2019 Kahibah Public School Annual Report · The school is a part of the Whitebridge Community of...

Kahibah Public School2019 Annual Report

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Printed on: 14 March, 2020Page 1 of 28 Kahibah Public School 3874 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Kahibah 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

Kahibah Public SchoolFrith StKahibah, 2290www.kahibah-p.schools.nsw.edu.aukahibah-p.school@det.nsw.edu.au4943 4501

Message from the principal

Much has been accomplished at Kahibah Public School throughout 2019 and this Annual Report provides a summarythat allows us to look at the accumulated sum of student achievement, effort and the contributions that staff, students,parents, carers and community members have made to school life in 2019.

Teachers at Kahibah Public School have, as their central concern, the learning and wellbeing of the students. As I movearound classrooms I am always impressed by the quality of teaching that the staff display and by the level ofengagement and enthusiasm of the students as they participate in learning activities. I know that our teachers work veryhard to engage students in their learning and to build the foundations for lifelong learning and positive relationships. Ourteachers are ably supported by the school administrative staff and learning support officers, working together to ensureefficiency and success.

This year, Kahibah Public School experienced a couple of changes in staffing and will see further changes into the newyear. We welcomed Mrs Laura Lumby on Stage 2; and Miss Carly Kinloch who taught 4/5K. The following teachers havebeen working in various roles across the school and will not be teaching in the same capacity in 2020; Mrs Josie Quinnwho has been teaching Stage 2; and Miss Laura Piggott who has been relieving as the teacher librarian. We thank bothof them for their valuable contributions, and hope that we can still employ them in some capacity as work opportunitiesbecome available. We also look to welcoming back Mrs Liz McLoughlin who will be returning part–time, from maternityleave and we welcome Miss Alison Bull as the new teacher librarian who will fill the vacancy in a permanent capacity dueto Mrs Ruth Higginbottom's retirement.

We have also welcomed new members of staff to our SASS team; while our trusty and reliable team of School Learning& Support Officers and School Chaplain has remained stable; Mr Hugh McCormack joined Mr Peter Boyle as a GeneralAssistant; each enriching our school community with their contributions.

Opportunities for our students to participate in extra curricula activities have continued in 2019. Extra curricula activitiesadd a richness and a relevance to the work that students do at school. In almost every extra curricula activity for ourstudents, communication, critical thinking, creativity and collaboration are key components to the success of theprogram. These are known as the 4 C's of Education and are becoming ever more important skills for our students as wesupport them in striving for excellence.

After many years in the making, the relocation of the staff car park became a reality, which has resulted in increasedplayground space for the students and a safer school where vehicles and pedestrians do not have to meet. A flow onaffect meant that the school evaluated the functional playground space for the students and as a result introduced thenature play area on the lower level behind the oval, which has been an effective space for students to play, build, createand re–connect with nature.

Earlier this year an Outdoor Learning Committee of interested staff, parents and community members was formed to lookat plans to improve the usability of the space behind the Kindergarten classrooms. The older outdoor classroom wasrenovated and converted into an Aboriginal Yarning Circle and students and volunteers assisted in the planting of 200small plants. Plans are underway for the next phase of that project with the planned construction of an amphitheater due


to the success of securing funds through the My Community Project grant. Plans are also in place for the demountablefront office building to be replaced with a permanent modular admin building. While this project is still in the design phaseit is anticipated that the new building will be completed by mid–way through 2020.

An ongoing mark of our school is the involvement and support of parents, carers and community members. A largenumber of volunteers work regularly in classrooms, assist at fundraising events, work in the uniform shop & canteen,assisting parents during kindergarten transition and contribute to the maintenance of our gardens; these are things thatwe cannot do without the assistance of our community. Many others contribute through the P&C; often where the work ofour volunteers is behind the scenes and for the benefit of all.

The P&C have supported both educational programs and key school initiatives through multiple fundraising eventsthroughout the year. They have made significant contributions this year; including financial contributions of; more than$15,600 to cover the cost of the sandpit renovation (with dads volunteering their time and labour after hours and onweekends); more than $4,100 towards the annual Mathletics and Reading Eggs subscriptions; $1,099 for the purchaseof a cooling solution for the 3/4L classroom; $232 for the purchase of screening plants for the oval (again volunteersdigging and planting on weekends); $75 for the purchase of an ANZAC wreath; $425 in support of students whorepresented at State & National Sport Carnivals; almost $600 for the Mother's Day breakfast; more than $460 in supportof the Father's Day Breakfast; and I'm happy to report the recent Colour Run raised $7,836 through P&C fundraisingefforts; all the while, keeping the wider school community updated with the circulation of the P&C Post. The P&C havealso assisted in feeding and clothing the students at Kahibah Public School through employing a canteen supervisor andproviding volunteers to work in the canteen and in the uniform shop.

I would also like to acknowledge the Student Leadership team supported by the Student Council who have organisednumerous fundraising events throughout the year for charitable organisations, including the Redhead Surf LifesavingClub; Make a Wish Foundation; and Cystic Fibrosis NSW. The Student Leadership team has fulfilled their responsibilitiesadmirably and I hope that they will continue to pursue opportunities to serve others, because to lead is to serve.

Thank you for making this year at Kahibah Public School a successful one and congratulations to the whole schoolcommunity on an outstanding year.

I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced andgenuine account of the school's achievements and areas for development.

Honi Faasisila

Principal


School background

School vision statement

At Kahibah Public School, our vision is for a school community which nurtures respectful relationships and cultivatesconfident, creative and adaptable lifelong learners.

School context

Kahibah Public School has a current enrolment of 352 students with 14 classes. Kahibah Public School services avariety of students and community members from a mixed socio–economic background with a Family Occupation andEducation Index (FOEI) of 61. 4.3% of students identify as Aboriginal and 7.2% of students have English as anadditional language or dialect.

A number of programs and strategies have been implemented to target specific outcomes such as Bounce Back, Zonesof Regulation, and Language, Literacy & Learning (L3). The teaching staff participate in explicit professional learning inthe implementation of a range of literacy and numeracy programs and teaching strategies.

The school is a part of the Whitebridge Community of Schools with cohesive links in partnership across the six primaryschools and high school. These links also connect to Minimbah, our local Aboriginal Educational Consultative Group(AECG).

The school works in close partnership with the Whitebridge Community of Schools and the Kahibah Public School P&Cto deliver;

* Quality literacy and numeracy programs;

* Innovative technologies to meet the needs of future focused learners;

* Differentiated learning to cater for student's individual needs;

* Explicit teaching and modelling of the school's core values and the principles of Choice Theory and RestorativePractices; and

* Inspired programs that embed responsible attitudes and develop active and informed citizens.


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 Excelling

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 Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Excelling

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Excelling

Time was dedicated at our school to thoroughly examine the school plan and identify the elements of the SchoolExcellence Framework (SEF), which the plan most strongly addressed. Staff reflected on the progress being madeacross the school as a whole, based on the expectations identified in the SEF. This provides an important overview toensure our improvement efforts align with these high expectation levels.

In the domain of Learning, our efforts have primarily focused on wellbeing; curriculum; and assessment. A plannedprofessional approach to wellbeing and mental health has continued through increased physical activity and mindfulness.K–6 students participated in the Head and Heart Mindfulness program. Many families were connected with communitysupport agencies to support student learning and wellbeing. Teachers attended professional learning on the new PDHPEsyllabus with a focus on developing scope and sequences and using the programming framework to apply each keyfeature. Teacher's also deepened their knowledge and understanding of the Seven Steps to Writing Success, using theWriting Analysis Overlay (WAO) and developed strategies for providing students with effective feedback on writing. Theywere then able to map students on the National Literacy Learning Progression in the sub–element 'creating texts' and setexplicit individual goals for writing. Kahibah Public School's scope and sequences for English, HISIE and Science wererevised and shared with teachers. Whitebridge Community of Schools (WCoS) provided transition to high school for Year6 students and shared learning experiences were offered to Year 4 and Year 5 students. K–2 and 3–6 fortnightlyassemblies were held with a whole school assembly being held each term. Core Value awards were handed out foreither; respect, responsibility or excellence at the fortnightly assemblies. Core Value signage based on respect,


responsibility and excellence were put on display around the school. Individual learning needs have been met throughdifferentiation, Personalised Learning Pathways (PLPs), Individual Education Plans (IEPs) and improving the process tosupport the identification of high potential and gifted students. The three–tiered intervention approach was refined foreach stage to ensure it flowed from K–6. Literacy, Language and Learning (L3) continued to be embedded by EarlyStage 1 and Stage 1 teachers. A Stage 1 teacher was mentored on the L3 strategies and how to plan and recordlearning. Stage 2 and 3 embedded Fountas and Pinnell reading resources into instructional guided reading and trackedstudents reading levels. K–6 reading levels were collected regularly and analysed to inform teaching practice. Theimplementation of BYOD continued for Year 3–6 and students are using their own device to support their learning.Assessment data, including Markbook and PLAN2 was used to assist teachers in assessing, grouping students anddirecting future learning. This supported the grading of students for semester one and two reports.

Our major focus in the domain of Teaching has been effective classroom practice; professional standards; and learningand development. Teachers participated in professional learning sessions on Visible Learning and they embeddedteaching strategies into their learning programs. They included; learning intentions, success criteria and feedback.Teachers focused on collaboration across stage teams to share knowledge, data and information about studentsprogress. Stage teams also had a planning day each term to support collaborative teaching practice. A focus on the whatworks best; evidence–based practices were embedded within daily teaching practices. Electronic means was used forcommunity engagement in student learning through feedback. Staff were encouraged to self–enrol in school basedteacher professional learning sessions and record Teacher Identified Professional Development on eTAMS. Staffincluding School Administrative and Support Staff (SASS) developed an individual Performance and Development Plan(PDP) aligned to the Australian Teaching Standards, school strategic directions and personal and professional goals.Teachers reviewed the number of registered and non–registered hours of professional hours recorded with the NSWEducation Standards Authority (NESA) and will continue to monitor their hours during maintenance phase at proficientlevel. Through professional learning, teachers have furthered their knowledge and understanding of the PDHPE K–10Syllabus, Learning Sprints, Seven Steps to Writing Success framework, Flexible Learning by Design, Berry Street –Trauma Informed Practice, SMARTboard technology, Design Thinking and Digital Technologies, National LiteracyLearning Progression, PLAN 2 software and mapping students, navigating MyPL and eTAMS, updated KPS EnglishScope and Sequences, Curriculum Planning and Programming, Assessing and Reporting to Parents, Nature Play,Feedback, Primary Curriculum Update for Teachers and NAPLAN analysis. Teachers collaborated with staff in otherschools at the Whitebridge Community of Schools (WCoS) combined professional learning sessions to share expertiseand teaching practice.

In the domain of Leading, our priorities have been to progress in the areas of; educational leadership; school resources;and management practices and processes. Quality Teaching Rounds (QTRs) continued with three professional learningcommunities being established. The executive monitored their stage team to ensure evidence–based teaching wasevident in the classroom and in teaching programs. Core Value signage is now displayed around the school, bothindoors and outside. The signs display the core values of respect, responsibility and excellence with accompanyingexamples in child friendly language. ICT specialist teacher was employed for half a day per week to mentor and supportstaff. Flexible learning furniture pieces were purchased for each classroom across the school. Survey data was collectedfrom parents and caregivers to identify areas of need for parent workshops. Parent workshops were offered in K–2Literacy and Numeracy and Head and Heart Mindfulness. The electronic Visitor Register continued to be maintained andused by site visitors to sign in and out. A staff member continued to be employed an additional 3 hours per week tomaintain and update the school website. The eFPT budgeting tool was being used effectively and accurately for bothHuman Resources and financial planning. Fountas and Pinnell benchmarking kit was used to assess all students inYears 3–6 and Fountas and Pinnell readers were used to teach instructional guided reading. New K–2 guidedinstructional readers from Levels 1–30 were purchased and used for guided reading. Technology was an area that hadquite a few projects achieved. Three IWB panels were purchased and installed. Upgrades to network cabling wereinstalled in areas across the school. Five 3D printers were purchased for the science lab, PC's in the classrooms wereupdated and thirty new Chromebooks were purchased. A system is still being investigated to record student interventionssuch as SLSO support, LaST assessments and support and support from the School Counsellor.

The achievements and identification of the next steps are outlined in the following pages of this report.

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


Strategic Direction 1

Quality Learning – every student, every day

Purpose

Students at Kahibah Public School are engaged in rich learning experiences, developing the vital skills for flourishing –now, to be a successful learner, and in future years to make informed contributions as citizens and leaders.

Improvement Measures

K–6 attendance data remains above the State DoE mean and reflects a 1.5% increase in school based attendance.

K–6, 2015–2017 school mean baseline data is 95.5%, (State DoE mean = 94%); target = 97%.

Tell Them From Me student survey data indicates the school mean for engagement is at or above the NSW norm in 6of the 9 social/emotional outcomes.

2015–2017 mean baseline data for at or above the NSW norm was 4 out of 9 social/emotional outcomes.

Sentral Wellbeing data reflects a 6% decrease in the occurrence of negative incidents and a 6% increase in thereporting of positive incidents.

Sentral Wellbeing negative incident 2015–2017 mean baseline data is 69.5%; target = 63.5%.

Sentral Wellbeing positive incident 2017 baseline data is 30.5%; target = 36.5%.

School based data reflects a 6% increase in parent / carer attendance at 3 Way Interviews.

2015–2017 baseline data is 85%; target = 91%.

29% increase in K–2 teachers trained in L3 pedagogy.

2015–2017 baseline data is 71%; target = 100%.

A mean of at least 95% of K–2 students achieving at or above age appropriate reading level(K=6, Yr 1=16, Yr 2=24).

K, 2015–2017 mean baseline data is 93%.

Yr 1, 2015–2017 mean baseline data is 86%.

Yr 2, 2015–2017 mean baseline data is 87%.

K–2, 2015–2017 mean baseline mean = 89%.

Increase the proportion of Yr 3 & Yr 5 students in the top two NAPLAN bands for Reading and Numeracy by 8%.

Yr 3 2015–2017 mean baseline data for Reading is 60%; target = 68%.

Yr 3 2015–2017 mean baseline data for Numeracy is 48.3%; target = 56.3%.

Yr 5 2015–2017 mean baseline data for Reading is 41.6%; target = 49.6%.

Yr 5 2015–2017 mean baseline data for Numeracy is 29%; target = 37%.

School Target in line with Premier's Targets:

Attendance is between 87.8% and 92.8% (Baseline 83.5%)


Wellbeing is between 92.5% and 97.5% (Baseline 89.8%)



% of students achieving expected growth in Numeracy is between 57.2% and 62.2% (Baseline 49.5%)

% of students achieving expected growth in Reading is between 69.2% and 74.2% (Baseline 65.8%)


% of students in top 2 bands in Numeracy is between 52.6% and 57.6% (Baseline 47.7%)

% of students in top 2 bands in Reading is between 61.8% and 66.8% (Baseline 56.8%)

Overall summary of progress

K–2 and 3–6 fortnightly assemblies were trialled with a whole school assembly at the beginning of each term. CoreValues awards continue to be presented at fortnightly assemblies and their names published in the newsletters. Theawards recognise contributions by students in the area of either respect, responsibility or excellence.

Teachers continued to consult with parents and carers to develop Personalised Learning Pathways (PLPs) for allstudents who identify as Aboriginal. Individual Education Plans (IEPs) for all identified students with additional learningneeds were developed and implemented, after review meetings were conducted with families and the Learning SupportTeam. Individual learning goals were identified for each student with adjustments documented. 35% of studentsnominated from K–6 participated in high potential and gifted education programs that were offered throughout the year.Students were highly engaged and advanced their skills in each of the learning areas.

Three–Way Interviews were offered in term one and provided the opportunity for each student to share their learning withtheir parents or carers, discuss their progress and identify individual learning goals. 90% of parents or carers participatedin the Three–Way Interviews. This opportunity strengthens the home school relationship at the beginning of the year andcan have a positive impact on student learning.

Teachers continued to include mindfulness strategies and 150 minutes of planned physical activity to address mentalhealth and wellbeing which was evident in their class timetables. Students participated in the Head and HeartMindfulness program during Term 3. The School Chaplain continued to be employed an additional day per week tosupport the social and emotional needs of students and their families.

Kindergarten teachers assessed the incoming students using the Best Start Assessment and placed the students on theNational Literacy and Numeracy Progressions using PLAN2. Reports were sent home to parents and carers during weekfour and teachers also used this data to inform their teaching. The assessment was conducted online and built uponteaching and learning programs that support students in the transition to school. Kindergarten and Year 1 teacherscontinued to embed Language, Learning and Literacy (L3) strategies into their classroom teaching and learningprograms. One Year 2 teacher completed their OPL training. Another Year 2 teacher was mentored on the L3 strategiesand how to plan and record learning. Data collection occurred every five weeks and was recorded in Markbook, teachersanalysed the data to diagnose inconsistencies and identify areas for improvement. This resulted in teachers reflecting onteaching practices and embracing new pedagogy. Through mentoring, collegiality, ongoing professional discussions,data collection and analysis, and teacher feedback the program enhanced learning outcomes for Kindergarten, Year 1and Year 2 students.

The Fountas and Pinnell reading resources continued to be implemented for Years 3–6 and are used for instructionalguided reading lessons. All of Years 3–6 students are now regularly benchmarked to ensure that they are reading atinstructional level. Teachers were provided with professional learning on guided instructional reading.

Teachers also participated in consistent teacher judgement sessions to discuss and grade student work samples. Writingwas also a focus for consistent teacher judgement across the schools for one of the Whitebridge Community of Schools(WCoS) professional learning sessions. Teachers participated in professional learning on; PDHPE K–10 Syllabus,Learning Sprints, Seven Steps to Writing Success framework, Flexible Learning by Design, Berry Street – TraumaInformed Practice, SMARTboard technology, Design Thinking and Digital Technologies, National Literacy LearningProgression, PLAN 2 software and mapping students, navigating MyPL and eTAMS, updated KPS English Scope andSequences, Curriculum Planning and Programming, Assessing and Reporting to Parents, Nature Play, Feedback,Primary Curriculum Update for Teachers and NAPLAN analysis. They also completed mandatory training on ChildProtection, anaphylaxis, CPR, Code of Conduct and Corruption Prevention for Public Schools.

Progress towards achieving improvement measures

Process 1: Wellbeing processes support students to connect, succeed, thrive and learn.

Evaluation Funds ExpendedPrinted on: 14 March, 2020Page 8 of 28 Kahibah Public School 3874 (2019)


Evaluation (Resources)

K–6 attendance data remains above the State DoE mean at 94.5%; howeverreflects a 1% decrease in school based attendance from the previous year.

Tell Them From Me student survey data from early in 2019 indicates theschool mean for engagement is at or above the NSW norm in 5 out of the 9social/emotional outcomes; however decreased later in the year to 3 out of 9.They include Positive relationships; Positive school behaviour; and Effort.

Sentral Wellbeing data reflects a 13% decrease in the occurrence of negativeincidents and a 13% increase in the reporting of positive incidents.

School based data reflects 90% attendance at 3 Way Interviews which is a6% increase in parent/carer attendance; this result did exceed the annual 2%target increase.

7 days @ $521 p/day = $3,647 (all CTfor 3–Way Interviews)

Process 2: An integrated approach to quality teaching, curriculum planning and delivery, and assessment.

Evaluation Funds Expended(Resources)

29% increase in K–2 teachers trained in L3 pedagogy. Due to a shift inteaching roles one new K–2 teacher was mentored in L3 pedagogy due tolocal training being unavailable; resulting in 100% of K–2 teachers beingtrained in L3.

92% of Kindergarten students achieved a reading level of 6 or above.

84% of Year 1 students achieved at or above level 16.

92% of Year 2 students achieved at or above reading level 24.

Overall, a mean of 89% of K–2 students achieving at or above ageappropriate reading level.

4 x 1/2 days @ $260 p/day x 2teachers = $2,080

L3 OPL 2 x 1/2 days @ $260 p/day x 1teacher = $521

Literacy & Numeracy ($1,752)

Process 3: Consistent school–wide assessment practices to monitor, plan and report on student learning.


Kahibah Public School continues to work towards consistent school–widepractices for assessment to monitor, plan and report on student learningacross the curriculum. Formative assessment is becoming increasinglyintegrated into teaching practice, confirming the degree to which studentshave learnt what is taught.

Next Steps

To ensure processes within Strategic Direction 1 are successfully implemented in 2020, Kahibah Public School will; • Continue to develop and implement personalised learning pathways (PLPs) and individual education plans (IEPs)

for identified students, including High Potential and Gifted. • Improve processes to support the identification of students for high potential and gifted programs. • Unpack the High Potential and Gifted Education Policy. • Refine the K–6 three tiered intervention approach for Numeracy to support learning across the school. • LaST and SLSOs' timetables and programs align with tiered intervention approach. • Connect families with community support agencies to support student learning and wellbeing. • Continue K–2 and 3–6 fortnightly assemblies with a whole school assembly being once per term. • Establish criteria and process for recognising outstanding and improved attendance for each term. • Implement 'Head and Heart Mindfulness' program K–6 and teaching programs to reflect mindfulness strategies. • Transition program timetables for identified students to visit with next year's teacher. • K–2 teachers continue to embed L3 strategies into their classroom teaching and learning programs.


• 3–6 teachers utilise 2019 exit data and teach guided instructional reading to students using 'Fountas and Pinnell'resources.

• Implementation of BYOD. • Review scope and sequences for Mathematics and PDHPE. • Implement revised KPS scope and sequences for; English, HSIE and Science. • Students across the Whitebridge Community of Schools (WCoS) participate in shared learning experiences. • Implementation of Stage based assessment schedule, including mapping 'Creating Texts' and 'Understanding

Texts' on PLAN2. • Purchase PAT Maths Assessment Tool. • Setup bands in Markbook to sync with Academic Reports.



Quality Teaching – professionalism and commitment

Purpose

Teachers at Kahibah Public School demonstrate personal responsibility for improving their teaching practice throughprofessional learning, self–reflection and embedding evidence–based strategies into their practice; taking sharedresponsibility for student improvement; and contributing to a transparent learning culture, including collegial observations.


6% increase in the school mean in the Tell Them From Me Student survey data indicating that school staff emphasiseacademic skills and hold high expectations for all students to succeed.

2015–2017 mean baseline data for student beliefs in regards to school staff emphasising academic skills and holdinghigh expectations for all students to succeed, was 84% (GN = 87%); target 90%.

6% increase in the school mean in the Tell Them From Me Student survey data indicating that classroom instruction iswell–organised, with a clear purpose, and with immediate feedback that helps them learn.

2015–2017 mean baseline data for student beliefs in regards to classroom instruction is well–organised, with a clearpurpose, and with immediate feedback that helps them learn, was 81% (GN = 82%); target 87%.

90% of staff complete a minimum of 30 hours of registered and 30 hours of non–registered professional learninghours, at a minimum rate of 10 hours of each per year.

3% increase in the 3 year mean of school based professional learning scheduled on MyPL@Edu.

2015–2017 mean baseline data is 92%; target = 95%.


Visible Learning is the result of the research undertaken by John Hattie to understand what provides the most success inlearning. Teachers participated in professional learning sessions on Visible Learning to develop their knowledge andunderstanding of creating learning intentions and success criteria for writing lessons, as well as individual writing goalsand effective feedback strategies on writing. They embedded these new strategies and resources into their daily teachingpractice and monitored student growth through conference catch ups, writing goal achievements and analysing data.

Teachers supported students to set SMART learning goals, differentiated to individual student needs. Teachers attendedprofessional learning on the effective use of learning progressions and introduced a Writing Analysis Overlay (WAO) tomonitor student writing achievements in the learning progression sub–element of 'Creating Texts'. Results were used toset students with two explicit writing goals and to inform student differentiation and genuine, dynamic feedback. The'Creating Texts' data for each student was mapped on PLAN 2. Feedback on individualised learning goals was alsocommunicated to students and to parents/carers via electronic means including 'Class Dojo' and 'Seasaw'. Teacherssupported students to self–evaluate achievement of SMART learning goals.

A focus on what works best; evidence–based practices continued within teaching practice. The document brings togetherseven themes from the growing bank of evidence for what works to improve student educational outcomes. The themesincluded; high expectations, explicit teaching, effective feedback, use of data to inform practice, wellbeing andcollaboration. Visible Learning teaching strategies were embedded within class programs including Design Thinkingteaching strategies embedded within class programs, where appropriate.

All teaching staff and School Administrative and Support Staff (SASS) planned and created their own individualisedPerformance and Development Plan. Staff developed purposeful professional goals which related to the AustralianTeaching Standards, school strategic directions and personal and professional goals. Teachers engaged in professionaldiscussions and collaborated to improve teaching and learning. Observations were conducted in semester 1 and 2 withfeedback provided to the teacher, which improved professional knowledge and practice. All teaching staff are takingpersonal responsibility for maintaining appropriate levels of accreditation and monitoring their professional learninghours.

The Whitebridge Community of Schools (WCoS) continued to participate in shared professional learning experiences


throughout the year. In term one, teachers engaged in Learning Sprints that consist of three phases; prepare, sprint andreview. Staff from Redhead Public School shared their Learning Sprint journey with the WCoS. On the staff developmentday in term three, teachers from the WCoS listened to motivational speaker Mike Rolls as he shared his experiences asa meningococcal survivor. Hannah Perkins spoke about mindfulness and how she is passionate about helping teachers.Staff attended a workshop based on an area of interest.


Process 1: Explicit teaching methods used, with highest priority given to evidence–based teaching strategies.


86% of Year 4 to 6 students indicated early in the year in the Tell Them FromMe Student survey data that school staff emphasise academic skills and holdhigh expectations for all students to succeed; compared with 85% later in theyear. This end of year result is a 1% increase from the 2015–2017 meanbaseline.

85% of Year 4 to 6 students indicated early in the year in the Tell Them FromMe Student survey data indicating that classroom instruction iswell–organised, with a clear purpose, and with immediate feedback that helpsthem learn; compared with 86% later in the year. This end of year result is a5% increase from the 2015–2017 mean baseline.

Process 2: Staff demonstrate personal responsibility for maintaining and developing their professional standards.


By the end of the year 95% of staff completed a minimum of 40 hours ofprofessional learning as recorded with NESA. Most staff are familiar withentering unregistered professional learning hours and evaluating registeredprofessional learning.

Process 3: Professional learning aligned with the school plan, and explicit systems for collaboration and feedbackto sustain quality teaching practice.


100% of school based professional learning was scheduled on MyPL@Edu;resulting in an 8% increase from the 2015–2017 mean baseline data of 92%.

Next Steps

To ensure processes within Strategic Direction 2 are successfully implemented in 2020, Kahibah Public School will; • Embed visible learning teaching strategies within literacy and numeracy teaching and learning programs via

'Visible Learning Plus' and incorporate learning intentions, success criteria and feedback. • Support students to set individual SMART learning goals and teachers will support students to self–evaluate their

achievement of SMART learning goals as well as, provide feedback to the student and to the parents/carers viaelectronic means. Writing Analysis Overlay (WAO) used for dynamic, explicit learning goals relating to learningprogressions. Integrated into assessment schedules.

• Continue parent feedback via electronic means consolidated to the Seesaw platform with additional staff mentoringand support.

• Focus on what works best; evidence–based practices within teaching practice. • Embed Design Thinking teaching strategies within class programs. Staff TPL on school STEM program, scope and

sequence and future focused methodologies. • Continue to produce individual Performance and Development Plans (PDP) for teaching staff and School

Administrative and Support Staff (SASS), aligned to the school strategic directions and professional learning goalsand for teachers connected to the Australian Professional Standards.

• Provide professional learning in regards to the mathematics syllabus and the finalisation of scope and sequences. • Continue Whitebridge Community of Schools (WCoS) staff meetings for combined professional learning. • Provide Sentral Markbook professional learning sessions for executive staff to establish assessment bands for


reports. • Provide EOIs for ongoing IT support and mentoring. • Deliver professional learning in regards to the High Potential and Gifted Education Policy. • Promote explicit teaching as the main practice used in the school, encouraging teachers to routinely review

previous content and preview the learning planned with students • Teachers provide explicit, specific and timely formative feedback related to defined success criteria, supporting

improved student learning. Consistent Feedback Practices K–6 and common language throughout the school,including feedback stamps for teachers–student feedback.

• Student feedback is elicited by teachers and informs their teaching. Student errors and misunderstandings areexplicitly addressed until teachers and students are confident that mastery is demonstrated.

• The leadership team continually monitors the impact of programs and approaches used by all teachers, andimprove practice as required.



Quality Leadership – instructional, transformational and distributed

Purpose

School leaders at Kahibah Public School foster a school–wide culture of high expectations and a shared sense ofresponsibility for student engagement, learning, wellbeing and success, and strategically plan to ensure operationalissues serve the overarching vision of the school community.


12% increase in Strongly Agree in the Tell Them From Me teacher survey data indicating school leaders clearlycommunicate the vision and values for our school.

2017 baseline data for school leaders clearly communicate the vision and values for our school, was 54% Agree and46% Strongly Agree; target = 58%.

12% increase in Strongly Agree in the Tell Them From Me teacher survey data indicating school leaders are leadingimprovement and change.

2017 baseline data for school leaders are leading improvement and change, was 54% Agree and 46% Strongly Agree;target = 58%.


Quality Teaching Rounds are a specific form of professional development for teachers focused on best practice in theclassroom. Through professional reading, classroom observation, lesson coding, discussion, diagnosis and analysis,teachers are able to refine their classroom practice. Quality Teaching Rounds continued to be a focus for our staff, whocould opt in to achieve their professional development observation requirements and PDP goals. Executive staff ledthree professional learning communities a K–2, 3–4 and 5–6. Two cycles of rounds were conducted throughout the yearand the model will be offered again in 2020.

The school website is on a new platform and a staff member continued to be employed an additional three hours perweek to maintain and update the school website. Core Value Signage was purchased and displayed.

Our school took steps to increase community engagement in student learning through the introduction of digitalcommunication platforms. eg. Dojo and Seesaw. Training for staff was delivered on these platforms. In response toparent surveys, listing –wellbeing, literacy and numeracy as a focus we initiated the 'Head and Heart Mindfulness'program. The school also purchased several items of furniture to transition our classrooms to flexible learning spaces.

Strategic leadership in technology was an area that had significant areas addressed and purchases made. Three IWBpanels were installed continuing our rollout of up to the minute displays for our teaching spaces. The school continues aMobile Device Management (MDM) service agreement to manage the iPads. Further upgrades to network cabling wereinstalled in the Assistant Principal's office and two A–Block classrooms, to ensure adequate data and power points.Further technology was invested in science teaching including five 3D Printers. Our eT4L points were spent on updatingPC's in classrooms to ensure no devices are out of warranty to slow our network down. The school is also now equippedwith 30 new Chromebooks, predominantly used in 3–6 classrooms. ICT mentoring services were also offered to teacherson an Expression of Interest basis. Six staff took up the opportunity to access coaching or trouble shooting.


Process 1: School leadership team models instructional leadership and supports a culture of high expectations andcommunity engagement.


55% of staff agree and 45% strongly agree that school leaders clearlycommunicate the vision and values of our school. These results reflect a 9%increase from 2018 in those who strongly agree.

Process 2: Resources are strategically used to achieve improved student outcomes and high quality service



Process 2: delivery.


Kahibah Public School strategically used resources to achieve improvedstudent outcomes and high quality service delivery.

Process 3: Administrative systems, structures and processes underpin ongoing school improvement and theprofessional effectiveness of the school.


64% of staff agree and 36% strongly agree that school leaders are leadingimprovement and change. These results reflect a consistent result from 2018for those who strongly agree.

Next Steps

To ensure processes within Strategic Direction 3 are successfully implemented in 2020, Kahibah Public School will; • Continue Quality Teaching Rounds. Staff including executive staff, opt in to be involved in Quality Teaching

Rounds (QTRs). • Employ an ICT specialist teacher for half–a–day per week to maintain ICT equipment and mentor staff. • Increase community engagement in student learning through the introduction of paid subscription to the Seesaw

digital journal / communication platform. • Purchase flexible learning furniture for classrooms. • Survey parents and carers in regards to workshops topics of interest and offer parent workshops. • Continue to employ a staff member for an additional 3 hours per week to maintain and update the school website

with particular attention to the news and features, photo gallery, permission to publish for students and supportingstaff to manage the new platform.

• Use eFPT budgeting tool effectively and accurately for both HR and financial planning. • Purchase 3 Smartboards for classrooms. • Purchase 8 laptops computers for Science Lab use. • Continue to employ SAS Staff for an additional 3 hours per week to support library administration tasks. • Continue to employ SAS Staff for an additional day per week to support financial and administration tasks in the

front office.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading PLPs (2 days = $1,052)

Employment of HighPotential & Gifted teacher($10,627)

* Aboriginal backgroundloading ($11,679)

100% of students who identify as Aboriginalhave Personalised Learning Pathwaysdeveloped in consultation with student, staffand parent/carers.

85% of students who identify as Aboriginalwere offered the opportunity to participate inHigh Potential and Gifted programs, of which70% took up the offer.

100% of students who identify as Aboriginalwere offered the opportunity to present theAcknowledgement of Country of which 53%took up the offer and some of whichpresented on more than one occasion.

English language proficiency Teacher 1/2 day p/week@$250 x 21 weeks =$5,250 for Literacy Support

* English languageproficiency ($5,250)

An EAL/D teacher supported students to meetgrade expectations in Literacy and Numeracy.95% of EAL/D students are performing at orabove grade expectations in both Literacyand Numeracy.

Low level adjustment for disability 4 days @ $526 p/day =$2,104

5 x SLSOs salaries($23,622)

* Low level adjustment fordisability ($25,726)

100% of identified students have an IndividualEducation Plan developed in consultation withstudent, staff and parents/carers.

Kahibah PS employed five SLSOs on staffthat worked with teachers to support themedical and educational needs of students.This meant that across any given week, all 14of our classes had access to an additionaladult timetabled to be in the classroom,working to meet the individual needs ofstudents.

Quality Teaching, SuccessfulStudents (QTSS)

0.568 staffing entitlement The flexible use of the QTSS staffingentitlement resulted in 58% of staffparticipating in Quality Teaching Rounds toimprove teaching practice; use time tocollaboratively plan units of work andassessment tasks; work together to assessand analyse student data; and establishmentoring and coaching practices in theschool to provide constructive feedback toindividual teachers on lesson delivery andclassroom management. This resulted in astrengthened collaborative approach.

Socio–economic background 3 Way Interviews (7 days =$3,682)

PLPs (2 days = $1,052)

Student Assistance($3,469)

Mindfulness WellbeingProgram ($4,646)

Library ($4,000)

*Socio–economicbackground ($24,470)

Staff at Kahibah PS continued to providedifferentiated and personalised learning, withinput from students and families, to meetindividual learning needs, including studentswith learning difficulties and those identifiedas high potential and gifted. Home schoolpartnerships continue to go from strength tostrength as families are invited to attend 3Way Interviews; be involved in thedevelopment of their children's learning plans;and families experiencing financial hardshipare provided with support for their children tofully participate in school activities.

A Head and Heart Mindfulness program wasintroduced to upskill teachers with strategiesand support for students' wellbeing.


Socio–economic background 3 Way Interviews (7 days =$3,682)

PLPs (2 days = $1,052)

Student Assistance($3,469)

Mindfulness WellbeingProgram ($4,646)

Library ($4,000)

*Socio–economicbackground ($24,470)

The school has a well resourced library tosupport educational needs of students andstaff have access to up to date technology tosupport their teaching.

Support for beginning teachers * Support for beginningteachers ($17,876)

Mentor sessions focused on programming,assessing and reporting expectations andstrategies. One beginning teacher workedwith their supervisor on their accreditation toachieve Proficient Teacher level. Thesesessions strengthened the beginningteacher's knowledge of; curriculum; effectiveteaching, assessing and reporting strategies;school systems and processes, resulting in aconfident teacher who feels highly supportedin fulfilling the roles and responsibilitiesexpected of them.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 165 181 187 196

Girls 151 149 156 155

Student attendance profile

School

Year 2016 2017 2018 2019

K 96.1 95.5 95 95.6

1 93.6 95.1 95.6 94.3

2 94.8 95 94.5 93.3

3 94.7 95 94.3 93.7

4 95.4 93.4 94.6 93.1

5 94.1 95.2 93 92.5

6 94 94.7 94.8 91.8

All Years 94.7 94.9 94.5 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

Assistant Principal(s) 3

Classroom Teacher(s) 13.76

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.8

School Administration and Support Staff 2.92

*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.

Teachers at Kahibah Public School are committed lifelong learners. They regularly attend courses, share their expertisein staff meetings and implement new ideas into their classrooms. The professional learning that they engage inthroughout the year, is aligned to school strategic directions, linked to professional development plans and focuses onteacher learning to improve student outcomes. All teachers attended the equivalent of five Staff Development Daysthroughout the year and attend fortnightly Teacher Professional Learning (TPL) meetings, as well as courses andconferences at local and regional levels.


In 2019, professional learning continued to focus on fostering quality teaching and leadership to build teacher capacitythrough focused professional learning and development, that creates a culture in which every staff member is engaged inongoing, relevant, evidence–based learning and practice.

This included professional learning in; Flexible Learning By Design, Mindfulness, Berry Street – Trauma InformedPractice, PDHPE K–10 Syllabus Scope and Sequences plus Programming, 7 Steps to Writing Success, Design Thinkingand Digital Technologies, PLAN2, English scope & sequences, Learning Sprints, Navigating MyPL and eTAMS,Curriculum Planning and Programming, Assessing and Reporting to Parents K–12 Policy, Persuasive Writing, Mappingon PLAN2, Learning Progressions, Feedback, Nature Play and Primary Curriculum Update,

Additional professional learning included analysing NAPLAN data, Consistent Teacher Judgement and Staff Wellbeing.

All staff participated in compliance training that was conducted in CPR and Emergency Care, Anaphylaxis, Asthma,Mandatory Child Protection, Code of Conduct awareness and updates, Private and Secondary Employment, schoolpolicies, and Workplace Health & Safety.

Approximately $24,325 was spent on professional learning, equating to an average professional learning expenditure of$1,216per teacher and has supported the achievement of school strategic directions which has improved classroompractice across the school.

During 2019, the Quality Teaching, Successful Students (QTSS) initiative provided funding to implement QualityTeaching Rounds throughout the year. Quality Teaching Rounds is a specific form of professional development forteachers that concentrates on what happens in the classroom. There were 11 teachers who opted to engage in thisprocess. Five teaching rounds were completed and focused on specific areas of teaching and learning practices.

In January 2018, staff who were pre–2004 were automatically accredited with the NSW Educational Standards Authority(NESA). Staff are required to engage in 100 hours of professional learning over 5 years.

Two beginning teachers on staff were mentored by executive staff members, on a weekly basis using beginning teacherfunding.

Leadership opportunities are given in response to staff interest, expertise and professional goals. These staff membersreadily accept new roles and responsibilities to enhance their knowledge, skills and understanding in various leadershippositions.


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 312,041

Revenue 3,261,863

Appropriation 3,052,511

Sale of Goods and Services 22,573

Grants and contributions 183,055

Investment income 3,224

Other revenue 500

Expenses -3,194,342

Employee related -2,790,795

Operating expenses -403,546

Surplus / deficit for the year 67,521

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.

Our school's financial management processes and governance structures successfully meet all financial policyrequirements.

$56,555 is being held in reserve to contribute to a school funded project to improve the outdoor learning space throughthe construction of an amphitheater. Anticipated completion date is January 2021.


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 109,362

Equity Total 131,914

Equity - Aboriginal 11,980

Equity - Socio-economic 24,470

Equity - Language 5,744

Equity - Disability 89,719

Base Total 2,443,113

Base - Per Capita 80,481

Base - Location 0

Base - Other 2,362,632

Other Total 297,844

Grand Total 2,982,232

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.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

Literacy

In an effort to work towards meeting the NSW Premier's priority to increase the proportion of NSW students in the toptwo NAPLAN bands for Reading by 8% by 2019;

86.8% of Year 3 students at Kahibah PS scored in the top two bands in Reading which is a 20.8% increase on last year'sresults and 35.1% higher than the 2019 NSW state mean.

65.4% of Year 3 students at Kahiabh PS scored in the top two bands in Writing which is a 9.1% decrease on last year'sresults but 10.3% higher than the 2019 NSW state mean.

60.8% of Year 3 students at Kahibah PS scored in the top two bands in Spelling which is a 9.4% decrease on last year'sresults but 8.8% higher than the 2019 NSW state mean.

78.4% of Year 3 students at Kahibah PS scored in the top two bands in Grammar & Punctuation which is a 25.2%increase on last year's results and 22% higher than the 2019 state mean.

52.9% of Year 5 students at Kahibah PS scored in the top two bands in Reading which is a 10.2% increase on last year'sresults and 16.8% higher than the 2019 NSW state mean.

23.5% of Year 5 students at Kahibah PS scored in the top two bands in Writing which is a 3.9% increase on last year'sresults and 5.9% higher than the 2019 NSW state mean.

54.9% of Year 5 students at Kahibah PS scored in the top two bands in Spelling which is a 13.6% increase on last year'sresults and 17.3% higher than the 2019 NSW state mean.

58.8% of Year 5 students at Kahibah PS scored in the top two bands in Grammar & Punctuation which is a 21.8%increase on last year's results and 21.4% higher than the 2019 state mean.

Numeracy

In an effort to work towards meeting the NSW Premier's priority to increase the proportion of NSW students in the toptwo NAPLAN bands for Reading by 8% by 2019;

52% of Year 3 students at Kahibah PS scored in the top two bands in Numeracy which is a 5.4% decrease on last year'sresults but 12.1% higher than the 2019 NSW state mean.

54% of Year 5 students at Kahiabh PS scored in the top two bands in Numeracy which is a 11.7% decrease on lastyear's results but 4.2% higher than the 2019 NSW state mean .


Parent/caregiver, student, teacher satisfaction

Students

The Kahibah Public School Student Engagement Survey "Tell Them From Me" was conducted in 2019. 123 studentsacross Years 4, 5 and 6 completed this survey. A NSW Government Norm (GN) provided a mechanism to compareresults across the State.

Student responses indicated: • 92% of students have friends at school they can trust and who encourage them to make positive choices (GN

=85%) and 95% of students feel they have positive behaviour at school that is appropriate(GN =83%). • 94% of students feel they value schooling outcomes believing it will have a strong bearing on their future

(GN=96%), with 86% of students expecting they will go to University, otherwise including neither agree or disagreechoice.

• 69% of students are interested and motivated in their learning (GN=78%) and 44% of students have a positiveattitude towards homework (GN=63%).

• 43% of students feel they have a high skill level and they are challenged in their English and Mathematics work(GN=53%). 30% of students were confident with their work but did not find classes challenging (GN=26%). 21%were not confident with their skills and found English or Mathematics challenging (GN=14%). 5% lackedconfidence in their skills and did not feel they were challenged (GN=7%).

• 76% of students feel accepted and valued by their peers and others at school (GN=81%) and 88% of studentssurveyed feel they try hard to succeed in their learning (GN=88%). 16% of the students surveyed feel they werevictims of bullying (GN=36%).

• 71% of students feel they have high participation in school sport (GN=83%) and 54% feel they have highparticipation in extracurricular activities such as art, drama, music etc. (GN=55%).

In terms of drivers, the students rated highly (more than 8.5 out of 10): positive teacher–student relationships; high staffexpectations of student success and well–organised classroom instruction with a clear purpose and immediate andappropriate feedback that helps them.

Advocacy, meaning students feel they have someone at school that they can rely on consistently for encouragement andadvice, was rated at 7.9 out of 10 (GN = 7.7). The students rated 8.5 for feeling that teachers are responsive to theirneeds and encourage independence with a democratic approach (GN =8.4).

82% of Aboriginal students surveyed feel good about their culture when they are at school and 100% feel that theirteachers have a good understanding of their culture.

Survey results show that the majority of Stage 2 and Stage 3 students at Kahibah Public School feel they try hard tosucceed; value their educational environment; and maintain positive relationships with their peers and their teachers.

Survey results indicate that the majority of students believe that in most lessons teacher's set clear goals, tell studentswhat is expected, ask students to explain answers, ask them questions and correct their work.

Parents & Caregivers

Parents and caregivers of students attending Kahibah Public School were asked to participate in a Kahibah PublicSchool "Tell them From Me" Parent Survey. 39 people participated from the 225 families of KPS. 38% of respondentshad children in Kindergarten – Year 2, while 62% had children in Years 3–6.

This survey gathered information about parent's/caregiver's perceptions of several aspects of their children's experiencesat home and school. In most instances, parents/caregivers were asked to respond to statements which were scored from0–10 with 0 indicating strong disagreement, 10 indicating strong agreement and 5 indicating a neutral response. Otherquestions were rated in terms of the percentage of respondents. An NSW Government Norm (GN) provided amechanism to compare results across the State. The findings were as follows:

• Most parents/caregivers feel welcome when they visit the school, giving an average score of 8.6/10. (GN = 7.4/10),up 1.3 points from last year. They feel they can easily speak with their child's teachers (8.7/10) and that anyconcerns that they have are listened to (8.7/10).

• Parents/caregivers feel they are generally well informed at Kahibah Public School giving an average rating of8.2/10 (GN =6.6/10). Student reports were rated 8.5/10 in regards to being written in terms they could understand,up 1.9 points. Parents agreed that teachers would notify parents immediately if there were concerns about issueswith students at school, 8.3/10.

• 77% of parents have talked with a teacher at least twice since the beginning of the year about their child's learningor behaviour and 100% of parents/caregivers have attended at least one meeting or social function at the school.

• 18% of parents/caregivers indicated that they are involved in school committees like the P&C. 23% of


parents/caregivers assist in the classroom, 26% assist with school sport, 28% assist with the canteen and 26%assist in some other way.

• Parents/caregivers responses to questions regarding their support of their children's learning at home weregenerally neutral averaging a rating of 4.2/10 (GN =6.3/10), down 1.9 points. 100% of respondents reported thattheir children are spending less than half an hour each day doing homework.

• Parents/caregivers satisfaction with the support for learning at Kahibah Public School with an average rating of8.4/10 (GN = 7.3/10), up 17%. They agree teachers show an interest in their child's learning (8.9/10), and felt thatthe teachers take into account their child's needs, abilities and interests (8.7/10).

• Parents/caregivers agree that Kahibah Public School shows support for positive behaviour with an average ratingof 8.7/10 (GN = 7.7/10) up 1.1 points and are confident in their teacher's ability to maintain control of their classes(8.6/10).

• Parents/caregivers agree that their children are safe at Kahibah Public School with an average score of 8.5/10 (GN= 7.4/10) up 0.7 points. They agree that the school helps prevent bullying and that behaviour issues are dealt within a timely manner (8.3/10).

• Parents/caregivers believe that Kahibah Public School is an inclusive school with an average score of 8.2/10 (GN= 6.7/10), up 1.9 points on last year.

• Parents/caregivers indicated that they feel the most useful forms of communication between the home and schoolare formal and informal meetings (56%). Parents/caregivers indicated that phone calls (38%), down 27%, emails(46%), down 20%, and the school reports (44%), down 9% were relatively less useful than face to face contact.

• Parents/caregivers indicated that their preferred methods of receiving news about the school are the schoolnewsletter, text messages or emails with 97% or respondents rating them useful or very useful. 80% rated theschool website as useful or very useful.

• Parents/caregivers were generally happy with school facilities with 100% of respondents either agreeing orstrongly agreeing the school is well maintained and that the physical environment is welcoming.

• Educational aspirations have increased with 97% of parents/caregivers indicated that they expect their child tofinish Year 12, up 10%. 62% expect their child to go to university, up 20%, and 59% expect their child to attendTAFE, up 34%.

Overall parents/caregivers agree that Kahibah Public School makes them feel welcome and well informed, supportslearning, encourages positive behaviour and makes their children feel safe and included.

Teachers

Teachers at Kahibah Public School were asked to participate in a Focus on Learning "Tell Them From Me" TeacherSurvey. This survey gathered information about their views, ideas and opinions. Survey results are reported by the EightDrivers of Student Learning. 12 teachers completed the survey. A NSW Government Norm (GN) provided a mechanismto compare results across the State.

Results according to the Eight Drivers of Student Learning indicated; • Leadership (GN = 71%): 88% of teachers believe they work with school leaders to create a safe and orderly school

environment. 82% of staff feel that school leaders have supported them during stressful times . 84% of staff feelthat leaders have taken the time to observe their teaching, up from 73% last year.

• Collaboration (GN= 78%): 96% of teachers reported they work with other teachers to develop cross curricular orcommon learning opportunities. 91% of teachers feel they are able to discuss learning problems of particularstudents with other teachers, and 94% of teachers talk with other teachers about strategies that increase studentengagement.

• Learning Culture (GN = 80%): 92% of teachers give written feedback on their work ; 88% discuss learning goals oflessons up from 85% last year; and 93% set high expectations for student learning.

• Data Informs Practice (GN = 78%): 92% of teachers feel that they use assessments to understand where studentsare having difficulty; 91% believe they use formal assessment results to inform lesson planning; and 88% ofteachers use data from formal assessment tasks to decide whether a concept should be taught another way.

• Teaching Strategies (GN=79%): 92% of teachers believe they link new concepts to previously mastered skills andstrategies; 90% feel they use two or more teaching strategies in most lessons; 85% believe they set challenginggoals; 83% believe they can easily recognise unproductive learning strategies; and 89% believe they give studentfeedback to help students achieve their goals.

• Technology (GN = 67%): 85% of teachers felt they help students use computers or interactive technology forresearching; 88% feel that students have opportunities to use computers or other interactive technology fordescribing relationships among ideas or concepts; and 86% of teachers feel they help students to overcomepersonal barriers to using interactive technology. All increases on 2018 figures.

• Inclusive School (GN = 82%): 94% of teachers feel they establish clear expectations for classroom behaviour; 92%feel they make an effort to include students with special needs in class activities; 94% feel they strive tounderstand the learning needs of students with special learning needs; and 89% feel they use individual educationplans to set goals for students with special learning needs.

• Parent Involvement (GN = 68%): 88% feel that they work with parents to help solve problems interfering with the


child's progress; and 83% of teachers feel that parents understand the expectations for the students of their class.

The survey results indicate that Kahibah Public School results are in line with NSW Government Norms and teachersfeel they present challenging and visible goals, plan learning opportunities which involve intentional transfer of skills andknowledge; provide quality feedback that guides students' effort and attention and support students to overcomeobstacles to achieving their learning goals.


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.

In 2019, Kahibah Public School commenced the year with an enrolment of 18 Indigenous students and completed theyear with 20 Indigenous students. Each student was supported through the development of a Personalised LearningPathway, which was created jointly with the student, parents/carers and class teacher/s. This plan was modifiedthroughout the year as individual academic, social and cultural goals were achieved.

NAIDOC week celebrated significant Aboriginal and Torres Strait Islander peoples, with the theme for 2019 being'Voice.Treaty.Truth.' All classes participated in a variety of cultural activities around the school, these included: Dreamingstories; dot painting and use of Aboriginal symbols on wooden lizards; weaving and creating coolamons using the naturefound within our school grounds; creating Indigenous designs inspired by author/artist Bronwyn Bancroft in scratch art;using research and presentations on both local (Awabakal) and other Indigenous languages and symbols; creatingIndigenous designs on wooden boomerangs and as 'x–ray' art; and participating in traditional Indigenous sports.

All Kahibah PS class teachers were provided with ideas and resources to acknowledge Reconciliation Week, allowingstudents opportunities to further their knowledge of significant events leading up to Reconciliation. The theme forReconciliation Week 2019 was 'Grounded in Truth, Walk Together with Courage'.

Aboriginal perspectives were taught and included across Key Learning Areas, particularly History and Geography, aswell as across all stages of learning. Kahibah Public School aims to increase the awareness and understanding ofIndigenous cultures with students, staff and the school community.

Acknowledgement of Country was included at each school assembly and other school events, encouraging allIndigenous students to prepare their own personal acknowledgement to present. 2019 saw the continuation of a roster,encouraging Indigenous students from K–6 to present their Acknowledgement of Country. Fifteen students took up thisopportunity, with some students presenting a number of times. A staff member attended meetings of the MinimbahAECG, enabling schools and community members to share ideas and establish support networks. AECG meetings allowAboriginal people to have a voice in their educational future and representatives from secondary school student AECGgroups are active participants.

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.

One staff member is trained as the Anti–Racism Officer and when disrespectful comments are made by students inregards to race, the students are counselled and educated about the impact of inappropriate words and actions can haveand how to make more appropriate and respectful choices.

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.


Kahibah Public School has a culturally diverse community, with 31 students representing 18 different ethnicities. Thesecultural backgrounds are celebrated through various whole school initiatives, such as Harmony Day and NAIDOC Week,and as an embedded perspective within lessons taught across all Key Learning Areas.

These initiatives and perspectives promote respect, inclusivity and encourage community engagement.


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