2017 Quakers Hill East Public School Annual Report...I am very proud of the achievements of Quakers...

Quakers Hill East Public SchoolAnnual Report

2017

4212

Printed on: 12 April, 2018Page 1 of 17 Quakers Hill East Public School 4212 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Quakers Hill East Public School as an account of theschool'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 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.

Michele Hedge

Principal

School contact details

Quakers Hill East Public School14 Chase DriveAcacia Gardens, 2763www.quakershie-p.schools.nsw.edu.auquakershie-p.School@det.nsw.edu.au9626 9264

Message from the Principal

Quakers Hill East Public School (QHEPS) provides every student with access to a rich and diverse curriculum which isengaging and challenging. In 2017, we embedded the use of technology into daily practice for every child Kindergarten toYear 6. We upgraded our wireless network infrastructure to ensure students had improved internet access whenrequired. The library had a facelift with a new flexible learning space being built.

In 2016 QHEPS was selected to have an upgrade of facilities so in 2017 we began the design process which willinclude 12 new flexible learning spaces, a science and technology room, a dance and drama space and also an upgradeto our administration office. There have been many opportunities for parent and staff feedback on the building design andwe look forward to an exciting 2018 as the building comes to fruition.

Every student performed in weekly assemblies and our choirs and dance groups proudly represented QHEPS at localevents. In 2017 we held our inaugural QHEPS Showcase which highlighted the amazing musical talents of staff andstudents as part of our Education Week celebrations.

There continued to be a strong focus on sport in 2017 with our inclusion in both summer and winter PSSA competitions,the Premier’s Sporting Challenge and a school wide Athletics program.

I am very proud of the achievements of Quakers Hill East Public School in 2017. It has been a pleasure to work withstaff, students and community members and I look forward to continuing to foster positive relationships and furtherdeveloping the learning opportunities for all students into 2018.

Michele Hedge

Principal


Message from the school community

The Parents & Citizens Association (P&C) is a very active body of parents who meet monthly, provide valuable input intoschool decision making, provide social opportunities to develop a sense of community and at the same time raise fundsto provide additional school resources. 2017 was another successful year for the P&C. Through fundraising eventsincluding our annual Mother's and Father's Day stalls, Easter bun sales, the Grandparents Day/Art Show picture framing,a spare change snail trail and lolly drive at Christmas the P&C raised substantial funds which will be used to purchase awide range of resources to support teaching and learning at QHEPS.

A big thankyou to the hardworking P&C committee, the school community and staff for their support throughout the yearand for helping to make QHEPS an even greater school.

Tanya Stephan

P&C President

Message from the students

Our school excursion to Canberra was amazing. The places we went to were really exciting, especially Questacon andthe Australian Institute of Sport.

To be honest with you, I am really scared and nervous about going to high school. I absolutely love QHEPS and love theteachers in it. I am going to miss this school so much but we all have to move on. There is no elevator to success, youhave to take the stairs.

Kayla S, School Captain 2017

This year was very interesting for me and I had a really good time at QHEPS. I was shocked when I made it to theregional finals for public speaking and the massive games of oz tag were heaps of fun.

Mr Fisk took Kayla and I to the Sydney Parliament House which was great. I also enjoyed seeing the teachers dress upat the Book Character Parade and going to Canberra.

This year has been the craziest and busiest year I’ve ever had. I’m going to miss being a leader of this great school andI’m going to miss the school itself. I’d like to thank all of my awesome teachers that I’ve had over the years.

Ben J, School Captain 2017

During my time here at Quakers Hill East PS, I have had so many wonderful, unforgettable memories and have had somany incredible teachers. I can’t imagine going to another primary school because this school is amazing and hashelped me in so many ways.

I thought Year 6 was going to be boring but it turned out to be really fun and filled with memories that I will never forget.In Year 6, I loved participating in the Prosperitas program at Quakers Hill HS, going to the Year 6 farewell, having ourteddy bears signed, doing partner dancing and most of all graduating from primary school.

Bella F, SRC Representative and Flag Monitor 2017

I began at QHEPS in the middle of 2012. At first, I had no friends but everyone still made me feel like I belonged. I didn’tknow much English but the reading support team helped me throughout the year and by the end of the year, I didn’t needany help at all.

Primary school is always going to be the best time of my life.

Gurasees Chawla, DUX and Flag Monitor, 2017


School background

School vision statement

At Quakers Hill East Public School we believe that by delivering high quality, innovative teaching and learning programswe will develop learners with the skills to: collaborate, think critically, be effective communicators, problem solve and becreative. Through comprehensive and inclusive programs, students will have the opportunity to become resilient,confident, empowered individuals who strive to achieve excellence. We embrace our cultural diversity and work inpartnership within and beyond the school in a strategic and purposeful way to develop the citizens of tomorrow.

School context

Quakers Hill East Public School (QHEPS) is a dynamic and vibrant learning community with a diverse student populationcomprising over 40 backgrounds. A strong partnership exists between the school and the community, supporting theschool’s pursuit of excellence in education. We are an active member of the Blacktown Learning Community and theQuakers Hill Learning Community.

A high quality learning environment is provided with qualified and dedicated staff with 30% of staff being early careerteachers. A diverse and balanced educational program providing extensive academic, cultural, sporting and socialopportunities for all students makes QHEPS an energetic and engaging learning community.

The core values of the school are embedded within the student welfare policies and programs which promote the positivebehaviour for learning model. The core expectations for students, staff and the wider community at Quakers Hill East are:be safe, be responsible and be respectful. The students at QHEPS meet these expectations consistently.

At QHEPS, the key focus is improving student outcomes in literacy and numeracy by developing outstanding teachingprograms that meet the individual needs of the learner. Learning is supported by state of the art interactive resources,enabling staff and students to embrace new technologies, increasing the significance and relevance of learningexperiences and maximising student engagement in their learning.

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.

Achievements in the area of Learning:

In the area of Learning Culture, there is a demonstrated and dedicated commitment within the school community that allstudents make learning progress. Partnerships with parents and students, support clear improvement aims and planningfor learning. There is evidence that the school collects and analyses information to inform and support students'successful transitions. Attendance data is regularly analysed and is used to inform planning. In the area of Wellbeing it isclear that the needs of all students are explicitly addressed in teaching and learning programs. The school's wellbeingapproach focuses on creating an effective environment for learning. The area of Curriculum shows that teaching andlearning programs describe expected student progression and that teachers differentiate curriculum delivery to meet theneeds of students at different levels of achievement, including adjustments to support learning or increase challenge.The Assessment domain clearly shows evidence of collection and use of assessment data that monitors achievementsand identifies gaps in learning to inform planning and that teachers use reliable assessments to capture informationabout student learning. Student reports contain personalised information about individual student learning progress andachievement and parents are presented with clear information on what and how well their children are learning and


receive regular information on how to support their children's progress. Student performance measures show that theschool has identified what growth is expected for each student and students are achieving higher than expected growthon external measures.

Achievements in the area of Teaching:

In the area of Effective Classroom Practice, there is evidence that explicit teaching is the main practice used in theschool, reflecting the current evidence base. Teachers regularly review and revise lesson plans and sequences, ensuringthat the content is based on the curriculum and the teaching practices are effective. Teachers maintain orderlyclassrooms and manage challenging behaviour to create a positive environment for learning. Teachers use dataeffectively to evaluate student understanding of lesson content and all teachers contribute to gathering and analysingdata. Clear and accurate analysis of student progress and achievement data informs planning that is shared with theschool community in the Annual Report. Teachers use the Australian Professional Standards to measure themselves,reflect on their practice and plan for and monitor their own professional development to improve their performance. Theschool facilitates professional learning that builds teachers' understanding of effective strategies in teaching literacy andnumeracy skills and knowledge. Teachers actively evaluate, share and discuss learning from targeted professionaldevelopment with other staff in our school to improve whole school practice. The school identifies expertise within ourstaff and draws on this to further develop our professional learning community. Teachers are supported to trial innovativeor evidence based, future–focused practices.

Achievements in the area of Leading:

In the area of Educational Leadership, there is clear evidence that the leadership team ensures that implementation ofsyllabuses and associated assessment and reporting processes meet NESA and Department of Education requirements,forming a sound basis for student learning. Parents and community members have the opportunity to engage in a rangeof school–related activities which help build the school as a cohesive educational community. In the area of schoolplanning, implementation and reporting, the evidence shows that the leadership team actively supports change that leadsto improvement, creating opportunities where feedback about the impact of change can be shared and monitored. Staffunderstand what they need to do to help address the school plan's strategic directions and meet the school'simprovement measures. The school's physical resources and facilities are well maintained and provide a safeenvironment for learning. Longer–term financial planning is integrated with school planning and implementationprocesses to address school strategic priorities and meet identified improvement goals. Efficient management practicesand processes are evident in the streamlined, flexible processes that exist to deliver services and information and tosupport parental engagement and satisfaction.

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

Excellent teaching with a focus on reading and numeracy

Purpose

To ensure student learning is underpinned by high quality teaching. Teaching which is distinguished by high levels ofprofessionalism and commitment. Lessons and learning opportunities are engaging and teaching strategies areevidence–based.

Overall summary of progress

English: All teachers have implemented English units incorporating a wide variety of literature. Teachers program for aReading Hour and Writing Hour each day which includes explicit teaching and a range of engaging activities. AustralianCouncil for Educational Research PAT Comprehension tests have been implemented for the second year to provide dataas a baseline and to measure growth over time and also data to determine the teaching focus. Explicit teaching ofcomprehension strategies K – 6 to ensure an increase in the number of students in the proficiency bands in NAPLAN.Textual concepts were embedded into many of the current English units.

Numeracy: Australian Council for Educational Research PAT Maths tests have been implemented for mathematicsalso. Staff were provided with professional learning to further develop their skills in data analysis. All staff participated inthe Building Blocks for Numeracy program throughout 2017. Also explicit teaching of problem solving strategies K – 6 toensure an increase in the number of students in the proficiency bands in NAPLAN, continues to be a focus.

History and Geography: A scope and sequence was developed for History, Geography and Science. Professionallearning was delivered to staff on the History and Geography syllabus. Units of work were written and delivered tostudents in 2017 and resources purchased. Units were evaluated and modified at the conclusion of 2017.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% Teaching and Learningprograms contain English unitswith a wide variety of literature

$20 000 Literacy Consultantand purchase of resources

Implementation of English units shown throughprogram supervision feedback provided by teamleaders, lesson observation feedback and thedevelopment of Stage based English units,collaboratively planned.

8% increase in the number ofstudents in Year 3 and Year 5achieving in the proficiencybands for Reading and Numeracy

$5 000 ACER test, Bump itUp data analysis, resources

$40 000 Quality TeachingSuccessful Students funds

In Year 3, 62% of students were in the proficiencybands for Reading which is an increase of 10%from 2016 and 51% of students were in theproficiency bands for Numeracy which is anincrease of 13% from 2016.

In Year 5, 44% of students were in the proficiencybands for Reading which is an increase of 9% from2016 and 44% of students were in the proficiencybands for Numeracy which is an increase of 11%from 2016.

60% of all students in Year 5achieving expected growth inReading and Numeracy

$5 000 ACER test, Bump itUp data analysis, resources

$40 000 Quality TeachingSuccessful Students funds

In Year 5 Reading, 73% of studentsachieved greater than or equal to expected growthand in Numeracy 78% of students achieved greaterthan or equal to expected growth.

Next Steps

Staff will continue to plan and teach a Reading Hour and Writing Hour. There will be further alignment of Textualconcepts with current teaching methodology. The Bump It Up program will continue to focus on increasing the number ofstudents in the proficiency bands in NAPLAN. This will be achieved through explicit teaching strategies aimed atimproving students' comprehension levels and vocabulary and the use of data to inform practice. An outcomes register


will be used for each stage. Stage 2 and 3 Benchmarking kits and more reading resources will be purchased in 2018.

Utilisation of ACER tests to guide teaching and learning programs in Reading, Maths and Vocabulary.

All staff will be participating in the "Building Blocks for Numeracy" professional learning program. There will be a wholeschool approach to mathematics " Problem Solving" using a consistent strategy K–6. The Bump It Up program willcontinue to focus on increasing the number of students in the proficiency bands in NAPLAN. This will beachieved through explicit teaching strategies and using data to inform practice.

All staff will teach the History and Geography units of work and provide feedback to further refine units.



Successful and engaged learners

Purpose

To develop students who are self–motivated, confident and creative individuals with the personal resources for futuresuccess and to be active and informed citizens.


Individual student devices: A professional learning plan was implemented again in 2017 including: whole staff sessions,demonstration lessons, individual coaching and lesson observations. Ideas were provided for integrating a rangeof devices into regular classroom practice. The confidence and skill levels of all staff increased significantly and anumber of staff with particularly strong pedagogy in this area were identified and utilised extensively by their colleagues.Two teachers and two teams of students participated in a robotics and coding project as part of the Blacktown LearningCommunity. The wireless network was upgraded in 2017 along with the purchase of more iPads and laptop devices.

Visible Learning project: Focus on success criteria and learning intentions: Throughout the year, professional learningwas undertaken by staff in this area. The focus at all times was ensuring students were able to identify what they werelearning and how they could demonstrate success.

Professional learning was provided on the National Consistent Collection of Data and the importance of providingadjustments and accommodations for students that require these. Individual Education Plans have been developed andimplemented for all students requiring adjustments and accommodations in the classroom.





All teaching and learningprograms include future focussedlearning skills and havetechnology embedded.

$58 000 New devices,upgrade of wireless networkand data projectors,robotics program

All class teachers were able to show the areaswhere future focused learning skills and technologyhad been embedded in their teaching and learningprograms.

85% of students indicated that they were usingtechnology more than the previous year.

100% students able to describewhat they are learning and howthey know when they aresuccessful.

$6 000 Staff professionallearning and resources

Learning intention and success criteria were evidentin all classrooms on walk throughs.

95% of students were able to identify what theywere currently learning and how they would showsuccess.

Appropriate adjustments andaccommodations are in place tosupport student learning.

$1 000 Staff professionallearning and resources

Individual Education Plans have been developedand implemented for all students requiringadjustments and accommodations in the classroom.All staff were involved in discussions about studentplacement on the NCCD.

Next Steps

The movie project QHEPSfest will be held in 2018 and a continuation of skill development will be enabled throughprofessional learning. Students will be involved in developing iMovies in 2018. A further upgrade of the wireless networkin 2018 will improve accessibility. The purchase of new iPads and laptops and the installation of more desktop computersinto each classroom will allow for a greater variety of technology available to every student.

Staff to utilise additional data to further focus and individualise teaching and learning programs. Effective feedback to beexamined and developed as a high impact strategy on student learning. Success criteria and learning intentionidentification by students to be monitored.



Respectful Community Partnerships

Purpose

To develop and enrich positive, compassionate and trusting relationships which identify needs to support an inclusive,vibrant school culture which is flexible and dynamic.


Playground Pals program was implemented again in 2017 along with professional learning on positive and negativerewards. The Bounce Back program was implemented and staff participated in professional learning on the WellbeingFramework.

Quakers Hill Learning Community links (citizenship, Prosperitus, CAPA showcase) and Blacktown Learning Communitylinks continued in 2017.

The SUMMIT Citizenship program was implemented fully. Continuation in the Prosperitas enrichment program for Year 6students and student and staff participation in the Blacktown Learning Community initiatives received positive feedback.

The whole school QHEPS Showcase Musical during Education Week was the highlight of 2017





Case studies demonstrate thatstaff are successfullyimplementing Classroom ProblemSolving strategies

$1 000 ProfessionalLearning

65% staff have greater understanding of how toanalyse student behaviour and implementappropriate strategies

PBL Classroom systems implemented

Increased contribution andparticipation in community,participation in BLC and QHLCinitiatives

$3 000 Community LiaisonOfficer

Students participated in the Prosperitas program atQHHS and the CAPA Showcase, BlacktownFestival of Performing Arts, The Ridges MusicFestival and the SUMMIT program.

Captains visited Quakers Hill Nursing Home todeliver Easter Eggs and Participated in theRiverstone ANZAC Day march.

The 3–6 and K–2 Choirs sang at the Quakers HillNursing Home before Christmas

A Community Liaison Officer was employed

Next Steps

Playground Pals program implementation in 2018 along with professional learning on positive and negative rewards. TheBounce Back program to become embedded in the PDHPE programs and professional learning on the WellbeingFramework. Consistent collection of behaviour data and analysis to be completed to ensure positive behaviour outcomesfor students.

Quakers Hill Learning Community links (citizenship, Prosperitus, CAPA showcase) and Blacktown Learning Communitylinks to continue in 2018.

The SUMMIT Citizenship program to be further developed. Continuation in the Prosperitas enrichment program for Year6 students and student and staff participation in the Blacktown Learning Community initiatives.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $5 283 All students showed improvement in eachcomponent of the targeted writing program.Students produced cohesive written textsusing more complex sentences and literarydevices.

English language proficiency $202 493 Additional staff provided across classrooms toprovide assistance to students. Targetedprofessional learning for all staff around theEAL/D progression and key Literacy andNumeracy initiatives enabling all staff to moreeffectively meet the needs of students from alanguage background other than English.There was evidence of students oral andwritten language improvement.

Low level adjustment for disability $152 871 Development of consultative individualisededucation plans for identified students withimplementation supported by Learning andSupport Teachers and Student Learning andSupport Officers (SLSOs) and thecontinued implementation of the MultiLitprogram. Ongoing support and review ofstudent educational goals. Intensive supportfor Reading resulted in no students in thebottom band in either Year 3 or Year 5 inNAPLAN Reading. 99% of students were ator above state benchmarks in Writing in bothYear 3 and Year 5.

Quality Teaching, SuccessfulStudents (QTSS)

$51 295 Funding was used for an Assistant Principalto drive the Bump It Up programinitiatives. Also for executive teachers to workwith staff on the development and review oftheir Professional Development Plans. Teamteaching and lesson observations wereintegral to the QTTS program.

Socio–economic background $24 898 Funding and support was made available tostudents and families encountering financialhardship, this included but was not limited to,support to facilitate student participation incurricular and extra–curricular activities.Uniforms and lunch options were providedas required. This has enabled all students tobetter participate at school.

Targeted students participated in the L2program which focuses on Year 2 usingexplicit strategies to increase reading,comprehension and writing utilising qualitytexts to make writing more sophisticated andcomplex. Stage 1 groups participated in aphonics program which included reading andwriting. Targeted Stage 1 students showedon average, an increase of 5 to 6 ReadingRecovery levels and were writing usingstage appropriate vocabulary and spelling.Through the MultiLit program there wasgrowth in word attack, sight word vocabularyand reading fluency.

Support for beginning teachers $75 375 Beginning teachers at Quakers Hill EastPublic School have been supported in thefollowing ways; provision of a mentor;timetabled additional beginning teacher


Support for beginning teachers $75 375 release time across each term; demonstrationlessons and lesson observations; support byexecutive staff and other colleagues;scheduled release for team collaboration andplanning; and targeted professional learningand support networks.

Targeted student support forrefugees and new arrivals

Funds provided in EnglishLanguage Proficiency wereused to support thisprogram

Extensive oral vocabulary andcomprehension programs were implementedwhich focused on correct usage of words,tense and grammar. This continuedthroughout the year.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 352 357 370 383

Girls 297 316 311 320

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.5 95.4 93.6 95

1 95.4 94.8 94.6 94.3

2 95.3 95.1 96 95.3

3 95.4 93.7 94.9 94.7

4 95.4 95.1 94 94.8

5 95.1 94.3 94.7 95.1

6 93.7 94.1 94.8 92.7

All Years 95.1 94.7 94.7 94.6

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

Parents are provided with the Department ofEducation's expectations around attendance and havean understanding of what is required to explain a child'sabsence. A number of practices ensure our high rate ofstudent attendance is maintained. These practicesinclude contact between families and teachers forunexplained absences and referral to regional supportpersonnel when necessary.

Class sizes

Class Total

KT 21

KR 20

KG 20

KB 21

KAR 20

1B 20

1R 21

1P 21

1G 22

1D 22

2W 23

2P 21

2D 22

2C 23

2B 23

3_4K 29

3_4H 30

3_4T 30

3_4C 30

3_4S 30

3_4B 29

3_4N 30

5_6F 29

5_6W 28

5_6B 29

5_6T 29

5_6Q 30

5_6J 29


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 26.97

Teacher of Reading Recovery 0.84

Learning & Support Teacher(s) 1

Teacher Librarian 1.2

Teacher of ESL 1.8

School Counsellor 1

School Administration & SupportStaff

4.47

Other Positions 0

*Full Time Equivalent

No members of staff have identified as Aboriginal andTorres Strait Islander.

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 40

Professional learning and teacher accreditation

All teachers are expected to document a professionallearning plan for themselves, as part of the TeacherPerformance and Development process. 100% of staffattended professional learning which underpins allactivities designed to improve student learningoutcomes.

The school provides opportunities for professionaldevelopment for the achievement of StrategicDirections and teacher determined goals as detailed inPerformance and Development Plans aiming for theprovision of quality teaching and learning programs.School based professional learning is an opportunity forcollegial sharing and collaboration.

Total school expenditure on teacher professionallearning in 2017 was $37 164.

At QHEPS, we have a combination of both permanentand temporary early career teachers and experiencedstaff. In 2017 we had ten new scheme teachers workingtowards the NSW Education Standards Authority(NESA) accreditation. We also have nine staff who aremaintaining accreditation.

All teachers undertook extensive training in theimplementation of the NSW History andGeography syllabuses along with targeted learning inthe teaching of a range of comprehension andmathematical problem solving skills. FurtherProfessional learning was delivered on the teaching oftechnology skills including robotics. All mandatorytraining was completed as per scheduled by theDepartment of Education.


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 269,475

Revenue 5,589,831

Appropriation 5,282,935

Sale of Goods and Services 46,932

Grants and Contributions 255,455

Gain and Loss 0

Other Revenue 0

Investment Income 4,508

Expenses -5,466,774

Recurrent Expenses -5,466,774

Employee Related -4,976,158

Operating Expenses -490,617

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

123,057

Balance Carried Forward 392,532

At Quakers Hill East Public School our financialmanagement processes include:

A finance committee which includes the schoolPrincipal, the School Administration Manager andDeputy Principal. The committee develops budgets andmeets twice per term to oversee reports, monitorexpenditure and adjust these as required. Individualprogram budgets are aligned to each strategicdirection. Team leaders for each budget area haveauthority to expend within their allocated limits.

The school raises funds through school and communitysources. In 2017, the school expended these funds,to upgrade the wireless network and the dataprojectors, the purchase of iPads and Laptopcomputers and a new flexible learning space was builtin the library. We also purchased reading andmaths resources.

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 4,455,622

Base Per Capita 104,075

Base Location 0

Other Base 4,351,548

Equity Total 385,546

Equity Aboriginal 5,283

Equity Socio economic 24,898

Equity Language 202,493

Equity Disability 152,871

Targeted Total 91,763

Other Total 240,883

Grand Total 5,173,815

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.

Literacy – NAPLAN Year 3

In 2017, 94% of Year 3 students were placed in Bands3, 4, 5 and 6 for reading and 96% for spelling.

Literacy– NAPLAN Year 5

In 2017, 91% of Year 5 students were placed in Bands5 and above for reading and 94% for spelling. Theprogress of students between Years 3 and 5 showedthat 73% of students achieved greater than or equal toexpected growth.


Numeracy– NAPLAN Year 3

In 2017, 84% of Year 3 students were placed in Bands3 and above for numeracy.

Numeracy– NAPLAN Year 5

In 2017, 93% of Year 5 students were placed in Bands5 and above in overall numeracy. The progress ofstudents between Years 3 and 5 showed that 78% ofstudents achieved greater than or equal to expectedgrowth.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

In 2017, 62% of Year 3 students and 44% of Year 5students achieved in the proficiency bands for Reading.


In 2017, 51% of Year 3 students and 44% of Year 5students achieved in the proficiency bands forNumeracy.

In 2018, Quakers Hill East PS will continue toparticipate in the Bump It Up program to increase thenumber of students in the proficiency bands. There willbe a focus on using data to inform practice and the useof a range of targeted explicit teaching strategies.

Parent/caregiver, student, teachersatisfaction

In 2017 Quakers Hill East PS participated in the TellThem From Me surveys.

A sample of the responses are presented below: • 82% of students feel accepted and valued by their

peers and by others at school. The NSWgovernment norm is 81%

• 88% of students stated that they do not get introuble at school for disruptive or inappropriatebehaviour. The NSW government norm is 83%

• Students rated teachers’ expectations foracademic success 9 out of 10. The NSWgovernment norm is 8.7

• 72% of parents rated the school’s support ofpositive behaviour 7.5+

• 97% of staff feel supported when asking theircolleagues for assistance with their teachingpractice

• 84% of staff state that their involvement inprofessional learning has led to changes in theirteaching and practice which has resulted inimproved outcomes for the students

Policy requirements

Aboriginal education

Aboriginal education continues to be an integralcomponent of the school’s curriculum. QHEPS has avery small percentage of Aboriginal students and thestaff are committed to improving the educationaloutcomes of all students.

In 2017: • Personalised Learning Plans were developed in

conjunction with students, teachers and parentsto target areas where Aboriginal students mayhave difficulty or excel

• The Dharug people, the traditional owners of theland, are acknowledged at all functions andassemblies

• NAIDOC week was celebrated throughout theschool with classes developing their knowledgeand understanding of Aboriginal culture throughhistory, art, dance and music.

• All Key Learning Areas have an Aboriginalperspective embedded into the teaching andlearning programs.

Multicultural and anti-racism education

Quakers Hill East has an enormous diversity of culturalbackgrounds within the community. 57% of studentsare from a language background other than English,representing 47 different languages. In 2017: • Harmony Day was celebrated with classroom

activities. • We participated in the Multicultural Perspectives

Public Speaking Competition with one studentqualifying for the Regional Finals.

• Parent training courses in literacy and numeracywere conducted for parents and communitymembers. This resulted in a larger number ofvolunteer parent helpers.

• Differentiated programs were developed to meetthe needs of EAL/D (English as an AdditionalLanguage or Dialect) students based on theirlanguage proficiency.

• Communication with parents was enhancedthrough the use of interpreters during schoolevents and parent/teacher interviews.

Although there were minimal racist incidents, theAnti–Racism Contact Officer (ARCO) worked to resolveracial incidents respectfully.

QHEPS continued to support multiculturalism and hasembedded programs to benefit students of all cultures.


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