2018 Quakers Hill East Public School Annual Report · Introduction The Annual Report for 2018 is...

Quakers Hill East Public SchoolAnnual Report

2018

4212

Printed on: 29 May, 2019Page 1 of 19 Quakers Hill East Public School 4212 (2018)

Introduction

The Annual Report for 2018 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 2018, 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.

In 2018 the upgrade to our facilities commenced which included the extension of the administration building andconstruction of the new learning building. The twelve new flexible learning spaces, the science and technology room anddance and drama space will provide many new learning opportunities for staff and students at QHEPS. During 2018 staffwere dedicated to learning about future focussed pedagogies and trialling flexible learning space options. We lookforward to an exciting 2019 as the building comes to fruition.

In 2018 we held our QHEPSfest short film festival which highlighted the amazing talents of staff and students as part ofour Education Week celebrations. Every student performed in weekly assemblies and our choirs and dance groupsproudly represented QHEPS at local events. Of particular note in 2018, was the Boys Hip Hop dance group performingat the State Dance Festival which was a first for QHEPS.

There continued to be a strong focus on sport in 2018 with our inclusion in both summer and winter PSSA competitions,the Premier's Sporting Challenge and a school wide gymnastics program.

I am very proud of the achievements of Quakers Hill East Public School in 2018. 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 2019.

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. 2018 was another successful year for the P&C. Through fundraising eventsincluding our annual Mother's and Father's Day stalls, Easter bun sales, a Giant Christmas Raffle the P&C raisedsubstantial funds which will be used to purchase a wide range of resources to support teaching and learning at QHEPS.We also held two working bees that made our gardens look amazing!

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.

Nic Lennie

P&C President

Message from the students

Like myself most of us started here at QHEPS in Kindy and we all have had many opportunities here but my favouritememory took place right here last year when I became School Captain. I had been dreaming about becoming schoolcaptain since Year 4! As the school captain I had many and varied responsibilities such as leading our school in theANZAC march, welcoming visitors to our school, helping with Kindergarten orientation and leading school assemblies. Iwas supported during 2018 by the Stage 3 teachers and the Principal and Deputy Principals.

QHEPS has taught me well and I'll never forget my time here!

Tom B, School Captain, 2018

I started off in Kindergarten like most students would at this school and I made wonderful friends. Some of the bonds Icreated during this journey of primary school have been unbreakable and those chains have been holding strong andhaven't rusted for many years, just like magic.

As I grew older over the years I realised that this school meant a lot to me. It's like a beacon of friendship and respect.This school has been spreading the word of respect all over the world, across all borders. Well maybe not that far, butwhat I'm trying to say is that this school has been a brilliant help to all students past, present and I'm sure into the future.QHEPS has supported me throughout my years in primary school. This is now the time to thank all the teachers, thePrincipal and the Deputy Principals who have not only supported me but all the students at QHEPS.

Karsimar K

I started at QHEPS when I was in Year 2. I thought this would be a great school for me and as you all know I was right!Time flies very quickly and now I'm in Year 6. I have been very grateful to be at this school and have had manyopportunities and many achievements throughout my schooling years at QHEPS. Thank you to the dedicated staff forhelping me through my primary school years and a big thank you to the Stage 3 teachers for their dedication and formaking Year 6 such a fun year. It couldn't have been better.

Cianna B

Friendship, happiness and laughter are all part of my daily routine at QHEPS as well as school work obviously. I am gladto have had the opportunity to be a part of QHEPSfest, Milson Island Camp, PSSA soccer and softball and much more.

This year I have seen the kids around me grow up. Funny and silly choices have mostly turned to hard work and usefuldecisions. By that I mean we have all matured and changed. I love this second family I have been a part of at QHEPSand will always value my time here.

Katie W


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 versatile learners with the skills to: collaborate, think critically and creatively and be effectivecommunicators with a strong foundation in literacy and numeracy. Through comprehensive and inclusive programsstudents will have the opportunity to become resilient, empathetic, empowered individuals who strive to achieveexcellence. We embrace cultural diversity and work in partnership within and beyond the school in a strategic andpurposeful way to prepare young people to lead rewarding and productive lives in a complex and dynamic world.

School context

Quakers Hill East Public School (QHEPS) is a dynamic and vibrant learning community with a diverse studentpopulation. A strong partnership exists between the school and the community, supporting the school’s pursuit ofexcellence in education. A high quality learning environment is provided with highly qualified and dedicated staff. Adiverse and balanced educational program providing extensive academic, cultural, sporting and social opportunities forall students makes QHEPS a vibrant and engaging learning community. The core values of the school are embeddedwithin our student welfare policies and programs which promote the Positive Behaviour for Learning model. The coreexpectations at Quakers Hill East are: be safe, be responsible and be respectful. The students at QHEPS meet theseexpectations consistently at a very high level and show great pride in wearing their school uniform.

At Quakers Hill East, the key teaching focus is to improve student outcomes in literacy and numeracy by developingoutstanding teaching programs that meet the individual needs of the learner. Learning is supported by state of the artinteractive resources, enabling staff and students to embrace new technologies, increasing the significance andrelevance of learning experiences and maximising student engagement in their learning. The school communitycontinually evaluates and reviews current operations to ensure that we move forward and continue to provide the bestpossible educational experiences, learning environment and learning outcomes for our students.

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 commitment within the school community that all students makelearning progress. Partnerships with parents and students, support clear improvement aims and planning for learning.There is evidence that the school collects and analyses information to inform and support students' successfultransitions. Attendance data is regularly analysed and is used to inform planning. Whole of school and personalisedattendance approaches are improving regular attendance rates for all students, including those at risk. In the area ofWellbeing it is clear that every student can identify a staff member to whom they can confidently turn for advice andassistance at school. The school collects, analyses and uses data including valid and reliable student, parent and staffsurveys/feedback to monitor and refine a whole school approach to wellbeing and engagement, to improve learning.Expectations of behaviour are co–developed with students, staff and the community and are designed to ensure effectiveconditions for learning. The area of Curriculum, shows that teaching and learning programs are dynamic, showingevidence of revisions based on feedback on teaching practices, consistent and reliable student assessment andcontinuous tracking of student progress and achievement. The Assessment domain clearly shows that the schoolanalyses summative assessment data to identify learning progress of individual students and student cohorts. Theschool has explicit processes to collect, analyse and report specific internal and external student and school performancedata, on a regular basis. In the area of Student Performance Measures, the school data shows that student progress andachievement on external measures is consistent with progress and achievement on internal assessments.

Achievements in the area of Teaching:

In the area of Effective Classroom Practice, there is evidence that all lessons are systematically planned as part of acoherent program that has been collaboratively designed. Accommodations and adjustments are made to suit needs as


they arise. Lesson planning references student information including progress and achievement data, curriculumrequirements, and student feedback, and provides continuous improvement for all students, across the full range ofabilities. A school–wide approach to effective and positive classroom management is evident. Support is provided toteachers where needed, ensuring optimum learning. With reference to Data Skills and Use, the school promotes anddemonstrates professional learning in data concepts, analysis and use of student assessment data and related tools.Teachers use data effectively to evaluate student understanding of lesson content. In the area of Professional Standards,there is evidence that Teachers' Professional Development Plans are supported by a coordinated whole school approachto developing professional practice, informed by research. All teachers understand and explicitly teach literacy andnumeracy to students at all levels of achievement, in all subject areas, with success that can be measured by improvedstudent progress and achievement data. In reference to Learning and Development, there is clear evidence that teachersengage in professional discussion and collaborate to improve teaching and learning in their classes, year groups, stages,or for particular student groups. Teachers actively evaluate, share and discuss learning from targeted professionaldevelopment with other staff in our school to improve whole school practice.

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. Teaching and non–teaching staff proactively seek to improve theirperformance. The school supports collaborative performance development and efforts to continuously monitorimprovement. In the area of school planning, implementation and reporting, the evidence shows that the leadership teamactively supports change that leads to improvement, creating opportunities where feedback about the impact of changecan be shared and monitored. Staff understand what they need to do to help address the school plan's strategicdirections and meet the school's improvement measures. With respect to School Resources, physical learning spacesare used flexibly to meet a broad range of student learning interests and needs. Technology is effectively used toenhance learning and service delivery. Longer–term financial planning is integrated with school planning andimplementation processes to address school strategic priorities and meet identified improvement goals. In the area ofmanagement practices and processes, there is evidence that management practices are responsive to schoolcommunity feedback. There is a whole school approach to improving service delivery and customer (parent and/orstudent) experience.

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

Embedded quality teaching pedagogy that promotes success

Purpose

To embed quality student learning that is underpinned by evidenced based teaching practice and responsive in meetingthe needs of all students.

Students excel in reading and numeracy to equip them with the skillsets they require to achieve success in learningacross all KLAs.

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.Professional learning in Seven Steps to Writing has enabled teachers to begin explicitly teaching a range of techniquesand strategies to increase engagement in writing and improve the number of students achieving in the proficiency bandsfor writing. Australian Council for Educational Research PAT Comprehension tests have been implemented to providedata as a baseline, to measure growth over time and also data to determine the teaching focus. Explicit teaching ofcomprehension strategies K – 6 is integral to teaching programs to ensure an increase in the number of students in theproficiency bands in NAPLAN.

Numeracy: Australian Council for Educational Research PAT Maths tests have been implemented for Mathematics also.Staff had access to the data from this testing, allowing them to reflect on areas of need and provide targetedinterventions. The Building Blocks for Numeracy training was continued into 2018, with staff finalising these modules. Awhole school approach to problem solving was fostered through the development of a K–6 scope and sequence ofstrategies and a consistent framework to approach worded mathematical problems. This focus on the workingmathematically processes aims to ensure an increase in the number of students in the proficiency bands in NAPLAN.

Teachers are working collaboratively to support the development of their professional goals and the strategies requiredto achieve those goals. Staff work collegially with executive staff to identify appropriate evidence and plan observationsof teaching. Feedback is provided as part of the review meetings

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

7% increase in the number ofstudents in Year 3 and Year 5achieving in the proficiencybands for Reading and Numeracyand 70% of all students in Year 5achieving expected growth inReading and Numeracy

$30 000 QTSS Funding

$10 000 Reading resources

$6 000 for teachers todevelop resources tosupport a whole schoolproblem solving scope andsequence in Mathematics.

Within Year 3, 53% of students achieved in the toptwo bands in Reading whilst 37% of students wereachieving in these bands in Numeracy.

Within Year 5, 38% of students achieved in the toptwo bands in Reading whilst 34% of studentsachieved in these bands in Numeracy. Of thesestudents, 64% achieved at or over the expectedgrowth in Reading while 63% achieved this inNumeracy.

100% of teachers are regularlyusing various forms ofassessment data to informadjustments of teaching andlearning programs in Readingand Numeracy.


$5 000 TeacherProfessional Learning

Teachers drawing on data from school based preand post testing to differentiate learning programs.Reflecting on data from external testing such asPAT Maths, PAT Reading and NAPLAN analysis totarget areas of need at a school–based and classlevel.

All staff work within ProfessionalDevelopment Framework.



Teachers working collaboratively to support thedevelopment of their professional goals and thestrategies required to achieve those goals.

Next Steps


Staff will continue to plan and teach a Reading Hour and Writing Hour. There will be a continuation of the Seven Steps toWriting implementation. The Bump It Up program will continue to focus on increasing the number of students in theproficiency bands in NAPLAN. This will be achieved through explicit teaching strategies aimed at improving students'comprehension levels and vocabulary and the use of data to inform practice. An outcomes register will be used for eachstage. Benchmarking kits have been purchased for Stages 2 and 3 to allow teachers to gain detailed diagnosticinformation to inform practice in reading. A reading spread sheet and the Literacy Pro program will be utilised to trackstudent progress in reading from Kindergarten to Year 6. An extensive range of reading resources have been purchasedto support ongoing literacy programs.

Utilisation of ACER PAT tests to guide teaching and learning programs in Reading, Maths, Spelling and Vocabulary in2019.

Focus on the implementation phase of the whole school problem solving scope and sequence by integrating the process,strategies and types of questions within units of work, whilst compiling a collection of shared resources. Highlight theimportance of the working mathematically processes of reasoning, communicating, justifying, fluency and understandingalongside problem solving. Explore the use of Number Talks as a platform to support these processes. The Bump It Upprogram will continue 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 continue to have the opportunity to work closely with school executive to develop their ProfessionalDevelopment Plans. Staff will systematically and strategically review their progress based on evidence andself–reflection.



Empowered learners with a mindset to strive for excellence

Purpose

To empower student learning that is futures driven ensuring the acquisition of critical, creative and collaborative skillsets.To prepare individuals to become active and informed citizens with a growth mindset.

Students are motivated and confidently operate in flexible spaces and achieve their learning goals through effective andinformed feedback practices.


Future Focused Learning Project: A coding and robotics continuum unpacking what tools and skills students will beexplicitly taught was drafted. A process of consultation with staff was undertaken and feedback was received to refine thedocument. The school continued to provide the Coding and Robotics Club as part of the innovations and changes withinthe Science and Technology syllabus documents. The school continued its involvement in the Blacktown LearningCommunity STEAM Team project with two teachers identifying, training and supporting 14 students to complete theirproject rich task which led to them successfully presenting their project work as part of the STEAM expo held at the endof 2018. Whole staff professional learning around innovative learning spaces and the pedagogy required to teacheffectively in these environments was conducted and staff are continuing to learn about new ways and styles of contentdelivery and teaching strategies. Several professional development sessions around new creative and productivetechnologies occurred throughout the year on a variety of learning tools. Initial preparations around the investigation inimplementing a BYOD program at the school including identifying relevant policies and procedures the school wouldneed to consider prior to implementing such a program. The whole staff development of digital iCan statements to trackand assess individual student acquisition of digital technology skills was created and will be refined and implemented into2019.

Visible Learning project: In 2018 their was a focus on success criteria and learning intentions. Throughout the year,professional learning was undertaken by staff in this area. The focus at all times was ensuring students were able toidentify what they were learning and how they could demonstrate success. Staff also undertook professional learning inengineering effective discussion techniques and providing feedback to students that allows students to makeimprovements to their learning. Teachers incorporated learning intentions and success criteria into units of work.Representatives from each class were interviewed at the beginning and end of the year to describe what a 'good learner'looks like at our school. Students responded positively using the 'language of learning' more consistently, exhibiting theconcerted effort of staff to incorporate this into teaching and learning sessions. Feedback for students was also a focuswith teachers assisting students to build skills in using both teacher and peer feedback.





Students are using inquiry basedskills and processes to drive theirown learning

Purchase of technologicalhardware (laptops, iPads,Coding and Roboticsequipment, etc.) – $50,000

Purchase of significantinfrastructure upgrades (i.e.wireless upgrade, PoEswitch upgrade, etc.) –$30,000

Teacher ProfessionalLearning (i.e. Creative andProductive Technologies) –$3000

Teacher Release Days (i.e.to access and prepare forprofessional learning) –$4000

School staff were able to utilise currenttechnologies with their students to provide improvedand enhanced learning opportunities. Technologywas more efficient and more reliable due to theinfrastructure requirements being met. Staff wereable to embed more creative and productive digitaltools into their teaching and learning programs dueto the professional learning provided to them bymembers of the Future Focused Milestonecommittee. Additional release from face to face timewas utilised by members of the Future FocusedMilestone team and the school's TechnologyCoordinator to fulfill the requirements set out inspecific targets and project works.






Pre / Post interviews that showimproved student capacity todescribe what they are learningand how they know when theyare successful

$2 000 Collaborativeplanning

Staff will trial learning intentions and successcriteria with their classes to build students'knowledge and understanding of learning, and alsodeveloping effective feedback processes. Studentswill develop skills to become more thoughtfullearners, be able to verbalise what they are learningand improve their learning after receiving feedbackfrom teachers and peers.

Pre / Post interviews, checklistsand observations that showimproved student capacity todemonstrate the 4Cs to achievelearning goals


Staff attending professional learning courses tobuild knowledge and skills to share with colleagues.Students developing learning goals with staffguidance to become increasingly independent andengaged learners.

Next Steps

Future Focused Project: The focus for 2019 and beyond will be to continue substantial infrastructure upgradesthoroughout the whole school including wireless, interactive whiteboard and portable device upgrades. There will bespecific goals for students around their digital skills progression linked in with the school's visible learning practices. Staffwill be provided with professional learning in a range of innovative technological applications that aim to enhance studentengagement and performance. There will continue to be a targeted focus on innovative pedagogy as the school movestowards providing learning opportunities in more open and flexible learning environments whilst encouragingcollaborative practices and team teaching among staff.

Staff to utilise additional data to further focus and individualise teaching and learning programs using Visible Learningstrategies. Effective feedback to be examined and developed as a high impact strategy on student learning. Successcriteria and learning intention identification by students to be monitored. Purchase of resources to support teaching andlearning.



Empathetic learners and purposeful community partnerships

Purpose

To inspire student learning where identified needs for support are articulated in a positive way and foster a strong senseof personal wellbeing. Recognition of the importance of learning partnerships is a priority.

Students are empathetic, resilient individuals with an appreciation of the importance of, and respect for, cultural diversity.


Playground Pals program was implemented again in 2018 along with professional learning on positive and negativerewards. Staff implemented alternative playground options and check in and check out systems when required. TheBounce Back program has become embedded in the PDHPE programs. Consistent collection of behaviour data throughSENTRAL and then follow–up analysis at PBL meetings is communicated to executive and then disseminated to stageteams. Data is becoming central to the decision making process to ensure positive behaviour outcomes for students.

Quakers Hill Learning Community links (citizenship, Prosperitus, CAPA showcase) and Blacktown Learning Communitylinks continued in 2018. Community members had the opportunity to participate in parent workshops. Coffee Catch–upwas initiated to provide opportunities for parents to speak with staff on an informal basis. An increasing number ofparents are using the QHEPS team App and staff are trialling the use of See–Saw as a way of sharing with parentswhat's happening in classrooms.

We implemented Schoolzine's eNewsletters which is a mobile friendly, interactive newsletter that is bursting with relevantinformation about QHEPS. It allows our school to produce a vibrant demonstration of student achievement andcelebration.

The SUMMIT Citizenship program continued in 2018 with the students operating a book exchange and coordinatingactivities for students. Continuation in the Prosperitas enrichment program for Year 6 students and student and staffparticipation in the Blacktown Learning Community initiatives.





Increase in the number ofopportunities to share informationwith parents / guardians aboutstudent learning and activities.

$300 Team App

$2 200 eNewsletter

618 parents are members of the QHEPS TeamApp. Schoolzine eNewsletter commenced in 2018providing a greater array of items on schoolactivities and student learning. Coffee Catch–upwell attended by community members. Informationsessions provided for parents.

All staff consistently using datarecording systems.

$2000 SENTRAL Generate data based on Sentral behaviourincidents each term, allowing teams to undertakeanalysis, identify patterns, target students forintervention and develop shared strategies.

Reduction in the number ofstudent behaviour incidences andreferrals.

$2000 PlaygroundPrograms

Playground Pals program for students in need.Alternative playground options and check in checkout systems implemented.

Next Steps

Schoolzine eNewsletter will continue to be created and additional items added to support community understanding ofstudent learning and Department of Education requirements. Coffee Catch–up will continue in 2019 as a vehicle toconnect with the school community in an informal setting. The QHEPS team App will be promoted at all opportunities toengage parents. Staff will have access to a larger suite of options in See–Saw as a way of sharing with parents what'shappening in classrooms.

Playground Pals program will be reviewed and implemented again in 2019 along with professional learning on positive


and negative rewards. Consistent collection of behaviour data through SENTRAL will continue to be central to decisionmaking. Further analysis of the data and playground design will be researched to allow for alternative play spaces. Arange of lunch time options for students will be implemented such as Yoga and Mindfulness, gardening club etc.

In 2019 the school will commence a review of the PBL school rules and design a QHEPS school mascot.

The SUMMIT Citizenship program will continue in 2019 with the students looking for more options to support our localschool community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6 123 All students showed improvement in eachcomponent of the targeted writing program.Students produced cohesive written textsusing more complex sentences and literarydevices.

English language proficiency $218 428 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 $148 886 Development of consultative individualisededucation plans for identified students withimplementation supported by Learning andSupport Teachers and Student Learning andSupport Officers (SLSOs) and the continuedimplementation of the MultiLit program.Ongoing support and review of studenteducational goals. Intensive support forReading resulted in 99% of students in Year 3and 95% of students in Year 5 being at orabove state benchmarks in reading.

Quality Teaching, SuccessfulStudents (QTSS)

$124 519 Funding was used for an Assistant Principalto drive the Bump It Up program initiatives.Also for executive teachers to work with staffon the development and review of theirProfessional Development Plans. Teamteaching and lesson observations wereintegral to the QTTS program.

Socio–economic background $23 751 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 provided asrequired. This has enabled all students tobetter participate at school.

Targeted students participated in the MiniLitprogram which focuses on Year 1 studentsusing explicit strategies to increase sight wordvocabulary, phonemic awareness, reading,comprehension and fluency. Targeted Stage1 students showed on average, an increaseof 5 to 8 Benchmark levels. Through theMultiLit program for students in Years 3–6there was growth in word attack, sight wordvocabulary and reading fluency.

Support for beginning teachers $21 912 Beginning teachers at Quakers Hill EastPublic School have been supported in thefollowing ways; provision of a mentor;timetabled additional beginning teacherrelease 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 2015 2016 2017 2018

Boys 357 370 383 375

Girls 316 311 320 330

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.4 93.6 95 95.8

1 94.8 94.6 94.3 94.8

2 95.1 96 95.3 93.1

3 93.7 94.9 94.7 95.1

4 95.1 94 94.8 94.8

5 94.3 94.7 95.1 93.5

6 94.1 94.8 92.7 94.1

All Years 94.7 94.7 94.6 94.4

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

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, information in the school newsletter aboutcorrect procedures around non–attendance, contactbetween families and teachers for unexplainedabsences and referral to regional support personnelwhen necessary.

Class sizes

Class Total

KT 20

KG 20

KD 20

KB 21

KAR 21

1/2C 24

1R 23

1P 23

1J 23

1D 22

2W 24

2R 24

2P 24

2G 23

3B 26

3K 29

3G 27

3C 26

4H 30

4S 32

4N 31

5JT 28

5C 27

5B 27

5Q 27

6W 30

6T 30

6B 29


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 26.66

Teacher of Reading Recovery 0.84

Learning and Support Teacher(s) 0.9

Teacher Librarian 1.2

Teacher ESL 1.8

School Counsellor 1

School Administration and SupportStaff

4.47

*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 45

Professional learning and teacher accreditation

All teachers are expected to document a professionallearning plan for themselves, as part of the TeacherPerformance and Development process. Staff attendedweekly 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 2018 was $34 881.

At QHEPS, we have a combination of both permanentand temporary early career teachers and experiencedstaff. In 2018 we had eight new scheme teachersworking towards the NSW Education StandardsAuthority (NESA) accreditation. We also have thirty sixstaff who are maintaining accreditation.

All teachers undertook extensive training in VisibleLearning and Growth Mindset, along with continuedlearning in the teaching of a range of comprehensionand mathematical problem solving skills to help achieveBump It Up goals. Targeted staff participated in thelearning of MiniLit and the Seven Steps to Writing.Further Professional learning was delivered on theteaching of technology skills including robotics. Allmandatory training was completed as per theDepartment of Education schedule.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 392,532

Revenue 5,959,372

Appropriation 5,628,106

Sale of Goods and Services 41,112

Grants and Contributions 282,703

Gain and Loss 0

Other Revenue 0

Investment Income 7,451

Expenses -5,658,968

Recurrent Expenses -5,658,968

Employee Related -5,156,698

Operating Expenses -502,271

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

300,404

Balance Carried Forward 692,935

At Quakers Hill East Public School our financialmanagement processes include:

A finance committee which includes the schoolPrincipal, the School Administration Manager andDeputy Principals. The committee develops budgets


and meets 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 2018, the school expended these funds, toupgrade the wireless network and the data projectors,the purchase of iPads and Laptop computers. We alsopurchased reading and maths resources.

Financial summary equity funding

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

2018 Actual ($)

Base Total 4,677,009

Base Per Capita 135,939

Base Location 0

Other Base 4,541,071

Equity Total 397,187

Equity Aboriginal 6,123

Equity Socio economic 23,751

Equity Language 218,428

Equity Disability 148,886

Targeted Total 89,567

Other Total 319,643

Grand Total 5,483,407

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating to

the online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Literacy – NAPLAN Year 3

In 2018, 92% of Year 3 students were placed in Bands3, 4, 5 and 6 for reading and 94% for grammar andpunctuation.

Literacy– NAPLAN Year 5

In 2018, 86% of Year 5 students were placed in Bands5 and above for reading and 85% for grammar andpunctuation. Students scored equivalent to state foraverage scaled score growth for reading.


Numeracy– NAPLAN Year 3

In 2018, 94% of Year 3 students were placed in Bands3, 4, 5 and 6 for numeracy.

Numeracy– NAPLAN Year 5

In 2018, 87% of Year 5 students were placed in Bands5, 6, 7 and 8 for numeracy. Students scored equivalentto state for average scaled score growth in numeracy.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In 2018, 53% of Year 3 students and 38% of Year 5students achieved in the proficiency bands for Reading.

In 2018, 37% of Year 3 students and 34% 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 2018, Quakers Hill East PS participated in the TellThem From Me surveys.

A sample of the responses are presented below: • 92% of students feel that schooling is useful in

their everyday life and will have a strong bearingon their future.

• 86% of students stated that they do not get introuble at school for disruptive or inappropriatebehaviour. The NSW government norm is 83%

• 85% of students have friends at school they cantrust and who encourage them to make positivechoices.

• The partners in learning survey showed theparent mean score for 'Parents support learningat home' is above NSW Government norms,especially in the area of encouraging theirchildren to do well.

• Parents stated that their child feels safe going toand from school.

• The school staff mean score for 'Collaboration' inschool is above NSW Government norms,especially in the area of discussion aboutstrategies to increase student engagement.

• The school staff mean score for 'Leadership' inschools is above NSW Government norms,especially in the area of creating a safe andorderly school environment.

• Staff state that they set high expectations forstudent learning and they monitor the progress ofindividual students regularly.

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 2018: • 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 the


land, are acknowledged at all functions andassemblies.

• NAIDOC week was celebrated through anAboriginal cultural presentation and performance.During NAIDOC week teachers focus on furtherdeveloping the knowledge and understanding ofAboriginal culture through history, geography, 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. 63% of studentsare from a language background other than English,representing 47 different languages. In 2018: • 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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2018 Quakers Hill East Public School Annual Report · Introduction The Annual Report for 2018 is...

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