2019 Annangrove Public School Annual Report · Message from the principal 2019 has been a fabulous...

Annangrove Public School2019 Annual Report

3719

Printed on: 21 May, 2020Page 1 of 23 Annangrove Public School 3719 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Annangrove 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.

School contact details

Annangrove Public SchoolAnnangrove RdAnnangrove, 2156www.annangrove-p.schools.nsw.edu.auannangrove-p.school@det.nsw.edu.au9679 1303

Message from the principal

2019 has been a fabulous year for learning and developing social skills. Students have participated in many and variedactivities this year. This 2019 Annual School Report is a true reflection of our student achievements and successes.Community events such as Harmony Day, Easter Hat and Book Week Parade, Education Week Celebrations etc, havehighlighted what a wonderful community we are a part of, and continues to show us that when we work together as ateam, we achieve great things.

Our extra–curricula activities and the achievements of our students in these pursuits. We have had students represent atdistrict and regional level in a variety of sports. All of these programs run alongside learning that takes place at school.

Education at our School focuses on student engagement, acceptance and inclusion. Our school's success isunderpinned by our three key expectations of: Respect, Responsibility and Effort. These expectations are a major part ofour Welfare and Discipline policy and are incorporated in our Wellbeing policy. Students, staff, parents and communitymembers all use a common language which gives everyone a consistent message across our school.

Our academic results and NAPLAN results continue to outperform like schools and our results in external competitionshave been outstanding. Students continue to be successful in gaining entry into Selective High Schools as well asachieving scholarships to private and independent schools..

Throughout 2019 we had a record number of students enter the University of NSW external competitions withoutstanding results. We had students achieve High Distinctions in Digital Technologies, Spelling, Science and Maths,with many other students achieving Distinctions and Credits.

Our student numbers have continued to slowly increase and we were able to maintain our fifth class. We had two newpermanent staff members who bring a wide range of skills and talents to our school.

Our staff are experienced and highly dedicated who work collaboratively to provide an inclusive environment where allstudents feel valued and nurtured to achieve their personal best. Our teachers run many extra curricula activities for thestudents in our school.

I am very proud to say that our teachers value difference in students and applaud each individual child's efforts. Everyclassroom has a skilled and dedicated teacher standing in front of their class.

Every day I see student engagement first hand. We have an outstanding school because of the work they do everyday.Teaching is the most rewarding job, and to do our craft well, it takes time, commitment and dedication.

Our School Administration and support staff have been invaluable this year (and every year) ensuring that the home andschool partnership is a positive one. I would also like to thank our dedicated P&C and band of volunteers who have alsosupported numerous programs throughout the school year.

Our school continues to enjoy a close relationship with our Small School's Learning Alliance (SSLA– Arcadia PS /


Hillside PS and Middle Dural PS) schools, students, staff and parents. We ran a variety of combined events to allowmore competition for our students, increase professional learning for our staff and more social interaction for everyone.

These events included our Writer's Festival, joint fundraiser and sporting activities. Through these activities students andfamilies have made lasting friendships and bonds which have been invaluable as students transition into High School.

Paddy Rich Principal

Message from the school community

The aim of our school P&C throughout 2019 was to continue to build on friendships at Annangrove. We wanted tocontinue to build both with friendships and bonds with students and parents to ensure everyone felt a sense of belongingat our school.

We surveyed our school families to see what they would like to happen in our school and how we could help make thesechanges real. We had an overwhelming response and will use this information to plan activities and events for 2020.

We had a team of wonderful volunteers who worked tirelessly throughout the year to make our school such an invitingand warm environment. These volunteers assisted us with our fundraising, open days, school tours, classroom helping,canteen, uniform shop and many other facets of day to day school operations.

Thanks so much to our volunteers. We couldn't have done it without you all.

When we fundraise, it is more than just providing resources to our school. It is also about developing a sense ofbelonging and working together for a common goal.

We developed relationships with our local businesses and community members to increase our portfolio within thecommunity. We will continue to work with these businesses and local companies to support our small school, andachieve amazing results together.

The most significant event for the P&C throughout 2019 was the installation of our new 'Nature Playground'.

This project was developed by Mrs Annette Lewis who wrote an extensive grant application as part of the 'Localgovernment– Community Building Partnerships' initiative.

We welcomed Mr Ray Williams, Member for Castle Hill and Parliamentary Secretary to the Premier and WesternSydney, to the school in October 2019 to officially open the playground for students.

Throughout 2019 our fundraising team have managed to raise an outstanding amount.

For the first time ever our school hosted an 'Outdoor Movie Night' for the entire community. We raised over $5723 plus adonation from Bendigo Bank of $7000 bringing our grand total to over $12,000. This combined with small fundraisersincluding a Father's and Mother's Day Stall, Bunning's BBQ, cake stalls and raffles at both Easter and Christmas, hasmeant Annangrove has raised over $18,000 for the year.

We purchased new laptops for senior classes, paid student insurances, and planned to replace the shade sails over ourplay equipment.

Our teachers at Annangrove are beyond amazing. They have a wealth of knowledge, care and compassion towards all ofthe students and all go above and beyond to assist anyone who needs it. Thank you to Mr Rich, our school Principal whocontinues to work collaboratively with the P&C and support our projects.

Our school Administrative and support staff are the backbone for our school. They are the wheels that keep us movingforward. Thank you to these amazing people.

Sara Russell P&C President

Message from the students

Hello, our names are Mia Seward and Andra Vintila and we were the Annangrove Public School captains during 2019.

In that time, we shared many duties. Over the year we both spoke at the Morning Assembly, Easter Hat Parade, AnzacDay Commemorations at Annangrove Park, Book week, Christmas Carols and End of Year Presentation day.


We went to leadership camp at the beginning of the year with other Captains and Prefects from our local schools. Wewere there for 3 days. During this time they gave us some great ideas for organising fundraisers and how to be a goodleader. We also completed lots of outdoor activities. Some of the fundraisers that we organised over the year were

• Harmony day – wear brightly coloured clothes to school and do activities • Crazy hair day – do your hair in crazy style • Halloween party – come to school in a costume • Annangrove's Got Talent – performance for the whole school • Pyjama day – come to school in your pyjamas.

We raised money to purchase a new portable sound system for the school as well as supporting a range of charitiesnominated by the students, such as: 'Children's Hospital, Movember, Stewart House.

While we were school captains we really enjoyed fundraising and we loved our last year at primary school.

Mia Seward & Andra Vintila School Captains 2019


School background

School vision statement

Annangrove Public School provides quality education that engages, motivates and supports all students, to reach theirfull potential as successful learners.

At Annangrove we are dedicated to creating a dynamic and engaging community through collaborative planning, forstudents to be respectful and responsible global citizens for the future.

School context

Annangrove Public School is a semi–rural school located in the Hills Shire. Our school has been delivering qualityeducation for more than 120 years in a unique bush setting.

The school provides an extensive, well–balanced curriculum. There is a high level of expertise amongst educators atAnnangrove Public School and a strong focus on all Key Learning Areas.

Students develop the general capabilities, vital for their participation as future learners, which include critical and creativethinking and working collaboratively to problem solve.

The students have access to extra–curricular activities, both in and out of school hours. We celebrate studentachievements through a broad range of school and community events and performances.

The school is well equipped, with the latest technology, that allows teachers and students to access information andmanipulate computer programs that enhance teaching and learning.

Students have the opportunity to enjoy flexible learning spaces within classrooms that allow them options for maximisingtheir engagement with each other and the curriculum.

Annangrove is a proud member of the Small Schools' Learning Alliance (SSLA) with Arcadia Public School, HillsidePublic School and Middle Dural Public School. This enables staff to share expertise and resources across schools withsimilar educational contexts.

Students enjoy social, sporting and academic events which lead to lasting friendships and strong bonds, as our studentsmove into High School.

Our parents and community members are also part of this Alliance, combining with other P&C's to organise jointfundraisers and social events.

The parents and carers of Annangrove Public School unite with staff in positive partnerships to improve the learningexperiences for their children.

An active P&C body exists. Members from all facets of our school community are involved in key decision making, asvaluable contributors in our consultative processes.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Successful learning for all.

Purpose

To ensure all students are motivated to learn, experience success and make progress through learning, that ischallenging and targeted to individual need, and which is situated in authentic and meaningful contexts.

To participate in high quality professional learning, that engages staff in developing evidence based teaching practices,promotes quality teaching and learning programs delivered at a consistently high standard, and develop a collegialculture.

Parents become aware of teaching and learning styles and work collaboratively as partners in their child’s education.

Improvement Measures

• Increased percentage of students performing in the top 2 bands of NAPLAN assessments. • Increased percentage of students achieving at or above expected cluster levels on the Literacy /Numeracy LearningProgressions. • Classroom programs and practices indicate evidence of differentiation and integration across the curriculum.

Overall summary of progress

Our NAPLAN results continued a strong trend of improvement in all areas and achieved solid results towards thePremier's targets.

Year 3 Our school had 100 percent of Year 3 students achieving in the top two bands in Numeracy, Spelling, andReading. In Writing we had 90 percent of students and in Grammar we had 70 per cent of students in the top two bands.

Year 5 Our school had 82 percent of students achieving in the top two bands for Spelling, 63 percent for Grammar, 54percent for Reading, 45 percent for writing and 38 percent for Numeracy.

Progress towards achieving improvement measures

Process 1: Sustaining, growing and embedding differentiated practices to enhance formative assessment andexplicit feedback with targeted Literacy projects.

Evaluation Funds Expended(Resources)

Most students are beginning to set learning intentions and success criteriain specific elements of reading and writing. Further work in 2020 is neededfor both students and teachers to fully embed this program across the school. • Specific Teacher professional Learning will be needed to enhanceformative assessment and explicit feedback with targeted Literacy programsin 2020

$1000

Next Steps

During 2019 we began to introduce 'Learning Intentions' and 'Success Criteria' into classrooms. Students in mostclassrooms were introduced to these new concepts as an aspect of our Visible Learning and began to trial them througha range of writing lessons. Teachers reported a high success rate and mentioned how productive and engaging theselessons were to the students. Staff engaged in professional learning in this area of Visible Learning which added to afurther increase in participation and student involvement in classrooms. Staff will continue Professional Training on theimplementation of these processes in 2020, as well as learning to give detailed student and teacher feedback.

The Principal continues to do regular classroom visits and observations, so in 2020 staff will begin 'Peer Observations'and further Professional Learning around 'Learning Intentions', 'Success Criteria' and 'Feedback'.


Strategic Direction 2

Build collaborative partnerships with all sections of the school community.

Purpose

To foster active and strategic collaborations with the school’s broader community and to share educational expertise andinnovation, to enrich the learning of staff and students.

To maximise student learning success and wellbeing by working in partnership with parents, carers and the Annangrovecommunity.

To continue to develop and strengthen positive relationships through our involvement in the Small School’s LearningAlliance.

Improvement Measures

• Survey data indicate that parents affirm the school’s strategic directions and processes of consultation andcollaboration in relation to planning. • Survey data indicates staff, parents and students value the connection between the SSLA and Gcos. • Survey data indicates that parents affirm the school's strategic directions and processes of consultation andcollaboration in relation to planning. • Well attended parent information sessions and community forums that inform parents regarding trends in educationand how to actively support student achievement.

Progress towards achieving improvement measures

Process 1: • Actively build community of Schools partnerships –Small School's Learning Alliance and GalstonCommunity of Schools (Gcos), through similar target areas to engage all staff in a strong professionallearning community, developing opportunities for collaboration and sharing to enhance teacher andstudent learning. •


Our school actively participated and lead the Small School's LearningAlliance (SSLA) combined activities for (Annangrove PS/ Arcadia PS/ MiddleDural PS/ Hillside PS.

These activities continue to have a very positive effect on our students, staffand community. Principals from all schools have noticed an increase instudent confidence and participation in Transition to High School activities asour students are comfortable to have friends from other schools with them.

Our staff continue to share resources and expertise across the four schools,as a result of our participation in the Small School's Learning Alliance.

Process 2: • Building partnerships and bonds with parents and community members to develop a shared vision forour school and share their knowledge and expertise with students.


Our data from P&C attendance has shown a significant increase in parentsattending meetings. Parents are becoming more willing to participate and joinin activities throughout the year.

The P&C have successfully trialled new and different methods of attractingmore helpers. They have used House Points for students, vouchers,competitions and a new App.

Next Steps


Annangrove Public School took a leadership role in our Small School's Learning Alliance (SSLA) in 2019.

We initiated, planned, led and hosted the 'Small School's Writer's Festival' at our school. This involved over 200 studentsand 30 staff members. We had three visiting authors who ran a wide range of student workshops for our studentsthroughout the day.

All students were actively engaged in learning how to illustrate their work. Write a short story from a single concept, andthe importance of capturing the readers attention at the start of the story.

This major event had a significant effect on our students and staff. Our students were highly motivated to write storiesand illustrate them. All staff from the four schools learnt new and different strategies for teaching writing in theirclassrooms.

The students and staff from the four SSLA schools continued to develop and strengthen their bonds and friendshipsthrough our combined Writer's Festival. This was evident seeing our students freely combined in class activities as wellin the playground.

Throughout 2019 our school actively participated in the SSLA combined sports carnivals for Cross Country, Swimmingand Athletics. Again, our students were able to compete against a wider group of students and continued to buildfriendships and bonds with their peers from our neighbouring schools.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Joining all our EquityLoading funding together,Aboriginal Backgroundfunding – $694– EnglishLanguage Proficiencyfunding ( $3364) –Socio–economicBackground funding($5825) and Low LevelAdjustment for Disabilityfunding ($16452) allowedthe school to purchasemore Learning and Supporttime. We employed anextra teacher for an extraone day per week. We werealso able to employ anextra SLSO to help deliverour MultiLit program.

We provided extra Learning and Support foridentified students in Literacy and Numeracy.This allocation of funding model was highlysuccessful with most students showingsignificant growth. All Aboriginal studentshave an Individual learning Plan where theywork towards specific goals with the help ofthe SLSO.

English language proficiency Joining all our EquityLoading funding together,Aboriginal Backgroundfunding – $694– EnglishLanguage Proficiencyfunding ( $3364) –Socio–economicBackground funding($5825) and Low LevelAdjustment for Disabilityfunding ($16452) allowedthe school to purchasemore Learning and Supporttime. We employed anextra teacher for an extraone day per week. We werealso able to employ anextra SLSO to help deliverour MultiLit program.

We provided extra Learning and Support foridentified students in Literacy and Numeracy.This allocation of funding model was highlysuccessful with most students showingsignificant growth. All students eligible toreceive EAL/D support were part of ourtargeted group.

Low level adjustment for disability Joining all our EquityLoading funding together,Aboriginal Backgroundfunding – $694– EnglishLanguage Proficiencyfunding ( $3364) –Socio–economicBackground funding($5825) and Low LevelAdjustment for Disabilityfunding ($16452) allowedthe school to purchasemore Learning and Supporttime. We employed anextra teacher for an extraone day per week. We werealso able to employ anextra SLSO to help deliverour MultiLit program.

We provided extra Learning and Support foridentified students in Literacy and Numeracy.This allocation of funding model was highlysuccessful with most students showingsignificant growth.

Quality Teaching, SuccessfulStudents (QTSS)

Joining all our EquityLoading funding together,Aboriginal Backgroundfunding – $694– EnglishLanguage Proficiency



Quality Teaching, SuccessfulStudents (QTSS)

funding ( $3364) –Socio–economicBackground funding($5825) and Low LevelAdjustment for Disabilityfunding ($16452) allowedthe school to purchasemore Learning and Supporttime. We employed anextra teacher for an extraone day per week. We werealso able to employ anextra SLSO to help deliverour MultiLit program.


Socio–economic background Joining all our EquityLoading funding together,Aboriginal Backgroundfunding – $694– EnglishLanguage Proficiencyfunding ( $3364) –Socio–economicBackground funding($5825) and Low LevelAdjustment for Disabilityfunding ($16452) allowedthe school to purchasemore Learning and Supporttime. We employed anextra teacher for an extraone day per week. We werealso able to employ anextra SLSO to help deliverour MultiLit program.

We provided extra Learning and Support foridentified students in Literacy and Numeracy.This allocation of funding model was highlysuccessful with most students showingsignificant growth. Funds were allocated toteachers to receive professional learning inLiteracy and Numeracy to support studentoutcomes.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 41 41 43 62

Girls 32 31 41 46

Student attendance profile

School

Year 2016 2017 2018 2019

K 95.5 95.6 94.2 93

1 95.7 94.8 92.9 93

2 96 95.2 94.2 92.1

3 93.3 89.3 94.9 95.5

4 90.9 85.6 94.6 94.5

5 94.2 92.1 91.8 96.4

6 89.8 87.2 89.4 90.7

All Years 93.9 92.2 93.1 93.5

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 4.55

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.2

School Administration and Support Staff 1.81

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 153,176

Revenue 1,152,508

Appropriation 1,043,337

Grants and contributions 108,007

Investment income 1,163

Expenses -1,071,221

Employee related -914,977

Operating expenses -156,244

Surplus / deficit for the year 81,287

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 0

Equity Total 26,335

Equity - Aboriginal 694

Equity - Socio-economic 5,825

Equity - Language 3,364

Equity - Disability 16,452

Base Total 931,554

Base - Per Capita 19,710

Base - Location 0

Base - Other 911,844

Other Total 73,017

Grand Total 1,030,907

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

Literacy and Numeracy Graphs

Band 1 2 3 4 5 6

Percentage of students 0.0 0.0 0.0 0.0 20.0 80.0

School avg 2017-2019 0 0 0 10.7 14.3 75


Band 1 2 3 4 5 6


School avg 2017-2019 0 0 0 0 25.9 74.1

Band 1 2 3 4 5 6


School avg 2017-2019 0 0 0 3.6 14.3 82.1


Band 1 2 3 4 5 6


School avg 2017-2019 0 0 10.7 17.9 57.1 14.3

Band 3 4 5 6 7 8


School avg 2017-2019 2.9 0 5.7 17.1 37.1 37.1


Band 3 4 5 6 7 8


School avg 2017-2019 0 2.9 11.8 23.5 35.3 26.5

Band 3 4 5 6 7 8


School avg 2017-2019 0 2.9 2.9 11.4 34.3 48.6


Band 3 4 5 6 7 8


School avg 2017-2019 5.7 5.7 48.6 31.4 5.7 2.9

Band 1 2 3 4 5 6


School avg 2017-2019 0 0 0 18.5 22.2 59.3


Band 3 4 5 6 7 8


School avg 2017-2019 3.1 0 12.5 46.9 25 12.5


Parent/caregiver, student, teacher satisfaction

Connecting families and community to the educational decision making of the school has had a profound impact onparent satisfaction, community partnerships and the pedagogical understanding of parents in how our school isresourced.

In 2019, our school's Parent Satisfaction Survey had a return rate of 78%. These responses showed an overwhelminglystrong agreeance in the positive direction of student learning and wellbeing, and the school's dedication to high qualityservice delivery.

To provide a small snapshot of this survey showed: • 90% of parents agree, or strongly agree, that the school is delivering high quality education for all students. • 100% of parents agree, or strongly agree, that the school provides authentic learning experiences. • 90% of parents strongly agree that the teachers and Principal are highly approachable. • Areas of improvement from the survey related to the improvement of timely dissemination of information for

upcoming events and fundraiser. To address these issues, we have updated our newsletterand the inclusion of a term planner that is updated regularly, as well as on the parents Facebook page.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


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2019 Annangrove Public School Annual Report · Message from the principal 2019 has been a fabulous...

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