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Hampden Park Public School Annual Report 2016 4494 Printed on: 1 May, 2017 Page 1 of 19 Hampden Park Public School 4494 (2016)

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Hampden Park Public SchoolAnnual Report

2016

4494

Printed on: 1 May, 2017Page 1 of 19 Hampden Park Public School 4494 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Hampden Park 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.

Terry Fisher

Principal

School contact details

Hampden Park Public SchoolHampden Park SchoolLakemba, 2195www.hampdenpk-p.schools.nsw.edu.auhampdenpk-p.school@det.nsw.edu.au9750 4111

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School background

School vision statement

Hampden Park Public School strives for excellence and equity. We aim to empower students with the knowledge andskills necessary to thrive, be productive citizens and achieve their full potential. We recognise children as individuals,catering for their needs and talents and fostering tolerance, integrity and inter–racial harmony in our culturally diversecommunity. We provide a happy, secure and stimulating environment which welcomes the interaction of teachers,parents and the community.

School context

Hampden Park Public School, established 1979, is a large primary school of approximately 714 students. Our studentcohort represents over 40 nationalities with 98% of students coming from non–English speaking backgrounds. Theschool provides excellent education for the 'whole child' from Kindergarten to Year 6. We also have four multi–categoricalclasses on site. Our dedicated and enthusiastic staff focus on improved professional development, engage in leadershippractices and contribute to a culture of high expectations to ensure the best education for each student.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading. The School Excellence is a  Framework ofself–assessment to assist our school refine our strategic priorities in our School Plan, leading to further improvements inthe delivery of education to our students. The framework is divided up into three sections, Learning, Teaching andLeading.

Learning:

Culture = Sustaining & Growing. Our students are starting to take responsibility for their ongoing learning.

Wellbeing = Delivering. We have identified aspects of and factors contributing to wellbeing and the delivery of teachingand learning.

Curriculum = Excelling. Programs and teaching practices develop the knowledge, understanding and skills of all studentsusing evidence based teaching practices.

Assessing and Reporting = Sustaining & Growing. Parents have a deeper understanding of what the students learn andthey receive regular information to support progression to the next learning level.

Teaching:

Effective Class Practice = Sustaining & Growing. Teachers regularly use student performance data, including NAPLAN,and other student feedback to evaluate the effectiveness of their own teaching practices.

Data Use = Sustaining & Growing. the school leadership team engage the school community in reflecting on studentperformance data including LSSS.

Collaborative practice = Sustaining & Growing. Teachers work together to improve teaching and learning in their yeargroups and for particular student groups such as LAS, CL and EAL/d.

Learning and Developing = Sustaining & Growing. Teachers are actively engaged in planning their own professionaldevelopment to improve their performance. examples include mentoring, early career teaching programs and LSSS.

Professional Standards = Sustaining & Growing. Staff attain professional learning goals and teaching requirements aspart of a whole school plan.

Leading

Leadership =  Excelling. Staff have purposeful leadership roles based on professional expertise.

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undertaken on a routine and regular basis

Management Practices = Excelling. practices and processes are responsive to the school and community feedback.

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Strategic Direction 1

Highly Motivated and Reflective 21st Century Learners

Purpose

To create a whole school culture where all members see themselves as active learners.

To provide challenging and student–centred curriculum that promotes creativity, innovation and engagement as 21stCentury learners.

Overall summary of progress

The staff and parents at HPPS know that highly motivated students make for great learning.  We are creating the buildingblocks to ensure this happens with all our students. To enhance this we have continued to implement out Numeracy(TEN) program and our Literacy (L3) programs across all stages. We continue to explore Self Organised LearningEnvironments including Maker Space programs and with extra support given to students in occupational and speechtherapies we feel our students are motivated, resilient and ready to learn.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Improvement in students’ PLAN,NAPLAN data with 80% studentsachieving grade and schoolinterim targets

All students participate indiscussions about their learningwith teachers and parents

100% of staff have ProfessionalDevelopment Plans and engagein regular observation, peerfeedback, reflection and goalsetting

All teachers’ programs includecollaborative and reflectiveteaching and learning practices

An aspiring leaders network isestablished with membersleading programs within theschool / community

The SOLE program (Self Operated learningEnvironments) has been of significant benefit to thestudents through the teaching and learning cyclesand also in the areas cooperation, team work,independence, collaboration, research skills andresilience. We believe that the SOLE programbrought the students to a rich learning environment.The introduction of the Makerspace where studentsinvest in build and technical projects to go with theSOLE learning was also an exciting innovation.Occupational therapy serviced by Leaps andBounds OT, targets our Kindergarten students onFridays and Year 1–6 students on Thursdays. Thisservice is highly valued in our community as waitinglists at Canterbury Health are quite extensive andmany families are not be able to access expensiveprivate therapy. Speech Pathology. Our schoolfunded the services of Sydney University SpeechPathology to support a language program for thetargeted students. The program supported morethan 60 students over a 10 week period focusingprimarily on K–2 students. The content is narrativebased and includes all students who need extraspeech tuition for K–6 but emphasis is on studentsK–2. Training and development for teachers is alsopart of this program.     

Literacy & Numeracy Support Programs. Weintroduced the TEN maths program to complementprogrammed Mathematics lessons throughout theweek. It includes the use of explicit and systematicteaching, differentiated on student need. It includesstrategically targeted activities focusing on earlyarithmetical strategies and monitoring of studentprogress every five weeks to assess progress,identify targets and plan future instruction. Our L3program introduced explicit teaching wherestudents get intense 1on1 tutoring in all aspects oflanguage including writing, reading,comprehension, phonics and work attack skills. It

$79800

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Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Improvement in students’ PLAN,NAPLAN data with 80% studentsachieving grade and schoolinterim targets

All students participate indiscussions about their learningwith teachers and parents

100% of staff have ProfessionalDevelopment Plans and engagein regular observation, peerfeedback, reflection and goalsetting

All teachers’ programs includecollaborative and reflectiveteaching and learning practices

An aspiring leaders network isestablished with membersleading programs within theschool / community

provided high quality professional learning to buildthe capacity of our teachers to ensure that thisprogram is delivered to a high standard. It took intoaccount our EAL/D students by incorporatingdifferentiated strategies to meet the learning needsof students of all levels of abilities. In addition weensured that there was ongoing professionallearning and collegial discussions in LSSSmeetings to ensure that all students are achievingat a stage appropriate level.Through support of beginning teachers, a mentorprogram for our beginning and first year outteachers we were able to get seven teachersaccredited at proficient level through BOSTESThrough collaborative planning the staff recognisedthat we needed to modify our school strategicdirection for 2017, and therefore started on theprocesses of visible learning, effective feedbackand growth mindset. This led to review andmodification of school plan to be reported upon nextyear.

Next Steps

We will continue to explore the Self Organised Learning Environments and link them to maker space and to codingthroughout the school. We will buy new computer equipment to help the progress of our learners.  We will expand ourOccupation Therapy time to target needs within the student community and continue with Speech therapy as well. Wewill expand the Numeracy TEN program to differentiate learning for the senior students Years 4–6. We will continue theprocess of visible learning, effective feedback and growth mindset through the use of instructional leadership andSeeSaw application.

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Strategic Direction 2

Proactive and Engaged School Community

Purpose

To foster positive and respectful relationships that increase levels of student, staff and community engagement andpromote collective responsibility for student learning and success.

Overall summary of progress

We had some very successful parent workshops that were well attended, on many subjects. The three most successfulworkshops were Mathematics: How Can You help at Home? NAPLAN: Analysing the Results? and STEAM workshop.We looked at improving parents as partners in the teaching of their own students and the support they can give here atschool. We tried for an independent P&C who could run their own meetings and events within the school. We weresuccessful at starting these strategies and we had a huge improvement in attendance of the parent teacher interviewsand our whole school events such as harmony day and market day.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Improvement in students’ PLAN,NAPLAN data with 80% studentsachieving grade and schoolinterim targets

All students participate indiscussions about their learningwith teachers and parents

100% of staff have ProfessionalDevelopment Plans and engagein regular observation, peerfeedback, reflection and goalsetting

All teachers’ programs includecollaborative and reflectiveteaching and learning practices

An aspiring leaders network isestablished with membersleading programs within theschool / community

We strived hard to improve our communication withparents and to try to get them more involved in theeducational progress of their children. Weintroduced parent workshops based upon needsand areas of interest as identified by parents andcarers themselves. To achieve this we haveengaged with community members in a variety ofways including online surveys, P&C meetings andsmall group consultations. Workshops are focusedon supporting student outcomes and are deliveredby a combination of school staff and expert localproviders. The stipulated funds are used to enableparents to attend workshops by paying for servicessuch as childcare and catering, as well as pay forresources and course materials. We are also usingan APP called skoolbag which ensures connectivitywith teaching and learning and parent body. It is tokeep the parents are informed of all programs,events, and lessons being taught in our school andeach year we will renew our subscription for theapplication. However we are looking to upgrade thatfor 2017. We were given local community fundsfrom the federal government and we decided toestablish a parent café. Unfortunately due tobuilding availability the café was started but notcompleted. Our café is due for completion in March2017. We worked hard on improving parents aspartners including establishing an independentP&C. We have trouble recruiting parents forexecutive positions within the P&C but we havegreat attendance for workshops, assemblies andparent teacher interviews. the encouraging signsthat attendance at the latter three are increasing byat least 15% each year.

$5,500 $16,500$1,000

Next Steps

2017 looms as an exciting year with parents. We will have the parent café established by the end of March, and that willlead nicely into workshops for parents on school issues. These workshops will be based on the needs of the teachers,

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school executive and parents themselves. We will also introduce PATCH a parent as partners training and developmentcourse. This has had success throughout the state and looks tailor–made for our parents. In 2017 we will start with a newlearning APP called See Saw. Each parent is able to download the APP, scan the QR code for their child and keep intouch with all the learning happening in their child's class and throughout the school. This way they can become activepartners in their child's education.

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Strategic Direction 3

Resilient Global Citizens

Purpose

To foster an environment that builds resilience, respect, empathy, reflection and self–efficacy.

To empower students with essential skills and attributes to connect, succeed and thrive as global citizens.

Overall summary of progress

Our school conducted some highly professional teacher training in many areas in 2016. This included OccupationalTherapy, Maths and Science, Speech Therapy, Student Wellbeing and Literacy. We began the implementation of theWellbeing Framework and we used QTSS funds to release our executive teachers to plan and develop programs of workacross the school and to make current practices such as LSSS even more effective. We enhanced our students asleaders programs across the school and we encouraged more community based project's such as pre–schoolpartnerships and playgroups.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

A written wellbeing frameworkdeveloped and evaluated throughconsultation with the schoolcommunity

Data collected through internalsources indicates a reduced needfor LST interventions forresilience programs

Increased % of studentsparticipating in wellbeingprograms

Increased % of programs initiatedby SRC / student leaders

Increased % of parentsparticipating in learning aboutwellbeing programs

Tell Them From Me dataindicates positive growth forconnection to school and otherwellbeing measures

Professional development for all staff, unpackingthe wellbeing framework and aligning it to theschool excellence framework was undertaken inorder to determine future directions and plan wholeschool milestones accordingly. We used QTSSfunds to release staff to consult and then to developour well being framework. We had great trainingfrom Sue Larkey where we enhanced our teacherscapacity to differentiate for the students withaddition support needs. We started someprofessional learning on growth mindset and visiblelearning working on feedback strategies thatteachers can use in the classroom. Mandatory childprotection training took place for all staff.Student leadership was enhanced and importedthrough the conference for prefect and studentleaders. The journalism team grew in strength andnumbers and we were invited to be the primaryschool representatives at Inspire and InnovateConference 2016. Our Out of The Box programcontinued to grow See process 2 in strategicdirection 2. We introduced parent workshopsbased upon needs and areas of interest asidentified by parents and carers themselves. Wecontinued to build community ties through PlayGroups and the Toy Library.

$2,500

$2,000           

$3,000

$19,000

Next Steps

In 2017 we will continue with the implementation of the well–being framework including all professional developmentopportunities for staff. This will be done by a team of dedicated teachers. We are looking at improving our refugee andEAL/d programs to reflect best practice across the state and adopting strategies that fit our school need. We willundertake Kids matter program which will enhance opportunities for students leadership and voice throughout theschool.  The progress of the SeeSaw will be monitored and the data collected on the effectiveness of the program.  Wewill continue to enhance wellbeing of parents and community through new café, community support programs andthrough the introduction of a new parent/ school support program called PaTCH (Parents as Teacher and ClassroomHelpers.)

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Key Initiatives Impact achieved this year Resources (annual)

English language proficiency We have ensured that we regularly consultand engage with the local school community.We have ensured our decision making isbased upon current research and bestpractice in EAL/D teaching. We haveengaged teachers in professionaldevelopment which builds capacity ofthemselves and their students. We haveraised expectations of student capacity andachievement amongst all students, staff andschool leaders. We have increased studentparticipation in learning through targetedsupport programs.

$32,912

Low level adjustment for disability We have ensured that we regularly consultand engage with the local school community.We have ensured our decision making isbased upon current research and bestpractice in EAL/D teaching. We haveengaged teachers in professionaldevelopment which builds capacity ofthemselves and their students. We haveraised expectations of student capacity andachievement amongst all students, staff andschool leaders. We have increased studentparticipation in learning through targetedsupport programs.

$82,018

Quality Teaching, SuccessfulStudents (QTSS)

For second semester the executive agreedthe best expenditure of funds was to releaseall executive off class at the same time forschool planning. This included refining ofschool plans, sharing resources, developmentand evaluation of school milestones, sharingbest practices and embedding best practice inleading teams in our Learning SupportStudent Success(LSSS) meetings.

$51,500

Socio–economic background We have ensured that we regularly consultand engage with the local school community.We draw on a wide range of data to ensureour decisions are the best for our students.We have clearly linked expenditure to the newschool plan and its strategic directions. Wehave raised expectations of achievementamongst all students, staff, and schoolleaders. We are strengthening respectfulpartnerships between school, families andcommunity organisations. We havedeveloped a positive and inclusive schoolculture and trust amongst the wholecommunity. We have engaged teachers inprofessional development that builds capacityof themselves and their students. We havefocussed on literacy and numeracy as thefoundations for learning. We are accountingtransparently how funds have been used toaddress the additional learning needs ofstudents from low socio–economicbackgrounds.

$52,842

Support for beginning teachers Through the beginner teacher supportprograms we have developed a positive andinclusive school culture and trust amongst thewhole community. this has included a mentor

$36 600

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Support for beginning teachers program for all beginning and newlyappointed staff. We have engaged all newand beginning teachers in professionaldevelopment that builds capacity ofthemselves and their students. This includesthe use of explicit and systematic teaching,differentiated student need. It also includedstrategically targeted activities focusing onlearning progressions of all students in orderto identify targets and plan for futureinstruction.We also trained K–2 beginning teachers inthe L3 program (Literacy Language &Learning) We are provided high qualityprofessional learning to build the capacity ofour teachers to ensure that this program isdelivered to a high standard. It took intoaccount our EAL/D students by incorporatingdifferentiated strategies to meet the learningneeds of students of all levels of abilities. Inaddition we ensured that there is ongoingprofessional learning and collegialdiscussions in LSSS meetings to ensure thatall students are achieving at a stageappropriate level.

$36 600

Targeted student support forrefugees and new arrivals

We have ensured that we regularly consultand engage with the local school communityespecially on transition programs. We haveclearly linked expenditure to the new schoolplan and its strategic directions. We arebuilding capacity within staff to be activemembers implementing plans for transition.We have liaised effectively with preschools,high schools and other community groups toensure transition programs of quality. We areproviding rich learning experiences across thecurriculum. We are building capacity withstudents, teachers, leaders and thecommunity. We are accounting transparentlyhow funds have been used to address theadditional learning needs of students from lowsocio–economic backgrounds.Refugee Support ProgramsThere are several refugee support programsrunning throughout the school but this yearwe are taking a collective approach toimprove the teaching and learning in EAL/dand in community language to help ourrefugee students. Withdrawal still happens fornew arrivals but they now feel part of aprogram that includes interactive learning,i–pads, and work on project based learning.

$ 26,000

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Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 378 358 375 392

Girls 347 319 328 326

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.8 93.7 93.2 93

1 93.6 93.4 90.7 91.7

2 95.9 94.4 92 91.8

3 94.6 95.6 92.6 92.2

4 95.1 96 91.4 92.2

5 96.3 96.7 92.5 91

6 94.6 95.6 94.1 93.4

All Years 94.7 94.8 92.3 92.2

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 2

Assistant Principal(s) 5

Classroom Teacher(s) 33.24

Teacher of Reading Recovery 1.05

Learning and Support Teacher(s) 2.3

Teacher Librarian 1.2

Teacher of ESL 4.8

School Administration & SupportStaff

8.47

Other Positions 0

*Full Time Equivalent

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Currently we have no aboriginal staff members. Wecurrently have 5 assistant principal one of thosededicated directly to our support unit. Our staffcomprises of over 50 teachers with varying experienceand expertise.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools. 

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 28

Professional learning and teacher accreditation

In 2016 we had an extra 7 teachers accredited atproficient level with the Board of Studies. (BoSTES)This made the total number of 27 teachers at theproficient level, which is a great standard.

All staff participated in professional development afterschool which totalled over 20 hours for the year. theyaslo attended external courses through accreditedproviders, where those course matched the schooldirections.

School Development Days were a source of extratraining and development. These areas includedWellbeing, Effective Feedback, Growth Mindset, AutismSpectrum Disorder.

Our beginning and early career teachers attended staterun training and development courses to help theirprofessional learning at proficient level.  Beginningteacher funds were acquitted to give them extra releasefor face to face and to participate in mentor programs.

Average expenditure for each teacher wasapproximately $800.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016). 

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement. 

Income $

Balance brought forward 425 037.00

Global funds 795 307.00

Tied funds 454 967.00

School & community sources 140 573.00

Interest 9 772.00

Trust receipts 10 164.00

Canteen 0.00

Total income 1 835 820.00

Expenditure

Teaching & learning

Key learning areas 225 556.00

Excursions 27 494.00

Extracurricular dissections 71 713.00

Library 794.00

Training & development 724.00

Tied funds 353 652.00

Short term relief 178 426.00

Administration & office 96 629.00

School-operated canteen 0.00

Utilities 77 818.00

Maintenance 22 659.00

Trust accounts 8 699.00

Capital programs 11 600.00

Total expenditure 1 075 764.00

Balance carried forward 760 056.00

The information provided in the financial summaryincludes reporting from 1 Dec 2015 to October 17 2016.

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2016 Actual ($)

Opening Balance 0.00

Revenue 810 405.53

(2a) Appropriation 784 354.41

(2b) Sale of Goods andServices

8 445.89

(2c) Grants and Contributions 17 025.22

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 580.01

Expenses -300 268.73

Recurrent Expenses -300 268.73

(3a) Employee Related -183 772.53

(3b) Operating Expenses -116 496.20

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

510 136.80

Balance Carried Forward 510 136.80

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Financial summary equity funding

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

2016 Actual ($)

Base Total 4 531 862.97

Base Per Capita 39 375.99

Base Location 0.00

Other Base 4 492 486.98

Equity Total 892 121.36

Equity Aboriginal 0.00

Equity Socio economic 52 841.69

Equity Language 522 612.64

Equity Disability 316 667.02

Targeted Total 753 435.80

Other Total 562 782.80

Grand Total 6 740 202.92

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

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School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 toBand 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

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The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert Hampden Park Public School and select GOto access the school data.

Parent/caregiver, student, teachersatisfaction

As a school we really wanted feedback on the reportingsystems we have in the school and if the parentsunderstand the reporting systems we have in place, ifthey support those systems and if they have anyquestions for future improvements. This is particularlyimportant for our parent cohort who have severaldifferent migrant backgrounds.

Here are our results

Is the information on your child's report valuable 98%responded YES

Do you understand the written comments in the report.98% responded YES

Did the report give you a clear understanding of whatyour child could do. 68% responded YES

Did the report give you a clear idea of the areas ofimprovement for your child. 69% responded YES

Were you surprised by the information in the report.60% responded NO

We then asked for key areas for improvement and the

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largest three areas of response were

1. The weaknesses of the child need to be highlighted26%

2. More constructive feedback 16%

3. Subject rankings 15%

Policy requirements

Aboriginal education

In 2016 students explored the Aboriginal and TorresStraight Islanders peoples’ connection to theenvironment and the links between cultural expressionand spirituality through quality literature and integratedunits of work. Kindergarten and Stage 1 students wereimmersed in the concepts of culture, people andidentity by participating in real life learning experienceswhich explored the significance of native Australianflora and fauna to the Aboriginal and Torres StraitIslander people. The Stage 1 excursion to the RoyalBotanic Gardens was a highlight for students whointeracted with the Aboriginal Education Officer in aseries of hands on activities.

Through integrated units of work Stage 2 and Stage3students engaged in the creation of a shared history ofAustralia as a nation. From a historical perspectivestudents developed an understanding of indigenous lifepre colonisation and the significant roles Aboriginal andTorres Strait Islander people have played in thedevelopment of Australia as the nation we know today.These units of work culminated in excursions to culturalsites in Bundeena and the site of the tent embassy inCanberra.

Other school programs

Dance & Choir

In 2016 our dance teachers formed a dance troupe of30 students and participated in the ‘Our Spectacular’combined schools show. During the year we helddance practice with the students to rehearse anddeliver a series of dance choreography. The objectiveof the dance troupe was to enhance students’knowledge of movement, time and space by expandingupon their prior knowledge and providingextra–curricular opportunities for them.

Upon successful audition, the dance troupe performedat the Sydney Opera House which showcased theirskill, talent and growth. From this experience thestudents have gained confidence in performing onstage, the ability to understand dance structure andstage direction. This has been an invaluable experiencefor the students of our community. We aim to continuethis journey with the students in 2017 by auditioningonce more for the “Our Spectacular’ as well asperforming at community events such as HampdenPark Harmony Day and Presentation events. The choirof some 20 students also performed at Our Spectacularin the combined schools choir.

Community Languages

The Community Languages team has always played acrucial role in the promotion of Community involvementat HPPS. The year 2016 was no different and the teamwas involved in many activities throughout the year.Our four community language groups, Urdu, Arabic,Bangla and Indonesian all work together to ensure bestoutcomes for kids.

The team organised, arranged and managed eventssuch as felafel day, cultural workshops, soup day,market stalls, and other events. In the culturalworkshops the students receive hands on experiencerelated to their culture The above events broughttogether students and parents from different culturalbackgrounds and allowed them to share and exchangetheir experiences with one another.

The team also prepared performances by students fromthe relevant cultures for Harmony Day which wereenjoyed by the entire school. A particular highlightduring the year was where the Community languagesteacher assisted students to develop a garden of herbsand vegetables and sold the produce to raise money forCommunity Language Resources.

In addition to the above, Community language teachersare always available to assist with translation at schoolevents and, in particular, Meet the Teacher. Mostimportantly, last year the team has implemented projectbased learning (PBL) in community language classeswhich has greatly enhanced the engagement ofstudents. All in all, the team has been consistentlystriving and has been successful in the promotion ofmulticulturalism and interaction with different cultures inthe community.

2016 LDI ASR

To strengthen our schools commitment to buildingleadership capacity a current school leader participatedin the 2016 Leadership Development Initiative (LDI)organised by the NSW DoE Leadership and HighPerformance unit. The LDI is an opportunity for currentand aspiring leaders in NSW public schools to buildtheir knowledge, skills, understandings andprofessional capabilities through a structuredinstructional leadership development program. A keycomponent of this program is the development andimplementation of a lead project which reflects currentstrategic directions and creates opportunities topositively impact student achievement.

The lead project implemented at HPPS built uponcurrent innovative learning environments to developstudent reflective practices to improve collaboration.Self–Organised Learning Environments (S.O.L.E) wereutilised across Stage 2, Stage 3 and Learning andSupport classes to provide a clear framework forstudents to actively reflect on the effectiveness ofcollaborative group tasks based on levels ofengagement and group composition. Theimplementation of this lead project was successful andwith all teachers reporting higher levels of engagementduring S.O.L.E and a higher quality of completed work.

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Students were also able to reflect upon and articulatewhy mixed groupings ,based on gender, skills andinterests, were more effective and productive.

Refugee Programs & Harmony Day

HPPS recognises the cultural diversity of our studentsand our community and helps meet the educational andwelfare needs of both the students and their families. In2016, we celebrated Harmony Day with great success.We involved our community to set up food and clothingstalls from different cultural backgrounds. Studentsdressed up in their cultural outfits and shared theircuisines with other cultures. It was an informal platformin creating community harmony, interculturalunderstanding and positive relationships betweenstudents from all cultural backgrounds. HPPSrecognizes students from refugee backgrounds whohave greater educational and support needs than othernewly arrived students.

Last year we introduced ‘Rainbow Program for ourstudents from refugee backgrounds. This was run bytwo EALD teachers from our school and a staff fromSTARTTS once a week for students from Yrs 1–4. Mostof our students in this program had experienceddanger, uncertainty or trauma, disrupted schooling andemotional problems. The program goals were to buildconfidence, trust, friendships and develop resilience. Atthe end of the program, we had a celebration at atheme park.

Printed on: 1 May, 2017Page 19 of 19 Hampden Park Public School 4494 (2016)