Douglas Park Public School Annual Report

2015

1770

Introduction The Annual Report for 2015 is provided to the community of Douglas Park Public School as an account of the school’s operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Robyn Tomlin Principal

School contact details: Douglas Park Public School 111 Camden Road, Douglas Park, 2569 www.douglaspk-p.schools.nsw.edu.au [email protected] 46327261

Message from the Principal During 2015, Douglas Park Public School continued to provide an extensive range of challenging, high quality programs across the curriculum. With our enthusiastic, dedicated staff and a very supportive school community, all of our students were engaged in motivating learning programs which allowed each student to experience personal excellence and success. 2015 was the first year of the implementation of our new three year plan emphasising high quality teaching, engaging innovative learning and student wellbeing and resilience. Professional learning for teachers in the areas of literacy and numeracy was a priority as well as extensive training in the implementation of new syllabuses. All teachers developed goals based on the new statewide performance and development framework. Our school’s Resource Allocation Model provided additional funding for extra learning support and the provision of stimulating programs and resources across the school. Our small school continued to excel in a range of school, district and regional activities. We had students representing in a range of sports and we also had fine results in public speaking and debating. In the creative arts, our string ensemble, choir, dance and drama groups developed strongly, performing at both the Wollondilly Music Festival and Camden High School showcase. During 2015, the physical development of our school grounds continued to progress. The new multipurpose court was completed and soccer goals erected with support from our P&C and Illawarra Coal Community Grant scheme. Our P&C has worked tirelessly in fundraising and have also contributed funds for extra ipads and a new interactive whiteboard in our Year Two classroom. This has further strengthened our school computer program. I congratulate and thank all of the students, staff, parents and community members for their wonderful contribution to Douglas Park Public School during 2015. The pride in our school is immense and the outstanding teamwork is evident in the significant achievements and progress that the school has made. The students at Douglas Park Public School are thoughtful, considerate and friendly, a credit to their parents and teachers. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school's achievements and areas for development. Robyn Tomlin

Student Representatives’ Message As school leaders in 2015, we have been proud to represent our school in many different ways. These included Young Leaders’ Day, Anzac Day and Remembrance Day. All of these activities were a great privilege to attend and assisted in developing our leadership skills. This year our Student Representative Council led several fundraising activities including a school disco and ice-cream stall for the Red Cross Disaster Appeal and mufti days towards the Kids for Macarthur Appeal and Cancer Council. Our Year Six students took responsibility for their Kindergarten buddies throughout the year and led school assemblies each fortnight. We also supported the Pozieres’ Project to help restore a school in France destroyed during World War One. Twelve Stage Three students attended a district sports leadership course to further develop their skills. It has been a great honour to be a school leader at Douglas Park Public School in 2015. Abbey Morgan, Sarah Fox, Ryan Rossetto and Mitchell Chyla P & C Report The P & C committee have had a very productive year. We have seen increased numbers on the committee which has found us achieving a lot this year. Following on from last year, our multi-purpose court was completed and from our continued work we are very proud that we were able to donate the much anticipated soccer goals, 15 ipads, netball pads and we completed our landscaping of the multi-purpose court. We have held some great events this year, including Mothers’ Day, Fathers’ Day, Christmas stalls, book fair and movie night. We have continued to financially contribute to the school. We have contributed to the costs of Mathletics, Reading Eggs and the Year 5/6 CPR course through our fundraising efforts, most notably with our canteen, book club, uniforms and school banking. I would like to thank all the P & C members for their continued hard work throughout this year, without you this wouldn’t have been possible. As a P & C Committee, we would not be able to be successful in our projects if it wasn’t for the continued support of the teaching and administration staff led by Ms Tomlin and we would like to thank everyone for their unwavering support of our events. A heartfelt thank you to all of our great families, extended families, their friends and the community for your contribution to our fundraising events as without your support we would not be able to achieve such great results. Thank you to all Douglas Park Public School students. You give us the motivation to continually strive together to help and support our wonderful school. Leanne Sousa P&C President

School background

School vision statement Our vision at Douglas Park Public School is to prepare and educate students for life. We are committed to providing a quality education for the whole child. Our school is a vibrant and caring learning community with high expectations for all. We strive for the pursuit of excellence, each person being the best they can be, as an individual and as a member of a team. In this way, our students will grow into active, responsible citizens who contribute positively to the community. Students will have access to experiences that develop 21st century learning skills. As a school community, we will implement a challenging, fulfilling curriculum and cater for the learning and social needs of each individual child. In partnership, with parents and our wider school community, we will support each student to develop a strong sense of wellbeing and positive interactions with others and the environment. We are committed to equity for all where we show compassion, respect, understanding and inclusiveness regardless of background or ability. We will encourage our students to learn to solve problems, take responsibility for their actions, develop resilience and care for one another.

School context

Douglas Park Public School is a small school set in a lovely, rural environment at the foot of the Razorback Mountain range in NSW. Our school offers outstanding opportunities for student learning in a happy, caring and friendly atmosphere in which all students are able to achieve to the best of their individual abilities. The school has dedicated, enthusiastic teachers. Our classroom programs have a strong academic focus and we also have an excellent tradition of success in sport and the creative arts. Our school greatly values the role of parents and caregivers in the education of their children. We encourage all parents to become involved in the life of the school. Technology is regularly used as a learning tool to develop the skills needed across all learning areas. The school maintains close links with Camden High School and our local Douglas Park pre-school. Our school benefits from working together as a strong collegial group with two other small schools at Cawdor Public School and Mount Hunter Public school. The essence of our school is reflected by our school motto: JAMAIS ARRIERE ‘Look to the future’. Our school community proudly exemplifies our school values of Be Safe, Be Kind, Be Cooperative and Show Respect.

Self-assessment and school achievements Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. This year, our school undertook self-assessment using the elements of the School Excellence Framework. Our staff have examined the School Excellence Framework at a school development day in term one and at staff meetings throughout the year. Staff gained knowledge of the elements in each of the domains in order to inform, monitor and self-assess our progress throughout the year. Milestones were created in relation to our school plan and evaluated using the framework. During our term four school development day, all staff reflected in groups on the progress and impact being made in each domain using a matrix indicating whether the school was delivering, sustaining and growing, or excelling. This provided an important overview to ensure our improvement efforts align with the expectations identified in the School Excellence Framework. In the domain of Learning, our focus has been on gathering and using assessment information on each student’s capabilities in order to plan effectively for their individual needs and engage them in rich learning experiences. Each teacher has utilised the school assessment plan to provide ongoing data evidence which is regularly analysed in stage groups and whole staff meetings. This has included Naplan, PLAN (Planning Literacy and Numeracy) and class based assessments. Our strong Learning Support Team has met regularly with each teacher and developed clear learning adjustment sheets which are used by teachers and shared with parents. Personalised learning plans for Aboriginal students have also been developed. Implementation of curriculum has also been a major focus with scope and sequences from Early Stage One to Stage Three developed for all new syllabuses. An emphasis on 21st century learning has been supported with relevant resources and sharing by staff and a stimulating, productive learning culture is a feature of our school covering all key learning areas. This year, student wellbeing has been a high priority. Staff have been trained in specific techniques to build student resilience and a parent workshop has been held. Our strategic directions in our school plan emphasise engaging, innovative learning and student wellbeing which will continue to be a strong focus in our school. In the domain of Teaching, our major focus has been on the development of quality professional learning for all teachers. This has included collaborative, shared practice with other small schools at Mount Hunter and Cawdor Public Schools during school development days. Staff have benefited from a wider sharing of expertise and discussion. Teachers participated in a ‘Share the Skills’ program across many local schools and attendance at mandatory and selected professional learning courses also regularly occurred. Each teacher formulated goals related to the Professional Standards as part of the Performance and Development Framework so classroom observation and feedback was a focus. Reflection on teaching practice was developed as teachers shared and evaluated evidence in relation to each goal. Developing knowledge of

new curriculum has also been a priority, particularly in relation to the History syllabus implementation and an introduction to the new Geography syllabus. In the domain of Leading, an emphasis on clear, relevant planning to ensure implementation of the three strategic directions has been a priority. Milestones across each term have been developed and regularly evaluated. Clear staff meeting and school development day agendas have been devised to ensure staff training, curriculum development and data analysis has occurred methodically throughout the year. Ensuring the staff develop their understanding of the Professional Teaching Standards, School Excellence Framework, Performance and Development Framework and Resource Allocation Model has been important and required careful planning. The management processes involved in the allocation of the Resource Allocation Model has ensured relevant resources, extra teaching expertise and support for student learning has been well utilised. Leadership development has also been important with our Assistant Principal having the opportunity to relieve in a larger school and a Relieving Assistant Principal contributing actively to our leadership team. As well, many opportunities for shared leadership by the teaching and administration staff at meetings, school development days and in the implementation of new school initiatives has been central to the development of effective leadership practices in our school. Our self-assessment process will further assist the school to refine the strategic priorities in our school plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1 High Quality Teaching

Purpose To develop professional learning which emphasises shared teaching expertise and a collaborative culture to continue to improve skills in excellent teaching practice, the effective implementation of curriculum and using assessment data to understand and cater for all students’ learning needs within each classroom.

Overall summary of progress Staff professional learning was a key focus in 2015 with all teaching staff developing performance and development plans focusing on their own professional needs and those related to the school’s strategic directions. Teaching staff were supported with mentoring and classroom observations, cooperative planning, implementation of new syllabuses, moderation of assessment tasks and visits to other schools to view best practice. Staff gained an understanding of the School Excellence Framework and used the Professional Standards at staff meetings to align and evaluate their teaching practice. Teachers used the Literacy and Numeracy continuums to assess, track and plan for differentiated learning, collaboratively assessed writing samples and analysed internal and external data (Naplan).

Progress towards achieving improvement measures

Resources (annual)

Improvement Progress achieved this year measure $6387.36 (to be achieved over 3 *All teachers tracked students each term using the literacy and numeracy continuums and collaboratively Teacher years) analysed the data.

*Using the literacy and numeracy continuums, 90% or more of students show annual progress of two or more clusters (K-2) and one or more clusters (3-6).

*90% or more of Year

Five students have attained or exceeded expected Naplan reading and numeracy growth targets. *Positive trends in the

number of students attaining proficiency levels in Year Three and Five Naplan data.

Professional * 95% of Kindergarten to Year Two students have shown Learning Funds progress of two or more clusters in writing and 97%have progressed two or more clusters in comprehension. *97% of Year Three to Six students have shown progress of one or more clusters in writing and comprehension. All Kindergarten to Year Six students have progressed in each area of the numeracy continuum across the year. Further specific tracking is required in this area.

*The average scaled growth in the 2015 Year Five reading was 86.6% compared to 77.7% of the state and the average scaled growth in Year Five mathematics was 86.0% compared to 94.1% of the state. At an individual level, 95.2% of students attained growth in both reading and numeracy. As determined by the school excellence framework over the two cohorts of 2014/2015, our school’s measure of valued added in terms of student growth is in the ‘sustaining and growing’ category. * In mathematics, there has been some positive trends in both Year Three and Year Five proficiency levels compared to the previous school four year average. In reading, proficiency levels have remained similar.

$5172.59 PLAN (Planning Literacy and Numeracy)

*100% of teachers use the Professional Teaching Standards to guide their practice as highlighted in the goals in their Performance and Development Plan. (PDP)

*Planned stage and staff meetings on the Professional Standards for teachers have occurred, particularly related to the school’s strategic directions and teachers’ individual goals. *100% of teachers have had at least two observations with a colleague, including before and after discussions.

Quality Teaching Successful Students (QTSS) allocationone and a quarter hours per week.

*100% teachers attended professional learning sessions on accreditation with most also attending sessions on Highly Accomplished accreditation.

Next steps * Continued professional learning on the implementation of new syllabuses in collaboration with

other local small schools. * Further development of Professional Standards for teachers, particularly in alignment with performance and development goals. * Further development of classroom observations and staff mentoring to continue to improve quality teaching. * Targeted support to assist students to attain or exceed growth targets in literacy and numeracy. * Targeted support and explicit teaching to increase proficiency levels in literacy and numeracy. * Increase teacher understanding of formative assessment practices. * Development of further understanding and use of the School Excellence Framework. * Revision of the school reporting format in line with the Curriculum Assessment and Reporting policy. * Workshops and information to assist parents’ understanding of new syllabuses and 21st century learning.

Strategic Direction 2

Student engagement and innovative learning practices. Purpose To ensure personal learning success for each student and inspire curiosity and a love of learning through the provision of strong foundations in literacy and numeracy, the development of 21st century skills and a range of challenging, authentic learning experiences across the curriculum.

Overall summary of progress Teachers developed their understanding of 21st century learning and shared innovative practices with one another. Increased use of technology occurred with fifteen new ipads purchased during the year to add to our excellent technology resources. A focus on historical inquiry occurred as teachers developed their knowledge of the new history syllabus and students were involved in genuine, collaborative learning, particularly in a K-6 oral history study relating to the centenary of Anzac. The science syllabus was also consolidated culminating in an engaging combined science day with Cawdor and Mount Hunter schools. A vegetable garden was developed by a Stage One teacher and a wide range of performing arts activities were developed across the school. Across all key learning areas, our students had opportunities to be challenged and supported. In particular, Resource Allocation Model funds were used to employ temporary learning support teachers for individual and small group learning sessions in literacy and numeracy as well as cultural studies and individual support for Aboriginal students. Parents and community members provided invaluable support for learning experiences throughout the year. Students, parents and teachers responded to Tell Them From Me surveys as an evaluation tool.

Progress towards achieving improvement measures

Resources (annual)

Improvement Progress achieved this year measure (to be achieved over 3 Students in Years Four, Five and Six completed ‘Tell them from me surveys’ twice in the year and parents and years)

$12 750

teachers completed them once.

* High levels of student

engagement as measured by student, staff and parent ‘Tell them from me’ surveys and other annual school surveys.

* In the area of student engagement, student responses indicated high levels in effective learning time, relevance, rigour, positive teacher- student relations, positive learning climate and expectations for success. *According to student responses, 91% of students were interested and motivated, 90% showed positive behaviour and 100% tried hard to succeed. * In the October survey, 52% of students felt both confident and challenged in their skills ( NSW norm 54%) while 21% were not confident in their skills and found English and Mathematics challenging. (NSW norm 14%). *While a smaller survey response from teachers and parents occurred, overall a positive response to the learning culture in the school was determined. *Clarification of homework expectations across classes was noted by parents and using technology with students to track progress towards their goals and give immediate feedback was an area of improvement noted by teachers.

(using socioeconomic equity funding)

*90%

or more of students will be at or above expected grade level when work samples are compared to the Australian Curriculum Achievement standards.

*Teachers collaboratively examined writing samples using examples from the Australian Curriculum Achievement standards and samples from the Board of Studies and Educational Standards website. These were used for consistent assessment purposes across each stage with teachers from three small schools.

$11 250 (using socioeconomic equity funding)

* Teachers set assessment tasks and evaluated student learning at stage meetings to ascertain progress in key learning areas for assessment and reporting purposes. *Resource Allocation Funds were allocated for additional teaching time to support literacy and numeracy needs across the school.

*100% of teachers are programming a high level of 21st century learning, including general capabilities and differentiated experiences to cater for all students.

* Scope and sequences have been developed in all new syllabuses for implementation in 2016. * Professional learning on 21st century learning occurred including understanding of the general capabilities in all syllabuses. *Teachers completed learning adjustments and personalised learning plans. All teachers met regularly with the school learning support team throughout the year.

$11 250 (using socioeconomic equity funding) $1122 Commonwealth Disability Standards.

* A combined K-6 science day was held with Cawdor and Mounter Hunter Public Schools.

Next steps

*A Kindergarten to Year Six ‘Sentence a Day” program will be implemented in 2016. The development of this program across the school to improve students’ abilities to construct well developed sentences will be a combined goal for all teachers and will be supported by targeted professional learning. *Implementation of specific, daily mental strategies in mathematics which emphasise automaticity of number facts and a knowledge of mathematical vocabulary for students in each stage of learning. This will be a combined goal for all teachers in 2016. Included is further development of the Targeting Early Numeracy (TEN) strategies in Kindergarten to Year Two classrooms. * Development of the ‘Read Each Day’ program, including involvement of parents and the community. *Further resourcing of 21st century learning, including technology. *Development of links with parents and the community to share expertise in innovative learning. * Continued targeted learning support using Resource Allocation Model funds for equity groups. *Continued teacher collaborative assessment of student work samples across the curriculum. *2016 ‘Tell them from me surveys’ for students, parents and teachers will be implemented. blank

Strategic Direction 3

Student wellbeing and resilience Purpose To promote each student’s personal strengths, confidence, self-belief and optimism leading to the development of positive relationships with others, responsibility for their own actions and the ability to cope in a range of social and learning situations.

Overall summary of progress Professional learning on student well being occurred, particularly regarding implementation of the ‘Mind Up’ program which was consequently trialled in all classes. Resources were purchased to support the program. A successful parent workshop was held on building student resilience and outlining the ‘Mind Up’ program. Continued development of the Student Representative Council and student leadership opportunities occurred. The construction of a new multipurpose court has allowed for new sporting activities as well as engaging play times during recess and lunchtimes. Three sporting school grants during the year supported specialist coaches in athletics, basketball and gymnastics which benefited students across the school. As a ‘Live Life Well’ school, our healthy canteen, Jump Rope for Heart skills, camping and excursion program, establishment of a vegetable garden and Sun Smart procedures had a significant impact on the promotion of a student wellbeing in 2015.

Progress towards achieving improvement measures Improvement measure (to be achieved over 3 years)

Resources (annual)

Progress achieved this year

Students in Years Four, Five and Six completed ‘Tell *Annual surveys and ‘Tell them from me surveys’ twice in the year and parents them from me’ surveys and teachers completed them once. indicate parent and student *In the area of student wellbeing, a student average of satisfaction with wellbeing 73% had a high sense of belonging and had positive programs and school culture. relationships. 96% valued school outcomes, 85.7% found recess and lunch breaks to be relaxed and fun and 86% had positive behaviour. A range of very positive comments were recorded by students about the school.

$2000 (student assistance using socio-economic funding) $17 366.70 ( P&C contribution for Mathletics and Reading Eggs Subscription, Sport and Computers)

*Teachers recorded very high responses to questions about inclusiveness and learning culture. *Parents were positive about the school being safe and supportive of positive behaviour. *Increased opportunities for

student involvement are evident with positive feedback from students and parents.

* Aboriginal students were involved in family and cultural activities led by teachers, parents and community members, particularly in the creation of artworks. *Oral history project relating to the centenary of Anzac was completed by many families. *Performing arts performances at Wollondilly Festival with our school being the host school in 2015 and participation in Camden High showcase . All students participated in special assemblies throughout the year.

*Successful implementation of

the Mind Up program. *High attendance patterns.

* Teachers have planned and commenced mindfulness strategies in all classes using the ‘Mind Up’ resources.

$2631.00 (Aboriginal background) $7541 (Sporting grants)

*Decreased behaviour referrals.

* Regular discussion of school values in classes and on assemblies. * Positve playground climate with few behaviour referrals . Students have a wide space for play and a variety of activities which has resulted in a happy, relaxed play time at lunch and recess breaks. Some playtime skills for younger students are still required.

$1400 ( from school funds for student wellbeing programs)

* A high attendance rate of 95% with increased numbers of students receiving excellent, regular attendance awards at the end of 2015.

Next steps

* Revision of student welfare and anti-bullying policies.

* A further workshop for parents relating to student resilience and friendship. * Development of opportunities for student volunteering. *Continued development of the ‘Mind Up’ program. * Further strategies to promote a happy, harmonious playground led by student council initiatives.

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Aboriginal background funding

Impact achieved this year

Resources (annual)

Strategic Directions 2 and 3 Nine students were engaged in Aboriginal $2631.00 studies, led by an experienced teacher. The Casual teacher and children took part in a range of cultural, resources. environmental and academic activities. Some of these activities were painting, singing, gardening, report writing, reading and science. Family members generously gave of their time to share their knowledge of Aboriginal culture. The studies culminated in a school display of paintings, photos, worksheets and botanical specimens. All students had a Personalised Learning Plan with specific support and extension in literacy and numeracy as required.

English language proficiency funding

Strategic Directions 1 and 2 Extra learning and support time was funded and the teachers involved worked with students individually and in small groups on specific reading and mathematics concepts. All students were assessed using the literacy and numeracy continuums and showed improvement in their skills across the year. Two teachers completed professional learning in this area.

$1572.00 Casual teacher and resources.

Targeted students support for refugees and new arrivals

Strategic Direction 2

Teacher allocation of one day per A newly arrived student received extra week. support one day per week for four terms. Significant improvement in literacy and numeracy was achieved.

Socio-economic funding

Strategic Directions 1, 2 and 3

$37 250

Funds were used for extra support in literacy Casual teachers and numeracy by employing two ($33 750) experienced teachers for three days a week Resources ($1500) each for two terms. Resources to support the school Read Each Student Assistance ($2000) Day program were purchased. Student assistance was provided to support families with excursions and uniforms.

Low level adjustment for disability funding

$11 562 (School Learning Support A School Learning Support Officer worked in Officer) classrooms from Kindergarten to Year Six for $2479 ( Extra School two and half hours each day. Learning Support Officer time from Extra School Learning Support Officer time location equity) from location equity funds and integration $3870.00 funds. (Integration funds)

Support for beginning teachers

Strategic Direction one

$15 127.38

A new graduate teacher was appointed in term two. Funds were expended on extra release for both the teacher and mentor as well as attendance at the Beginning Teachers’ conference and other professional learning courses throughout the year.

(Beginning Teachers’ support funds).The teacher commenced in term two so some funds will be expended in term one, 2016.

Impact achieved this year

Resources (annual)

Strategic Direction 2

$4542.00

Other school focus areas

Strategic Direction two

Computer Coordinator

The computer coordinator received an extra (Computer one and half hours per week to support Coordinator grant) other staff with computer lessons and to upkeep the computer hardware throughout the school. Some funds were also used to purchase updated computer equipment.

Sporting Schools Grant

Strategic Direction 2

$6700

Three grants were received which were used (Sporting School to employ coaches in athletics, tennis and grants) gymnastics Students experienced sessions with the coaches in terms, two, three and four. Premier’s Sporting Challenge

Next Steps

Extra sporting resources were purchased $841 throughout the year. (Premier’s Sporting Challenge)

Mandatory and optional reporting requirements Class sizes

Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile There has been a small increase in enrolments this year. Enrolments are predicted to remain static in the foreseeable future.

Roll class

Year

Total in class

Total per year

ASUNBEAM

K

23

23

BSHADOW

1

17

17

CSPRITES

2

22

22

DFLAMES

3

26

26

ELUMENS

4

20

27

5

7

27

5

13

27

6

14

27

FNEONS

Enrolments 200

Structure of classes This year our school was structured into four straight classes from Kindergarten to Year Three and two composite classes from Years Four to Six.

Students

150 100 50

Workforce information

0 2009 2010 2011 2012 2013 2014 2015 Year Male Female

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition Position

Number

The school exhibits consistent attendance rates.

Principal

1

Deputy Principal(s)

0

Assistant Principal(s)

1

Head Teacher(s)

0

Classroom Teacher(s)

4

Teacher of Reading Recovery

0.21

Learning and Support Teacher(s)

0.3

Teacher Librarian

0.4

Teacher of ESL

0

State DoE

School

Student attendance profile

Year K 1 2 3 4 5 6 Total K 1 2 3 4 5 6 Total

2010 95.2 94.1 94.7 95.7 95.4 94.3 96.4 95.1 94.7 94.2 94.4 94.5 94.5 94.4 94 94.4

2011 96.7 94.9 93.5 94.2 94.9 93.4 96.4 94.9 94.7 94.2 94.2 94.4 94.3 94.2 93.8 94.3

2012 94.2 93.3 95.5 95.1 96.0 95.2 95.0 94.9 94.3 93.9 94.2 94.4 94.3 94.2 93.8 94.2

2013 94.6 94.7 94.3 95.3 94.1 96.1 96.3 95.1 95.0 94.5 94.7 94.8 94.7 94.5 94.1 94.7

2014 97.9 95.4 94.6 95.1 95.7 93.5 94.9 95.3 95.2 94.7 94.9 95.0 94.9 94.8 94.2 94.8

2015 96.1 96.2 94.5 94.5 95.5 95.9 94.0 95.2 94.4 93.8 94.0 94.1 94.0 94.0 93.5 94.0

Attendance is strictly monitored on a daily basis and through weekly computerised summary statements which are overseen by the Principal. Unexplained attendance results in verbal or written requests for formal explanations. Follow up by the Home School Liaison Officer occurs if non-attendance continues to be an issue. The importance of regular patterns of attendance is regularly reinforced through school communications, student reports and the school newsletter. Certificates for excellent attendance are presented at the end of each year.

School Counsellor

0.1

School Administrative & Support Staff

1.406

General Assistant

0.4

Total

9.816

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The school does not have any permanent Aboriginal staff in 2015.

Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications

% of staff

Undergraduate degree or diploma

85

Postgraduate degree

15

Professional learning and teacher accreditation Quality professional learning was once again a priority in 2015. All mandatory training was completed by permanent, part–time and temporary staff including in child protection, staff code of conduct, anaphylaxis, emergency care and cardiopulmonary resuscitation. School development days were regularly shared with staff from Mount Hunter and Cawdor schools with an emphasis on further consolidation of the new Science and Technology syllabus and introduction to the new History syllabus. The continued emphasis on assessment for learning strategies was also a priority. Video conferencing to access expertise from recognised consultants was utilised on occasions and teachers worked in stages across all three schools to plan units of work, collaboratively assess work samples and examine scope and sequences. An emphasis on sharing strategies for 21st Century differentiated learning occurred, including the use of technology for engaging and innovative learning practices. PLAN (Planning Literacy and Numeracy) sessions were developed throughout the year and were closely related to the teachers’ daily teaching, programming and assessment. The literacy and numeracy continuums were regularly examined and used for consistent teacher judgment during assessment sessions. Executive staff attended leadership courses and conferences to be updated on latest policy and curriculum issues. Financial management courses were also attended by the executive and school administration manager throughout the year. The computer coordinator regularly attended courses to ensure up to date knowledge of technology information. Work, Health and Safety meetings regularly occurred and staff were updated on procedures. The school’s administrative staff, General Assistant and school learning support officer also participated in training and development throughout 2015. A beginning teacher was appointed to the school in second term as a result of a merit selection process from a graduate pool of candidates. This teacher is currently working towards proficiency accreditation with beginning teacher funds utilised to provide extra release time, mentoring support and professional learning such as induction training and the Beginning Teacher conference. The total spent

on other teacher professional learning in 2015 was $6387.36 with an average of $756.55 per teacher. There are currently no teachers seeking or maintaining accreditation for highly accomplished or lead teacher.

NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

Financial information Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school. Date of financial summary Income Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen Total income

30/11/2015 $ 115560.51 115892.18 96443.78 70878.33 2666.52 5432.45 0.00 406873.77

Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development Tied funds Casual relief teachers Administration & office School-operated canteen Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward

100% of Year Three students were above the minimum standards in reading and writing with one student exempted from the tests. 96% of Year Three students were above the minimum standards in spelling, grammar and punctuation with one student exempted from the tests. 32% of students were proficient in reading, 40% were proficient in writing, 24% were proficient in spelling and 44% were proficient in grammar and punctuation. In Year Five, 100% of students completed the national tests. 95.2% of students were above the minimum standard in reading and spelling, 85.7% were above the minimum standard in writing, and 90.5% of students were above the minimum standard in grammar and punctuation. 19% of students were proficient in reading, 10% were proficient in writing, 29% of students were proficient in grammar and punctuation and 24% were proficient in spelling. Further improvement is particularly required in the area of writing skills. Year 3 NAPLAN Writing

18981.61 28730.19 27510.73 9642.68 2527.43 88905.07 13617.37 53055.37 0.00 26832.60 11506.06 4991.52 35824.72 322125.35 84748.42

School performance NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Average score, 2015

School 410.1

SSG 406.8

State DoE 417.1

Skill Band Distribution Band

1

2

3

4

5

Number in Bands

0

0

8

7

9

1

Percentage in Bands

0.0

0.0

32.0

28.0

36.0

4.0

School Average 2011-2015

1.0

2.0

14.7

36.3

42.2

3.9

SSG % in Bands 2015

2.7

5.5

21.0

27.9

35.0

8.0

State DoE % in Bands 2015

2.3

5.1

18.5

23.6

36.3

14.2

6

Year 3 NAPLAN Reading Average score, 2015

School 401.2

SSG 402.6

State DoE 422.4

Skill Band Distribution Band

1

2

3

4

5

Number in Bands

0

3

8

6

2

6

Percentage in Bands

0.0

12.0

32.0

24.0

8.0

24.0

School Average 2011-2015

2.9

9.8

24.5

26.5

16.7

19.6

SSG % in Bands 2015

6.0

8.5

24.7

23.5

18.9

18.3

State DoE % in Bands 2015

5.3

6.7

20.4

21.1

18.4

27.9

0.0

12.0

32.0

24.0

8.0

6

24.0

Year 3 NAPLAN Spelling Average score, 2015

School 380.6

SSG 395.8

State DoE 413.3

Year 5 NAPLAN Grammar and Punctuation School SSG Average score, 2015 483.0 478.0

State DoE 500.9

Skill Band Distribution

Skill Band Distribution Band

1

2

3

4

5

6

Band

3

4

5

6

7

8

Number in Bands

1

2

7

9

5

1

Number in Bands

2

2

9

2

1

5

Percentage in Bands

4.0

8.0

28.0

36.0

20.0

4.0

Percentage in Bands

9.5

9.5

42.9

9.5

4.8

23.8

School Average 2011-2015

3.9

8.8

28.4

30.4

17.6

10.8

School Average 2011-2015

7.2

8.2

29.9

27.8

14.4

12.4

SSG % in Bands 2015

6.1

13.6

22.7

21.4

17.1

19.1

SSG % in Bands 2015

9.6

14.8

29.1

22.8

15.4

8.2

State DoE % in Bands 2015

5.0

10.7

18.9

20.3

19.0

26.1

State DoE % in Bands 2015

8.2

12.3

23.5

20.7

18.8

16.5

4.0

8.0

28.0

36.0

Year 3 NAPLAN Grammar and Punctuation School SSG Average score, 2015 424.8 411.8

20.0

4.0

State DoE 431.7

Skill Band Distribution Band

1

2

3

4

5

Number in Bands

1

1

3

9

7

4

Percentage in Bands

4.0

4.0

12.0

36.0

28.0

16.0

School Average 2011-2015

5.9

5.9

15.7

30.4

21.6

20.6

SSG % in Bands 2015

6.1

9.1

17.3

27.2

20.0

20.2

State DoE % in Bands 2015

5.1

8.5

13.6

24.0

19.2

29.6

4.0

4.0

12.0

36.0

28.0

6

Average score, 2015

SSG 474.3

State DoE 494.3

Skill Band Distribution Band

3

4

5

6

7

8

Number in Bands

1

4

10

2

1

3

Percentage in Bands

4.8

19.0

47.6

9.5

4.8

14.3

School Average 2011-2015

6.2

9.3

33.0

29.9

13.4

8.2

SSG % in Bands 2015

6.2

22.4

24.9

22.6

15.1

8.9

State DoE % in Bands 2015

5.8

17.3

21.4

20.9

18.7

15.9

Year 5 NAPLAN Writing Average score, 2015

SSG 464.8

School 455.6

State DoE 476.9

Skill Band Distribution Band

3

4

5

6

7

8

Number in Bands

3

3

9

4

2

0

14.3

14.3

42.9

19.0

9.5

0.0

Percentage in Bands School Average 2011-2015

6.2

7.2

40.2

37.1

9.3

0.0

SSG % in Bands 2015

6.5

14.0

40.8

27.6

9.3

1.7

State DoE % in Bands 2015

7.3

10.2

33.9

29.6

13.4

5.6

14.3

14.3

42.9

19.0

9.5

0.0

Year 5 NAPLAN Spelling Average score, 2015

School 488.1

SSG 483.2

100% of Year Three students were above the minimum standard in numeracy with one student exempt from the test. 36% of Year Three students were proficient. 100% of Year Five students completed the national test. 100% were above the minimum standard and 14% were proficient.

16.0

Year 5 NAPLAN Reading School 471.8

NAPLAN – Numeracy

State DoE 501.4

Skill Band Distribution Band

3

4

5

6

7

Number in Bands

1

4

8

3

2

8 3

Percentage in Bands

4.8

19.0

38.1

14.3

9.5

14.3

School Average 2011-2015

3.1

15.5

29.9

30.9

12.4

8.2

SSG % in Bands 2015

5.6

14.7

27.0

25.9

21.3

5.6

State DoE % in Bands 2015

5.7

11.6

20.4

24.3

25.5

12.4

Year 3 NAPLAN Numeracy School 384.7

Average score, 2015

SSG 380.4

State DoE 395.9

Skill Band Distribution Band

1

2

3

4

5

Number in Bands

0

4

7

5

7

6 2

Percentage in Bands

0.0

16.0

28.0

20.0

28.0

8.0

School Average 2011-2015

1.0

13.0

29.0

25.0

23.0

9.0

SSG % in Bands 2015

6.3

16.2

26.2

24.7

16.9

9.7

State DoE % in Bands 2015

5.5

14.3

22.0

22.9

17.9

17.5

Year 5 NAPLAN Numeracy Average score, 2015

School 473.2

SSG 473.2

State DoE 493.1

Skill Band Distribution Band

3

4

5

6

7

Number in Bands

0

6

8

4

1

8 2

Percentage in Bands

0.0

28.6

38.1

19.0

4.8

9.5

School Average 2011-2015

4.1

15.5

40.2

27.8

8.2

4.1

SSG % in Bands 2015

4.2

21.4

30.9

26.7

11.8

5.0

State DoE % in Bands 2015

3.8

17.6

26.0

23.9

15.0

13.6

Average progress indicates the growth of student achievement from their Year Three results compared to their Year Five results. Overall growth in reading and spelling was above state levels. Less growth was evident in numeracy as well as grammar and punctuation and will require specific teaching strategies to lead to consistent, higher levels of growth in these areas.

Percentage of Year 5 students achieving at or above minimum standard (exempt students excluded)

Reading Writing Spelling Grammar & Punctuation Numeracy

95.2 85.7 95.2 90.5 100.0

As an indication, the no. of students exempt for Year 3 Reading are:

1

As an indication, the no. of students exempt for Year 5 Reading are:

0

Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. This year, students, staff and parents were surveyed using the Tell them From Me online survey process. Students were surveyed in March and October while staff and parents were surveyed in September. Overall, a high level of satisfaction was noted. Students reported high levels of motivation and effort at school and were similar to the state norm in feeling challenged and confident at school. In responding to questioning about bullying, responses were also similar to state norms. Continued antibullying programs will be ongoing.

Percentage of Year 3 students achieving at or above minimum standard (exempt students excluded)

Reading Writing Spelling Grammar & Punctuation Numeracy

100.0 100.0 96.0 96.0 100.0

Students were questioned about the areas of learning they had improved in and the majority of responses were for mathematics, reading and spelling. Students were also asked about the areas they liked about our school. Their responses included friends, playground, sport, equipment, big spaces, caring, fun teachers and being a small school where everyone knows each other. Parent responses were at or above state norms in responses to questions about their child’s experiences at school. They felt the school was safe, welcoming and inclusive and that the school supported student learning and positive behaviour at school. Teachers recorded high responses to inclusivity, leadership, collaboration, parent involvement, learning culture and data informing learning. More development with using technology to track learning was noted as an area to improve.

Policy requirements Aboriginal education Our school received Aboriginal background funding in 2015. With these funds, an experienced teacher was employed to provide individual and small group literacy and numeracy support. In addition, the teacher worked closely with the students’ families and local elders to develop cultural studies, create artworks and further develop our indigenous garden. Students at Douglas Park Public School continued to have Aboriginal perspectives and studies across all key learning areas, with particular emphasis in Human Society and its Environment as well as science units in our environmental program. The Australian and Aboriginal flag are flown each day. In addition, the school support for our indigenous students is evident with specific acknowledgement of country at formal assemblies. Specific, personalised educational learning plans are developed for all Aboriginal students with discussions held with parents and students to set goals and monitor progress. Four teachers attended professional learning courses in Aboriginal Education, particularly related to our local area’s Aboriginal culture and history. Students participated in the Wollondilly Environmental Art competition and a variety of quality artworks were displayed at the local council. At our school, we ensure that we build an awareness, respect and cultural sensitivity for all students in regard to understanding Aboriginal culture, heritage and traditions.

Multicultural Education and Anti-racism While our enrolments of students from backgrounds other than English are low, Douglas Park Public School acknowledges the importance of promoting the cultural and linguistic diversity of Australia as a whole. In pursuing this aim, the school annually focuses and implements a program around multicultural studies, specifically around the Multicultural Public Speaking Competition. This involves units of work in Years Three to Six in which students prepare individual presentations around the themes of multiculturalism. Multicultural perspectives are embedded in Human Society and Its Environment units and has also been addressed through the study of texts and concepts in the implementation of the new English syllabus. The school strongly implements an anti-racism policy and has a trained anti-racism officer who discusses issues with students throughout the year.

This year our school received a teaching entitlement of one day per week to support a newly arrived student in Australia. An experienced teacher was employed for this role. Two teachers completed in-depth professional learning in this area and shared their knowledge with other staff. Other school programs Student leadership A range of opportunities for student leadership were developed throughout the year. Our four student leaders attended the Young Leaders’ Day in Sydney and eight of our Stage Three students attended a sports leadership coaching course led by students from Camden High school. Our student council met regularly throughout the year with elected representatives from Year One to Year Six in attendance. Discussions about school issues as well as new ideas were often raised. Several fund-raising activities for various charities were also conducted. All Year Six students were paired with a Kindergarten buddy. Year Six also attended the local council to meet the Mayor and discuss local government. Both Stage three classes attended an excursion to Canberra as part of their democracy and Federal Government unit of work. Environmental education and sustainability Our school is in a beautiful environment and students are involved in a wide range of outdoor activities. A school recycling and composting program involves all students and this year each class also participated in sustainability lessons led by Wollondilly council. All students were also involved in Clean Up Australia within our own school and local community. A vegetable garden was created by the Year One teacher who involved her class in planting and tending the garden. With the help of the Environmental Officer from Wollondilly Shire Council, they shovelled and spread several layers of hay, fertilizer and mushroom compost into the new garden bed. The planting produced amazing crops of silverbeet, zucchini, beetroot, lettuce, carrots and tomatoes. The school canteen often used the produce from the garden in their canteen salads. Creative and Performing Arts Debating This year one team was entered in the Premier’s debating competition. They debated against four other teams from three different schools and won two from four debates. All of the children have greatly improved their skills and confidence.

Public Speaking This year we entered the Multicultural Perspectives Public Speaking Competition and the Greater Southern Sydney Primary Schools Public Speaking Competition. Students in Stage Two and Stage Three prepared a speech and presented it to their class. Class winners competed to be selected as the school representatives at district level competitions. School Performances This year our school participated in the Wollondilly Music Festival, Camden High Showcase, Mrs Munday’s farewell assembly, Grandparents’ Day concert, Christmas concert and Mrs Clare’s forty years of school administration celebration. All students participated in drama, dance, singing or poetry with our school choir and string ensemble also performing beautifully. Our students have developed an excellent reputation for their skills and enthusiasm in the performing arts.

Centenary of Anzac

The school conducted an Anzac Day Service with representatives from HMAS Albatross, Ingleburn RSL Sub Branch and the RAAF. All four student leaders took an active role, speaking about different aspects of the Anzac story. This year marked the 100th anniversary of the landing at Gallipoli. After the service, our guests visited the classrooms to talk to the children and answer their questions. Many of our students, teachers and parents attended the Anzac Day Service in Camden with our students marching behind our school banner and our school leaders laying a wreath. The school also held a service in commemoration of Remembrance Day. Red poppies made by the students were placed on our remembrance wall as a symbol of respect for all those who have served for our country in a bid for peace. Our school families also participated in an oral history project to research their connections to World War One and these were displayed in our school library. This year students donated a gold coin to help build a new school in Pozières, France. This little village was destroyed in 1916 and the school was never adequately replaced. Many thousands of Australian soldiers were killed or wounded helping to protect the people of Pozières so the Australians have a special place in their history. It is wonderful to think our small community school has helped to build a new small school in France.

Excursions Students in all classes participated in a range of worthwhile excursions throughout the year. These included the Kindergarten to Year two excursions to the Sydney aquarium as part of their sea life unit and Campbelltown Performing Arts High School for a circus performance. Years Three to Six attended a three day Sport and Recreation camp at Stanwell Tops along with Mount Hunter and Cawdor students. Years Five and Six also visited Canberra. All of these excursions were valuable learning experiences. Technology All classes have continued to have access to the computer laboratory with its twenty nine computers, connected classroom interactive whiteboard and networked colour printing. Each classroom also has its own computers and interactive whiteboard connected to the network. Our school also has thirty ipads and thirty laptops for use in classrooms. This year further technological devices have been purchased. This includes a new networked colour photocopier, another interactive whiteboard, increased wireless access to the administration building, three hovercam document cameras and some new software and apps for students to use. All students and staff have enjoyed the benefits of this new technology during 2015. Sport Sport is highly valued at our school with all students participating in the Premiers’ Sporting Challenge throughout the year. This included gala days in AFL, soccer and netball as well as athletics, swimming and cross country carnivals. Many students represented our school at district carnivals and one student represented at state level. Successful Sporting School grants enabled specialised coaches in tennis, basketball, athletics and gymnastics to be employed who provided excellent sessions in developing specific skills in each sport. Fifty students participated in swimming lessons at Picton pool. Another highlight was the whole school participation in Jump Rope for Heart which raised over $1500 and provided a great opportunity for fitness and skill development. A visit from Surf Rescue NSW was followed up by relays using the equipment in the school playground which proved very popular with the students. Our school continues to be an active Live Life Well school with our emphasis on a healthy lifestyle.