2017 Petersham Public School Annual Report...Introduction The Annual Report for 2017€is provided...

Petersham Public SchoolAnnual Report

2017

4502

Printed on: 12 April, 2018Page 1 of 18 Petersham Public School 4502 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Petersham Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Hugh Miller

Principal

School contact details

Petersham Public School25 Hunter StPetersham, 2049www.petersham-p.schools.nsw.edu.aupetersham-p.school@det.nsw.edu.au9560 9665

Message from the Principal

In 2017, Petersham Public School continued a long tradition of academic excellence, positive student and staff wellbeing,and a focus on developing confident, creative citizens with strong values and citizenship. Our teachers, parents andcommunity members continued to successfully collaborate to ensure high quality learning and wellbeing outcomes for allour students.

2017 was a year of many successes and achievements at Petersham PS. Our students continued to show excellentresults in National Assessment Program testing, with a large majority of Year 5 students demonstrating Above ExpectedGrowth in all areas, and over 50% of all students in the top 2 bands for Reading and Numeracy in Years 3 and 5. Ourschool continued to enjoy strong engagement and partnership with our parents and community, with successful eventsincluding Science Week Open Day and Science Fair, Grandparents Day, Performing Arts Showcase Concert andRecognition and Presentation Days bringing the community into the school and showcasing our students' achievements.

Our students continued to excel in sporting and creative pursuits, with many students representing Petersham PS in eliteprograms including PSSA representative teams, District, Regional and State Sporting Carnivals, State Symphonic andStrings Ensembles, NSW Junior Singers, Schools Spectacular, Ultimo Regional Dance Festival, Create East, andFestivals of Choral and Instrumental Music.

Our school community also dealt with tragedy in 2017, with the tragic loss of one of our students, Finley Wright Curnow,to a brain tumour. Our school community bonded together through Finley's illness and his passing, holding Red WarriorDays to celebrate his life and honour his memory, and making significant contributions towards the Zero ChildhoodCancer fundraising efforts initiated by Finley's family.

I am proud to be the principal of Petersham Public School, and honoured to present this report outlining ourachievements and successes to you.


School background

School vision statement

Petersham Public School aims to provide a quality learning environment,striving for academic excellence. Children willbe a part of a supportive school community that inspires confident and creative individuals who are active and informedcitizens.

School context

Petersham Public School is a small, inclusive, inner city school where staff, students and parents work together toprovide a quality learning environment.

The school community are committed to the core values of the school, which include, respect, cooperation, participationand responsibility.

Our skilled and committed staff aim to provide all 255 students with quality educational programs within a balancedcurriculum. Staff maintain high expectations, effectively programming to cater for the intellectual, social and physicaldevelopment of individual students.

A wide range of co–curricular opportunities are offered. Our rich Creative Arts program includes award winning bandensembles, an orchestra, strings and recorder groups. In addition, Petersham’s dance group have represented theschool at Regional and State performances. Our school choir perform annually at the Opera House and Sydney TownHall.

Other programs offered at Petersham include PSSA sport, chess, languages (Portuguese and Italian), coding club andMulticultural Public Speaking Competition.

The active parent body works to support school programs and upgrade resources.

Petersham Public School strives to develop self–motivated learners, who embrace opportunities and make informeddecisions.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In the Learning Domain, there is demonstrated commitment within the school community that all students make learningprogress, and partnerships with parents and students support clear improvement aims and planning for learning.Evidence–based approaches, programs and assessment processes identify, regularly monitor and review individualstudent learning needs. Positive, respectful relationships are evident and widespread among students and staff andpromote student wellbeing to ensure optimum conditions for student learning across the whole school.

Teaching and learning programs describe expected student progression in knowledge, understanding and skill and theassessments that measure them. Assessment is a tool that supports learning across the school, and teachers usereliable assessments to capture information about student learning, and assessment. Teachers share criteria for studentassessment with students, with formative and summative assessments creating opportunities for students to receivefeedback on their learning.

Student reports contain personalised information about individual student learning progress and achievement, andpreview plans for meeting future learning goals, and parents are presented with clear information on what and how welltheir children are learning and receive regular information in accessible formats about how to support their children’sprogress. School data shows that student progress and achievement on external measures is consistent with progressand achievement on internal assessments.


In the Teaching Domain, teachers collaborate to share curriculum knowledge, data, feedback and other informationabout student progress and achievement, to inform the development of evidence–based programs andlessons. Teachers routinely and explicitly review previous content and preview the learning planned with students ineach class, and check that students understand the feedback received and the expectations for how toimprove. Teachers model and share a flexible repertoire of strategies for classroom management and promotion ofstudent engagement and responsibility for learning.

The school promotes and demonstrates professional learning in data concepts, analysis and use of student assessmentdata and related tools, and all teachers contribute to gathering and analysing data. All teachers use professionalstandards and PDPs to identify and monitor specific areas for development or continual improvement. Teachers areproficient in their teaching of literacy and numeracy, meeting the needs of students in their subject/stage.

Teachers engage in professional discussion and collaborate to improve teaching and learning in their classes, yeargroups, stages, faculties, or for particular student groups. They actively evaluate, share and discuss learning fromtargeted professional development with other staff in the school to improve whole school practice.

In the Leading Domain, the leadership team ensures that implementation of syllabuses and associated assessment andreporting processes meet NESA and Department of Education requirements, forming a sound basis for student learning.Teaching and non–teaching staff proactively seek to improve their performance. The school supports collaborativeperformance development and efforts to continuously monitor improvement. The school regularly solicits and addressesfeedback on school performance from students, staff, parents and the broader school community.

The leadership team embeds clear processes, with accompanying timelines and milestones, to direct school activitytowards effective implementation of the school plan. Technology that supports learning is available and expertlyintegrated into lessons by teachers. Administrative staff are expert users of available technology and systems. Use ofschool facilities by the local community delivers benefits to students, and strategic financial management is used to gainefficiencies and to maximise resources available to implement the school plan.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Academic Excellence

Purpose

To develop empowered, literate and numerate 21st Century learners.

To give students the necessary skills to succeed in the 21st Century by achieving expected outcomes in literacy andnumeracy and developing their individual strengths.

Students will be engaged in quality teaching and learning programs dedicated to achieving high expectations.

Overall summary of progress

In 2017, streamed Maths groups in Stages 2 and 3 were established, to facilitate more effective differentiation in this KeyLearning Area. Feedback from teachers and students indicated that Maths groups enhanced student achievement andincreased teachers' ability to teach students at their point of need. Working mathematically and problem solving in Mathswas a focus for teacher professional learning, informed by analysis of student results in NAPLAN and PAT assessments.

In English, programming and teaching using concepts and processes with a focus on quality texts, and teaching ofcomprehension and explicit reading strategies, continued to be key focus areas for professional learning andcollaborative planning.

Teachers continued to use PLAN to monitor student progress through clusters of the Literacy and NumeracyContinuums, and used the Continuums to inform future differentiated teaching strategies.

Integration of ICT to support quality teaching continued to be a key focus area for the school. The school's rollout ofChromebooks as a learning tool in classrooms was extended to Stage 2, with 30 Chromebooks in use in Stage 2classrooms. Teachers in Stages 2 and 3 continued training and development around the use of Google Classroom as alearning management system, and received positive feedback from students and families about this initiative.

Implementation of coding and robotics learning programs continued in classrooms across the school, with all studentsparticipating in coding lessons through the Science and Technology curriculum. The Stage 3 Coding Club was continued,with students learning to code using Scratch through Google's CS First online courses. A group of PPS Coding Clubstudents were chosen to attend a primary schools' coding and robotics summit at Atlassian in Term 4.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

75% of children achievingexpected growth of two bands ormore in NAPLAN tests.

2014: 41%

2015: 77%

2016: 63%

2017: 66%

% of students achieving atexpected cluster or above foryear level in Literacy andNumeracy. (PLAN)

2015 averages K–6: 88%English, 86% Maths


30 Chromebookspurchased for Stage 2: $13170

Teaching English TextualConcepts ProfessionalLearning Workshop: $750

Embedding Drama inEnglish Teaching ProgramsWorkshop: $500

Achievement above expected growth in NAPLAN:Numeracy 81%; Reading 75%; Grammar andPunctuation 70%; Writing 59%; Spelling 46%.

Students at or above mean score in PAT–Readingassessment = 82%.

Students at or above mean score in PAT–Mathsassessment = 52%.

Percentage of students at or above expectedclusters in PLAN: Reading Texts82%; Comprehension 76%; Aspects of Writing71%; EAS Numeracy (K–2) 69%; Place ValueNumeracy (3–6) 78%.

Number of students K–6 involved in learning codingin 2016: 43

Number of students K–6 involved in learning codingin 2017: 255 (ALL classes K–6 implemented atleast one coding course in 2017)







Equity group students aredemonstrating growth in NAPLANscores. EALD students at/aboveexpected growth

2015 Reading: 100%

2015 Numeracy: 86%

2016 Reading: 100%

2016 Numeracy: 66%

2017 Reading: 57%

2017 Numeracy: 100%

Achievement above expected growth in NAPLAN:Numeracy 81%; Reading 75%; Grammar andPunctuation 70%; Writing 59%; Spelling 46%.

Students at or above mean score in PAT–Readingassessment = 82%.

Students at or above mean score in PAT–Mathsassessment = 52%.

Percentage of students at or above expectedclusters in PLAN: Reading Texts82%; Comprehension 76%; Aspects of Writing71%; EAS Numeracy (K–2) 69%; Place ValueNumeracy (3–6) 78%.

Number of students K–6 involved in learning codingin 2016: 43

Number of students K–6 involved in learning codingin 2017: 255 (ALL classes K–6 implemented atleast one coding course in 2017)

Next Steps

Continued implementation of programming and teaching English concepts and processes.

Professional learning targeting increased teacher knowledge and understanding of evidence–based teaching practicesthat impact student achievement.

Ongoing use of Literacy and Numeracy Continuums to track student progress and inform future teaching, with a view tousing the new Learning Progressions in 2019 and beyond.

Continue to embed the integration of information technology with a strong pedagogical base to develop students'future–focused skills and knowledge.



Quality Professional Practice and Community Understanding

Purpose

To develop consistent, innovative teaching practices with an inclusive, engaged and informed community.

To develop and enhance teacher quality, where staff are professional, collaborative and dynamic.

To build stronger relationships as an educational community by leading and inspiring a culture of collaboration, engagedcommunication, empowered leadership and organisational practices.


Significant professional learning initiatives undertaken in 2017 included: teaching inferential comprehension usingevidence–based strategies including the Super Six strategies and explicit teaching strategies; teaching strategies fornumber and problem–solving; differentiation to meet the needs of gifted and talented learners, and embedding circle timeand Restorative Practice into class routines and student wellbeing systems.

Teachers collaborated with students and parents to set specific, individualised learning goals for English, maths andsocial/emotional learning. Collaborative planning days and ongoing moderation of student work samples provided aframework for an ongoing development of consistent teacher judgement in programming and assessment.

Strategies for community engagement included parent–teacher interviews to set and evaluate learning goals with parentsin Terms 1 and 3; Meet the Teacher evening in Term 1; open classrooms for Education Week and Grandparents Day;information evenings for prospective new enrolments; parent workshop in cybersafety in Term 4; and setting up and betatesting Sentral Parent Portal, enabling parents to access academic reports, learning plans, and attendance data for theirchildren – launch date in Term 1 2018.





All staff members are engaged inregular reflection and use formaland informal feedback to developdeeper insights into theeffectiveness of their ownteaching practice.

Structured lesson observationsincorporating formal feedbackimplemented:

Term 4 2015

Term 3 2016

Term 4 2016

In 2017, 100% of teaching staffengaged in formal lessonobservations, incorporatingfeedback and reflectiveprocesses.

Guided Reading Monitoring proforma, Super Sixstrategies and 3+ Guided Reading lessons evidentin all teaching programs reviewed in Term 4 2017.

In 2017, 100% of teaching staff engaged in formallesson observations, incorporating feedback andreflective processes.

Increase % of positive responsesfrom parents showing anawareness of curriculum in theSchool Satisfaction Surveys

2015: 89%

School curriculum communicated throughnewsletters, goal setting interviews and parentteacher interviews.






2016: 69%

2017: 74%

School curriculum communicated throughnewsletters, goal setting interviews and parentteacher interviews.

Next Steps

Sustained, in–depth teacher professional learning modules focused on developing and strengthening evidence–basedteaching practices.

Engagement of the parent and wider community in meaningful, positive partnerships to benefit student wellbeing andlearning.

Ongoing development and improvement of collaborative practices to promote consistency in programming, teaching andassessment.



Student Wellbeing

Purpose

To develop confident, resilient, cooperative students who practice teamwork and exercise leadership qualities.

To empower students with skills and strategies to participate successfully in life and society.

Students will be supported to develop positive relationships and values through a strong sense of community andindividual worth.


Bounce Back positive psychology program and Restorative Practices student wellbeing framework continued to beembedded in teaching and learning programs to support student wellbeing across the school. In partnership with AbilityLinks, Lego Club was established to support the development of positive social and communication skills in Stage 2students. Sports In Schools Australia were engaged to run Social Emotional Learning courses concurrently withGymnastics program in Terms 2 and 3.

All students in Year 6 were elected or nominated to a leadership position. In addition to 8 elected Student Leaders(Captains, Vice Captains and Prefects) and 16 elected House Captains and Vice Captains, students were nominated topositions including Music Captains, Dance Captains, Technology Officers, School Pride Officers and Library Monitors. Allroles had clearly defined expectations and students were involved in a range of duties in each role.

Development of students as positive local and global citizens continued to be a strong focus of school life at PetershamPS, with a wide range of charitable and community focused programs and initiatives. In particular, Red Warrior Days,held in honour of Finley Wright Curnow, raised significant funds for the Zero Childhood Cancer Appeal, as did theWorld's Greatest Shave/Funky Hair, which also raised funds for the Leukemia Foundation.

In partnership with the P&C, school staff and parents established sustainability gardens and a chicken coop, now hometo several healthy, egg–laying chooks. Regular market stalls have been established to sell eggs and produce from ediblegardens, and the P&C is planning to fund the development of an outdoor learning area in the same area.





Increase in positive sense ofbelonging and positiverelationships reflected in TellThem From Me student surveys.

2016: 80% positive sense ofbelonging

88% positive relationships (Years4–6)

2017: 77% positive sense ofbelonging

85% positive relationships (Years4–6)

Restorative Practice andCircle Time Workshop:$600

Attitudes to Learning and Social Developmentratings in Semester reports improved.

Percentage of all ratings in Semester 1: Always =74%, Often = 20%, Sometimes = 5%, Rarely = lessthan 1%.

Percentage of all ratings in Semester 2: Always =79%, Often = 15%, Sometimes = 5%, Rarely = lessthan 1%.

Increase in % of studentsinterested and motivated inlearning as shown in Tell themfrom me surveys.

2016: 79% of students areinterested and motivated (Years

See improvements in Attitudes to Learning andSocial Development above.






4–6)

2017: 76% of students areinterested and motivated (Years4–6)

See improvements in Attitudes to Learning andSocial Development above.

Increase in the number ofchildren participating in studentleadership opportunities.

2016: Student Leadership groupincreased from 4 to 8 positions

Roles and responsibilities ofstudent leaders and SRC repsexpanded

All Year 6 students assumed aleadership role

2017: 100% of Year 6 studentsappointed to a student leadershiprole (Student Leaders, HouseCaptains/Vice Captains,Technology Officers, Dance andMusic Captains, Library Monitors,School Pride Officers).

All Year 6 students appointed to a studentleadership role (Student Leaders, HouseCaptains/Vice Captains, Technology, Dance, Music,Library, School Pride)

Next Steps

Continuing to implement and embed the Bounce Back positive psychology program to increase students' resilience andpromote overall wellbeing.

Continuing to offer a diverse range of leadership opportunities and community–focused initiatives to develop students'understanding of citizenship and civic responsibility.

Engaging with wider community in a broad range of partnerships to benefit the school and student outcomes.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $4,188 School Learning Support Officer supportingAboriginal students with identified literacyneeds through Minilit literacy supportprogram.

English language proficiency $43,721 EAL/D teacher 2 days/week providing supportfor students from diverse languagebackgrounds, through Minilit early literacysupport program, withdrawal groups andin–class support.

Low level adjustment for disability $50,787: 0.5 Learning andSupport Teacher staffingallocation

$15,299: Flexible funding

Flexible funding utilised to engage a Learningand Support Teacher for one additional dayper week, implementing the Minilit literacysupport program to support students withidentified literacy support needs.

Quality Teaching, SuccessfulStudents (QTSS)

$19,197: 0.189 Teacherstaffing allocation

1 day/week additional executive release,providing Assistant Principals with additionalrelease time to observe and mentor teachers,provide support for accreditation andbeginning teachers, lead curriculumimplementation and plan and implementprofessional learning initiatives.

Socio–economic background $4,588 School Learning Support Officer supportingstudents from diverse socio–economicbackgrounds with identified literacyneeds through Minilit literacy supportprogram.

Support for beginning teachers $4063 One beginning teacher and teacher mentorprovided with weekly release time to observelessons, provide feedback and collaborativelyplan and program.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 130 132 142 142

Girls 112 116 110 120

Student enrolments continued to increase slightly in2017, following the pattern of previous years.Enrolment applications were considered in accordancewith the school's Enrolment Policy, with most placesbeing offered to students living within the school's localarea boundaries, or to siblings of current students.

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.1 96.3 96.5 96.3

1 96.3 93.6 96.2 95.5

2 93.9 96.3 95.5 93.8

3 94.9 97.1 96.5 94.9

4 94.4 96.1 96.2 94.4

5 94.1 95.2 95.2 96.4

6 92.3 96 96.2 93.9

All Years 95 95.8 96 94.9

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Attendance at school is crucial for students to achieveoutcomes and ensure social and emotional wellbeing.At Petersham PS, strategies used to ensure consistentattendance include regular monitoring of attendancedata by the principal and administrative and teachingstaff; written reminders for parents to explain absencesif explanations are not received within 7 days; support

from the Principal, Learning Support Team and/orSchool Counsellor to discuss issues relating to poorattendance with students and parents; and involving theHome School Liaison Officer to support the school andfamilies in ensuring regular attendance when required.

These strategies are used on a case by case basis,and our attendance rates reflect the overall success ofthese strategies in improving student attendance.

Structure of classes

In 2017, classes at Petersham PS were structured on aStage–based model for the first time. This structurewas consulted with staff and P&C, with the aim ofincreasing teacher collaboration and sharing ofstrategies and resources for programming andassessment, increasing student wellbeing and socialcohesion across the school, and promotingdifferentiated curriculum delivery in line with thestage–based syllabus outcomes. Feedback fromstudents, teachers and parents on the stage–baseclass structure has been positive overall.

2017 class structure:

Early Stage 1/Stage 1: KC , K/1T, 1/2C, 1/2MC

Stage 2: 3/4B, 3/4N, 3/4S

Stage 3: 5/6H, 5/6S, 5/6T

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 8.01

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 0.5

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

2.52

Other Positions 0

*Full Time Equivalent

No staff members at Petersham PS identified asAboriginal in 2017.


Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 20

Professional learning and teacher accreditation

Teaching and administrative staff at Petersham PSengaged in an extensive variety of professional learningopportunities during 2017.

School–based professional learning conducted atschool included staff development days, extendedtwilight sessions, collaborative planning days eachterm, and weekly professional learning after school.

Guest presenters were engaged for each term'sextended twilight PL session, which were rescheduledin lieu of the two staff development days at the end ofTerm 4. Topics covered in these sessions wereRestorative Practices (Lyn Doppler – Real Justice,Term 1), meeting the needs of gifted and talentedstudents (Rosalind Walsh – GERRIC, Term 2),embedding Drama in English programs (John Saunders– Sydney Theatre Co Education, Term 3), and applyingTextual Concepts in English teaching (Mel Dixon –English Teachers Association, Term 4).

Focus areas for weekly professional learning sessionswere: Term 1 – mandatory training modules,implementation of new Maths resources (Matific andStepping Stones) and goal setting with students andparents; Term 2 – teaching inferential comprehensionand embedding comprehension instruction in Englishprograms; Term 3 – consistent assessment in Maths,and embedding problem–solving strategies in Mathsinstruction; and School Planning and a range of qualityprofessional practices in Term 4.

Staff engaged in a wide range of external professionallearning opportunities throughout 2017. These includedtri–network principal conferences each term, and thePort Jackson–Bondi Primary Principals AssociationConference; the Primary Executive NetworkConference; workshops run each term by the TeacherLibrarian Network, LaST Network and LSTCoordinators Networks; ongoing administrative systemstraining for LMBR systems and the School Budget Tool;participation in NAPLAN Writing assessment marking;and training in using iMovie in the classroom atthe Apple Store.

Mandatory training for staff included annual CPR andAnaphylaxis training, bi–annual online Anaphylaxise–learning, and annual Child Protection update andCode of Conduct refresher.

Teacher accreditation: One teacher completed amaintenance of accreditation cycle in 2017. Noteachers were newly accredited at Petersham PS in2017.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 124,892

Revenue 2,420,851

Appropriation 2,168,907

Sale of Goods and Services 47,828

Grants and Contributions 201,847

Gain and Loss 0

Other Revenue 0

Investment Income 2,268

Expenses -2,369,886

Recurrent Expenses -2,369,886

Employee Related -1,979,064

Operating Expenses -390,822

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

50,965

Balance Carried Forward 175,857

Financial management at Petersham PS is led by thePrincipal and the School Administrative Manager, whoclosely monitor funds received and spent, and maintainaccurate budgets to ensure responsible financialmanagement. School budgets and financial position areregularly communicated to the Finance Committee,comprising of the Principal, SAM, a staff member and aP&C representative.

A relatively low level of expenditure in 2017 was due tothe delayed implementation and limited functionality ofthe School Budget Tool. This meant that at times duringthe year, and clear picture of funds available wasdifficult to determine and so a conservative approachwas maintained. Notwithstanding, most of the fundsrolled over were School and Community funds, whichwill be retained as a buffer and used to supplement


department funding as required in future.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 1,772,688

Base Per Capita 38,512

Base Location 0

Other Base 1,734,176

Equity Total 118,583

Equity Aboriginal 4,188

Equity Socio economic 4,588

Equity Language 43,721

Equity Disability 66,085

Targeted Total 13,504

Other Total 158,741

Grand Total 2,063,517

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

NAPLAN results in Literacy were again strongcompared to State averages, and comparable to similarschool groups.

In Year 3, a high percentage of students scored in thetop 2 bands across all domains: Reading (71%), Writing(64%), Spellng (66%) and Grammar and Punctuation(78%).

In Year 5, percentages of students in the top 2 bandswere consistently high in Reading (64%) and Grammarand Punctuation (54%). However, less than 50% of

students scored in the top 2 bands in Spelling andWriting in 2017, placing our school above stateaverages but below those of similar school groups.While some of these results can be attributed to thiscohort, these areas are being addressed in our teacherprofessional learning to ensure future improvements inthese areas.

Growth for Year 5 students was shown to be strongacross all Literacy domains, with over 70% in Readingand Grammar and Punctuation, nearly 60% in Writing,and nearly 50% in Spelling achieving above expectedgrowth.



NAPLAN results in Numeracy were again strongcompared to State averages, and comparable to similarschool groups.

In Year 3, 71% of students scored in the top 2 bands inNumeracy.

In Year 5, 50% of students in the top 2 bands.

Growth for Year 5 students was shown to be verystrong in Numeracy, with 81% achieving aboveexpected growth.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to www.myschool.edu.au/school/41107 toaccess the school data.

Parent/caregiver, student, teachersatisfaction

The school sought the opinions of parents and teachersabout the school through an online survey, and fromstudents through the Tell Them From Me surveys.Responses from 40 parents and 17 teachers werereceived for the online survey, and 110 students inYears 4–6 completed the Semester 2 Tell Them FromMe survey. Parent and teacher survey responsesshowed that: • 100% of staff and 56% of parents strongly agreed

or agreed that Petersham PS sets high learningstandards.

• 100% of staff and 67% of parents strongly agreedor agreed that children's learning needs are beingmet at Petersham PS.

• 92% of staff and 39% of parents strongly agreedor agreed that teachers provide children withregular feedback about their learning.

• 100% of staff and 72% of parents strongly agreedor agreed that teachers at Petersham PSmotivate students to learn.

• 100% of staff and 90% of parents strongly agreedor agreed that parents and carers feel welcome atPetersham PS.

• 92% of staff and 72% of parents strongly agreedor agreed that there is a strong line ofcommunication between Petersham PS andfamilies.

• 100% of staff and 54% of parents strongly agreedor agreed that Petersham PS works with parentsand carers to support students' learning.

• 100% of staff and 82% of parents strongly agreedor agreed that students feel safe at PetershamPS.

• 92% of staff and 62% of parents strongly agreedor agreed that student behaviour and wellbeing iswell managed at Petersham PS.

• 100% of staff and 56% of parents strongly agreedor agreed that Petersham PS is preparingstudents well for the future.

Survey responses of students in Years 4–6 showedthat: • 76% of students in Years 4–6 are interested and

motivated in their learning. • 92% of students in Years 4–6 try hard to succeed

in their learning. • Students rated the school at a mean of 8.1 / 10

for effective use of learning time in their class, 8.1/ 10 for relevance of classroom instruction and 7.9/ 10 for the rigour of their classroom instruction.These means are comparable to NSWgovernment school norms.

• Students rated the school at a mean of 8.2 / 10for positive student–teacher relations, 6.9 / 10 forpositive learning climate and 8.5 / 10 for theexpectations of success held for them by staff.These means are comparable toNSW government school norms.

As a result of these surveys, the school aims toaddress the following: • Build teachers' skills and knowledge in providing

effective feedback to move learning forward,


which is one of the key processes in our newschool plan.

• Continue to create improved communication andpartnership between teachers and families tosupport student learning.

• Identify new ways to increase parents' awarenessof the ways the school is working to improveacademic and wellbeing outcomes for allstudents.

Policy requirements

Aboriginal education

In 2017, 5 students from Aboriginal backgroundsattended Petersham Public School. The schoolreceived $4188 equity loading to support Aboriginalstudents in our 2017 Resource Allocation. In 2017, theYarning Strong series, a high quality English resourcewhich enables students to learn about Aboriginalculture and stories through English lessons, wasimplemented in Stage 2 and 3. Petersham PS held aspecial Assembly to recognise and celebrate NAIDOCWeek in July, featuring a dynamic and highlyentertaining guest performer, Gumaroy Newman.Leading up to and following NAIDOC Week, classesresearched Aboriginal Australians and created anAboriginal Hall of Fame display in the Hall.

Multicultural and anti-racism education

Harmony Day was celebrated in March, with studentscompleting activities in class developing theirunderstanding of Australia's multicultural society.

Petersham PS participated in the annual MulticulturalPublic Speaking Competition, with all students in Years3–6 writing a speech and presenting it to their classabout a range of topics the lead them to reflect on anddemonstrate their knowledge of multicultural issues.Students were selected to participate in stage finals,and school representatives presented speech at thelocal area finals.

Multicultural perspectives were delivered Through theHistory and Geography curriculum and Englishprograms across all year groups. Students developedan understanding about the similarities and differencesbetween themselves, others and a variety ofcommunities and cultures.


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2017 Petersham Public School Annual Report...Introduction The Annual Report for 2017€is provided...

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