.

A student free day focused on developing an Effective Writing Program presented by Sheena Cameron. This was a very successful and interesting day and teachers were inspired with ideas to engage students more effectively in the writing process. Teaching for Effective Learning [TfEL] Coordinator Report See section 4 site improvement and planning processes As part of my role this year I have worked with several classes during my Coordinator day. In a year 5/6 class we worked on open ended mathematical problem solving skills based on the work of Ann Baker. In a year 1 class we further developed students’ discussion skills and put together some strategies that students could use when they are stuck. The students’ ideas are now on display in the classroom in the form of a poster. During the coming year I hope to do more work with my colleagues using TfEL teaching strategies to engage students in their learning. Anne Hamnett Counsellor Role In Term 3 I had the opportunity to train as a ‘What’s the Buzz?’ facilitator. This program had been started by Nina in Term 2. We have been able to cover half the lessons with the present group and Jem, our Pastoral Care Worker, will take over the program in 2016. The program is a social skills and wellbeing program written by Mark Le Messurier who is a teacher, counsellor and coach to young people and their parents. It involves direct teaching, role plays, quizzes and fun in the context of an encouraging group. We have had plenty of fun playing the games which reinforce the skills introduced in each lesson. Parents are able to read about what we have done and participate in follow up activities as information is sent home after each lesson. Children have found the lessons enjoyable and have learnt new skills that they can put into practice to be more friendly and deal with issues in a positive way. Anne Hamnett.

Lego League On Sunday 15th November, 2015 our school Lego League team competed against 32 other teams at the annual state championships held at Prince Alfred College. The Lego League is about a team of students working together, guided by adults, researching a real world problem and being challenged to find a solution. They must also design, build and program a robot using Lego Mindstorms technology then compete on a table-top playing field. Throughout this process, the students develop critical thinking and team building skills. They present their solutions, with a dash of creativity, to a judging panel. They also practise the Lego Leagues Core Values such as 'Gracious Professionalism '. The students in our team were Grace Keating, Olivia Paltridge, Lauren Cameron-Smith, Jordan Watt, Cameron Poole, Matilda Fogarty, Jack Keen, Jack Timberlake, Jonah Emswiller and James Keating. The coaches were Anne Hamnett and Jeff Berry. Our robot was named Wall. E and our team name was the Block Busters. The theme for the 2015 challenge was Trash Trek and our team worked on the problem of how to collect and recycle the aluminium alfoil that was wrapped around the hot food lunch orders. At the end of Term 4 the alfoil balls were collected from each of the classes and taken to a recycling centre. Our team had a highly successful day by working together as a team and displaying 'gracious professionalism'.

Jeff Berry The New Zealand Choir Exchange 2015 The 2015 New Zealand choir exchange started in Week 3 term 4 2015. We saw the arrival of red-shirted students in our midst. The South Hornby School from New Zealand had arrived. After having lunch with their billets, the South Hornby School choir started rehearsing with our school’s New Zealand Performance choir. The first performance was to our school, where both choirs performed their repertoire. It was a great moment when everyone in the gym was singing and dancing, as well as playing instruments, to the Music Count Us In song, GOLD. On Thursday both choirs headed off to visit the Adelaide Lord Mayor and Lady Mayoress of Adelaide in the Town Hall, where they were well received and performed 6 songs. After a group photo on the marble staircase, the groups headed off to Marryatville Primary School to do the official Music Count Us In 2015 count down with over 350 students. The packed audience enjoyed watching both choirs perform their combined songs. Friday was an exciting day trip to Cleland Wildlife Park for the New Zealanders and their billets. The weekend was spent with the families taking their billets sightseeing in the sunshine. Monday was the final day of touring. Both groups went to two schools to perform. Firstly to local school Eden Hills, then onto Parkside Primary school. The students all performed brilliantly, and were well appreciated by the audiences. Then it was a bit of time to relax and have lunch at Belair National Park, before getting ready for the final concert. Both choirs were performing at their peak for the parent concert that evening. The Principals from both schools, Pam Thompson and Simon Moriarty thanked choir trainers, Zita Sankauskas and Richard Breach, for their work preparing the students, as well as the support teachers who contributed, and the parents who hosted the choir students. So, after a very busy week, our visitors flew back home with tears in their eyes, many new friendships firmly cemented, and lots of photos and good memories. Zita S

4. SITE IMPROVEMENT PLANNING AND TARGETS

1. To continue developing and refining literacy teaching and learning to maximise

student achievement

47% students achieving Reading Higher bands in NAPLaN 2015

Table 1: Year 3 Proficiency Bands by Aspect

% Proficiency Band

by Test Aspect

Year 3

Exempt 1 2 3 4 5 6

Numeracy 6.5 10.9 26.1 26.1 30.4

Reading 2.1 17.0 6.4 25.5 48.9

Writing 15.6 17.8 51.1 15.6

Spelling 2.2 4.3 13.0 21.7 17.4 41.3

Grammar 2.2 8.7 4.3 17.4 21.7 45.7

74% of year 3 students achieved band 5 or 6


% Proficiency Band by Test Aspect

Year 5

Exempt 3 4 5 6 7 8

Numeracy 3.4 3.4 3.4 31.0 48.3 10.3

Reading 13.8 31.0 17.2 37.9

Writing 6.9 34.5 34.5 20.7 3.4

Spelling 10.3 20.7 20.7 27.6 20.7

Grammar 31.0 17.2 13.8 37.9



% Proficiency Band

by Test Aspect

Year 7

Exempt 4 5 6 7 8 9

Numeracy 8.0 40.0 32.0 12.0 8.0

Reading 4.3 26.1 34.8 17.4 17.4

Writing 4.0 20.0 32.0 28.0 12.0 4.0

Spelling 8.3 12.5 4.2 33.3 25.0 16.7

Grammar 4.2 8.3 25.0 25.0 25.0 12.5

35% of year 7 students achieved Band 8 or 9

2. To further progress mathematical achievement for all learners, while providing

opportunities to enhance pedagogy.

89% students achieving EAS in Numeracy NAPLaN in 2015 34% students achieving in higher bands in Numeracy NAPLaN in 2015


% Proficiency Band

by Test Aspect

Year 3

Exempt 1 2 3 4 5 6

Numeracy 6.5 10.9 26.1 26.1 30.4

Reading 2.1 17.0 6.4 25.5 48.9

Writing 15.6 17.8 51.1 15.6

Spelling 2.2 4.3 13.0 21.7 17.4 41.3

Grammar 2.2 8.7 4.3 17.4 21.7 45.7

56% year students achieved Band 5 or 6


% Proficiency Band by Test Aspect

Year 5

Exempt 3 4 5 6 7 8

Numeracy 3.4 3.4 3.4 31.0 48.3 10.3

Reading 13.8 31.0 17.2 37.9

Writing 6.9 34.5 34.5 20.7 3.4

Spelling 10.3 20.7 20.7 27.6 20.7

Grammar 31.0 17.2 13.8 37.9

58% year 5 students achieved band 7 or 8


% Proficiency Band

by Test Aspect

Year 7

Exempt 4 5 6 7 8 9

Numeracy 8.0 40.0 32.0 12.0 8.0

Reading 4.3 26.1 34.8 17.4 17.4

Writing 4.0 20.0 32.0 28.0 12.0 4.0

Spelling 8.3 12.5 4.2 33.3 25.0 16.7

Grammar 4.2 8.3 25.0 25.0 25.0 12.5


DECD Standard of Educational Achievement (SEA)

Table 1: Hawthorndene students in relation to DECD SEA

Topic and Measure Year level 2015 result

DECD Standard of Educational Achievement (SEA)

Running Records – Number of students

who demonstrated expected achievement

(DECD SEA)

Reading Year 1 50 of 54

Year 2 42 of 43

NAPLAN – Number of students who

demonstrated expected achievement

(DECD SEA)

Reading Year 3 46 of 48

Year 5 29 0of 29

Year 7 22 of 27

Numeracy Year 3 43 of 48

Year 5 27 of 29

Year 7 23 of 27

3. Teachers to continue to improve their practice and work effectively in collaborative

teams to maximise student learning

In 2015 we have been developing skills from the Teaching for Effective Learning framework document published by the Department of Education. To briefly sum this document up, it is about how to teach the Australian Curriculum content. In whole staff and team meetings we summarised the teaching and learning skills in each part of the domain and teachers have put at least one idea into practice in their classrooms. Most staff have conducted student surveys based on DECD’s TfEL framework and used the feedback to identify areas for improvement in their practice. Some staff shared their results and student comments with the whole staff as an example of how teachers can use such feedback as a tool to further develop their skills. In some middle and upper primary classes, teachers have been encouraging students to give constructive feedback about their work to each other with a view to improving their learning outcomes. We have been using the DECD resource http://www.acleadersresource.sa.edu.au which includes teaching videos, clips of educational speakers, lesson plans, planning tools and other resources that can be used by teachers. Anne Hamnett

4.1 Junior Primary and Early Years Scheme Funding

Reading Support Teacher Role 2015 I had the pleasure of working in the Reading Support Role again in 2015. The Reading Support Teacher Role changed slightly and it made a difference to the way I was able to work with teachers, and also support SSO’s. It enabled time to work with/support teachers in classes and opportunities to expand resources in Literacy.

http://www.acleadersresource.sa.edu.au/

I worked with the Year 3 teachers to deprivatise practice by modelling and observing learning strategies in Jolly Grammar. This was enjoyed by the students and, from the feedback given, they enjoyed the hands on/interactive teaching strategies. The take home readers in various levels, R-2 Literature Circle texts and the Jolly Phonics resources have been extended. This has provided more variety for students with fiction and non-fiction resources and lots of different styles of text for students to read. I have supported some JP teachers with the Daily 5 programme, through sharing resources, and discussing the strategies being used to implement the programme. I have been, and would like to continue, working with the SSO team to support individual students with their learning needs. The resources for the SSO room have been expanded and the SSO’s have been very happy with the ease of access and use of these resources. We have been sharing and discussing ways they can be used to support students, and have a few ideas for expanding on next year. Along with Marilyn, we have looked at the training that the SSO team can access to further their understanding of Literacy and Numeracy support for the future. Over the holidays I will complete the folder of games, I have begun, to support the Middle Primary/Upper Primary in Literacy and Jolly Phonics, similar to the Junior Primary folder from last year. I ran some after school Professional Development on Jolly Phonics and the majority of teachers accessed this. Some teachers have begun to use the Words their Way Spelling programme and some resources were purchased to support them in their teaching. With the Junior Primary team we discussed and moderated how we are using Running Records to ensure consistency across the Reception and Year 1 classes. Alicia Waters The Early Intervention Program was a vital support for Year 1 students who required extra help to consolidate a strong literacy foundation. Students identified as at risk were assessed by SSOs using the Marie Clay test. SSOs then worked with the identified students targeting the student’s needs around knowledge of sounds/patterns, word knowledge, sentence structure and concepts about print. All students were tested every term to obtain specific data on their achievement in the area. When students reached the benchmark they came off the program and new students began. Early Years class size This funding was used to reduce R-2 classes to around 21 – 24 students per class. Staff, families and students have been extremely supportive of this strategy as it creates a very engaging learning environment where teachers can meet individual needs of all students.

4.2 Better Schools Funding

The Better Schools Funding was used to provide SSO support to students identified as requiring extra assistance in literacy and numeracy. This support has been mainly provided in class or in small groups. Resources to support this intervention and reference resources have also been purchased from this funding.

5. STUDENT ACHIEVEMENT

The PAT Assessment Program

PAT Maths achievement Years 3-7

Year Level Recommended Scale

Score

Students below scale score % achieving recommended Scale

score

3 110 4 92

4 115 7 81

5 120 4 86

6 124 11 76

7 125 7 75

The % of students in Year 6 and 7 scored lower than other year levels. Staff have been analysing the data and

are providing appropriate learning activities to consolidate learning done in areas of need.

Year

Level

Recommended Scale

Score

Students below scale score % achieving recommended scale

score

3 100 10 79

4 110 3 92

5 115 2 93

6 120 6 88

7 124 6 78

Again students in year 6 and 7 scored a bit lower than other year levels. Staff have examined this and looked at

individual students.

5.1 NAPLAN

Student Mean Scores

Figure 4: Year 3 Mean Scores

Table 4: Year 3 Mean Scores

Mean Scores

by Test

Aspect

Year 3

2013 2014 2015

Numeracy 436.8 446.8 439.4

Reading 498.9 480.4 490.1

Writing 431.6 416.6 438.6

Spelling 448.6 446.9 445.9

Grammar 470.1 466.3 467.9

Review of Year 3 data for 2015 indicates the following percentages are achieving bands 5 & 6+

Reading 74.4 %

Grammar 67.4%

Writing 66.7%

Spelling 58.7%

Numeracy trended down.

Reading trended up from 2014 but down from 2013.

Writing trended up.

Spelling trended down over the last 3 years.

Grammar trended up from 2014 but is still below 2013 level.



Mean Scores

by Test

Aspect

Year 5

2013 2014 2015

Numeracy 488.4 483.6 536.5

Reading 509.4 495.7 554.3

Writing 471.0 443.0 497.1

Spelling 493.5 464.7 523.0

Grammar 497.2 480.7 541.0

Review of Year 5 data for 2015 indicates the following percentages are achieving bands 7 & 8

Reading 55.1 %

Grammar 55.1%

Writing 24.1%

Spelling 48.3%

Year 5 mean scores have trended up over the last 3 years in all aspects of NAPLAN.

Staff are working to maintain this upward trend.



Mean Scores

by Test

Aspect

Year 7

2013 2014 2015

Numeracy 549.6 566.3 538.5

Reading 561.9 575.3 567.0

Writing 541.6 549.8 524.9

Spelling 549.5 567.3 560.9

Grammar 540.2 555.4 554.4

Review of Year 7 data for 2015 indicates the following percentages are achieving bands 8 & 9

Reading 22.9 %

Grammar 37.5%

Writing 16%

Spelling 41.7%

All year 7 results trended slightly down in 2015.

Growth

Figure 7: Year 3-5 Growth

NAPLAN School Growth: Year 3-5

Table 7: Year 3-5 Growth

Growth by

Test Aspect

Year 3-5

Progress Group Site

Numeracy Lower 25% 14.3

Middle 50% 42.9

Upper 25% 42.9

Reading Lower 25% 28.6

Middle 50% 42.9

Upper 25% 28.6

Figure 8: Year 5-7 Growth

NAPLAN School Growth: Year 5-7

Table 8: Year 5-7 Growth

Growth by

Test Aspect

Year 5-7

Progress Group Site

Numeracy Lower 25% 26.1

Middle 50% 47.8

Upper 25% 26.1

Reading Lower 25% 9.5

Middle 50% 57.1

Upper 25% 33.3

From 2014 Growth is evident in moving

students upwards in the levels for

Numeracy.

More students need to be moving into the

upper level for reading.

Since 2014 many students have moved out of

the upper band for numeracy.

While in reading many students have moved

from lower to middle. The aim is to maintain

numbers in the upper band.

6. STUDENT DATA

6.1 Attendance

Figure 9: Attendance by Year Level

Table 9: Attendance by Year Level

Attendance by Year Level % Attendance

2013 2014 2015

Reception 94.3 94.7 95.0

Year 1 94.3 93.4 94.5

Year 2 95.8 94.6 94.4

Year 3 94.6 95.7 94.9

Year 4 95.4 97.1 94.7

Year 5 95.0 94.5 96.3

Year 6 94.9 95.4 94.9

Year 7 94.2 92.7 94.6

Total All Year Levels 94.8 94.7 94.9

Total ACARA 1 TO 10 94.9 94.7 94.8

6.2 Destination

Table 10: Intended Destination

Leave Reason 2014

School Index DECD

No % % %

Employment 0.5% 2.9%

Interstate/Overseas 5 9.8% 12.4% 9.5%

Other 0.3% 1.4%

Seeking Employment 0.9% 3.8%

Tertiary/TAFE/Training 0.5% 3.6%

Transfer to Non-Govt Schl 13 25.5% 17.4% 9.8%

Transfer to SA Govt Schl 33 64.7% 42.7% 48.8%

Unknown 25.3% 20.3%

Unknown (TG - Not Found) 0.0%

7. CLIENT OPINION

My School website http://www.myschool.edu.au/

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

The area which scored the highest rating of 4.7 “Students feel safe at this school”. The two areas which scored the lowest were: 4.0 I receive useful feedback about my work at this school; however, 58% agreed or strongly agreed that the school did provide useful feedback. 4.0 Students’ learning needs are being met at this school; however, 78% agreed or strongly agreed that the school did meet students’ learning needs. Staff Opinion Survey All staff were invited to participate in the Psychological Health survey which was conducted by our Work, Health and Safety representative Marilyn Burfitt. The outcomes from this survey were: Most positive areas 2.1 100% I have a clear understanding of my role in this site and the responsibilities of my

job 3.1 100% I have the opportunity to work within teams at this site Areas for improvement Communication between staff, team building, decision making and the school’s induction

process.

8. ACCOUNTABILITY

8.1 Behaviour Management

During 2015 there were 41 incidences recorded of focus room attendance. Of these, repeat visits were recorded by 6 students. Persistent and willful inattention 3 records Interfered with rights of others 3 records Acted illegally 4 records Threatened safety or wellbeing 2 records Violence- threatened or actual 29 records

8.2 Relevant History Screening (formerly Criminal History Screening)

Our community is constantly informed via Newsletters, email and staff communications about the need for screening and RAN-ec training. When clearances are approved and RAN-ec certificates presented this data is entered on EDSAS as required.

8.3 HUMAN RESOURCES - Workforce Data

8.3.1 Teacher Qualifications All teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of

Qualifications

Bachelor Degrees or Diplomas 37

Post Graduate Qualifications 12

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

8.3.2 Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 16.4 5.01

Persons 18 7

9. FINANCIAL STATEMENT

Income by Funding Source

Funding Source Amount

1 Grants: State $2,500.00

2 Grants: Commonwealth $15,000.00

3 Parent Contributions $205,928.20

4 Other $93,450.57

hawthorndene primary school annual report 2015

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