2016 Marrickville Public School Annual Report · Marrickville Public School Annual Report 2016 3952 Page 1 of 16 Marrickville Public School 3952 (2016) Printed on: 12 May, 2017

Marrickville Public SchoolAnnual Report

2016

3952

Printed on: 12 May, 2017Page 1 of 16 Marrickville Public School 3952 (2016)

Introduction

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

Kerry Chambers

Principal

School contact details

Marrickville Public SchoolChapel StMarrickville, 2204www.marrickvil-p.schools.nsw.edu.aumarrickvil-p.School@det.nsw.edu.au9560 2208

Message from the Principal

As Principal of Marrickville Public School I am very proud of the community we have built together. The school is a hub ofeducation, discussions, friendships, shared values, family and school connections, inclusivity and progress. Dedication isa term that can be applied to our whole community. The staff works tirelessly and collaboratively for our students, thecommunity are always involved in supporting our school development not only academically but also culturally andphysically and our amazing students who are active beyond their class studies both at school and in our widercommunity.

Students were successfully involved in a wide range of extracurricular studies in 2016. These studies and activitiesincluded Junior choir, Senior choir, Concert Band, Training Band, String Ensemble, Beginner and Senior RecorderEnsembles, Cantabile Opera House Choir, Festival of Instrumental Music, Sydney Region Music Festival, performing atthe Marrickville Festival as well as Marrickville High School and local nursing homes, Talent Quest, Senior Dance group,Senior Drumming Circle and after school guitar group, PSSA sport, Intergeneration programs, a music tour for choirstudents travelling to perform in China and Code Rangers, just to name a few. Each year becomes more excitingand packed with the opportunities available for the students to participate in. The variety of activities continues toexpand to include wider interests.

Message from the school community

Marrickville Public School is proud of its very involved and energetic parent and carer community, led by the dynamicand dedicated P&C. The ultimate goal of the MPS P&C is to do everything it can for the benefit of our kids, and toencourage everyone else to do the same, in whatever capacity they're able to.

2017 got off to a roaring start with the Welcome Bush Dance’s P&C–run BBQ raising $1300 for the school in just a fewhours. Our first playground and garden working bee was well–attended and lots of jobs were ticked off the to–do list,helping to maintain our school’s appearance and productive veggie and herb patches.

Our annual Mother’s Day fundraiser – gorgeous tote bags an tea towels featuring hand–drawn self–portraits of each andevery student – was another great success, and next on the P&C’s jam–packed schedule is its involvement in the annualschool Open Day, where all monies raised from the BBQ, cake stall, produce stand and raffle will, this year, be directlyfunding the continuing project of the construction and fit out of ateaching kitchen for the school.

The P&C and the school are so grateful to anyone who is able to give extra time to the school,but we’re also utterlyaware that it is simply not possible for everyone. It can also be a bit tricky, especially for parents who are new to theschool community, to know how to get involved and what needs to be done. All we would say to everyone, newbie orveteran, is that even one hour of your time is received with gratitude.


School background

School vision statement

Marrickville Public School is committed to providing creative and innovative learning in a safe and respectful environmentwhich values authentic engagement with our diverse community. Every student has the opportunity to achieve theirpersonal best, inspiring them to influence their world in a positive and purposeful way.

Achieve, Create, Inspire.

School context

Marrickville Public School is situated on the edge ofthe industrial area of Marrickville. The school was established in 1864and has catered to a diverse, fluctuating population for over 150 years of public education. While the area is undergoingdramatic demographic changes influencing the school population we have maintained a culturally and socially diversecommunity.

The heritage–listed school, comprising of four sets of buildings dating from 1864, is set amongst spacious playgroundswith significant native gardens. The current student population has increased to 281. Our school values of Be Safe, BeRespectful and Be A Learner encourage students from Kindergarten to Year 6 to reflect on their actions, consider othersand engage in their education.

The dedicated staff comprises of the principal, three assistant principals, eight class teachers, two community languageteachers (Greek and Vietnamese), two support teachers (LaST and EAL/D), a specialist music teacher, teacher librarian,two regional assistant principals and three office staff.

We share our school with Aspect (school for Autism), Good Start (early childhood centre), YMCA (out of school hourscare) and playgroups. To connect our teachers with current positive health and welfare practices, we regularly engagewith these and other outside agencies, organisations and events.

Our staff and students are further supported by an active Parents and Citizens Association who provide financialcontributions, feedback on school programs, and hands–on involvement,all of which attest to strong sense of communityat Marrickville Public School.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

Marrickville Public 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.

In the domain of Learning, with the continuation and expansion of Positive Behaviour for Learning there are clearerexpectations of behaviour that were explicitly taught to students through PBL and Restorative Practices. Safe, respectful,positive relationships exist between the students, staff and community. The impact of this behavioural program has beenless absenteeism, growth in student population, advancement in student wellbeing, more involvement in extracurricularactivities and improved student outcomes.

Embedding Informative Assessment has promoted quality teaching and professional practice in a school–widecommitment to align processes and school systems for collecting, analysing and reporting school based assessments onstudent and school performance. There is an immense development in teacher consistency in student assessmentpractices and teacher judgement. Students use assessment and reporting processes found in Informative Assessment toreflect on their learning, such as journals. Consistency and improved assessment strategies' impact is evident with theschool achieving impressive value–added results in NAPLAN.

In the domain of Teaching, teachers regularly use students’ performance data to provide explicit, specific and timelyfeedback to students on their achievement levels and how to improve. Consistent use of Rubric tables (InformativeAssessment)with students allows the teacher and student to evaluate the effectiveness of student work and teachingpractices. The teachers incorporate data analysis in their planning by using assessment instruments to monitor studentslearning progress, both internal sources (benchmarking, teacher observation and assessment, PLAN, L3 data) andexternal sources (NAPLAN, VALID).

The school evaluates and plans professional learning activities (based on school and student needs, external/internaldata and staff personal goals) to identify and systemically promote the most effective strategies. With a priorityon multimodal education in Literacy the teachers have been participating in ongoing professional development and haveactively engaged with each other in planning and producing digital productions.

In the domain of Leading the school has identified expertise within the staff and community promoting leadership invarious areas. A new assistant principal was appointed in 2016, allowing for a more consistent progression of learningfrom K–6. The executive team have utilised streamlined and flexible processes to collaboratively administer practicesand processes within the school. The teaching staff demonstrate and share expertise, have high levels of contemporarycontent knowledge and teaching practices, as evident in staff Performance and Development Plans and the school plan.Staff have purposeful leadership roles based on expertise and interest, leading strategic directions, programs includingschool Aboriginal priorities, "My Park Rules", "Being Excited About Reading", Primary School Sports Association, andvarious curriculum areas. The school community is dedicated to achieving school priorities through their involvementincluding Open Day, Friends of the Garden, fund raising, and involvement in advising on governance in school.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

ACHIEVE School–wide culture of 21st Century best practice

Purpose

Purpose:

To create a school–wide culture which supports 21st Century best–practice we will extend high standards of professionalpractice. We will grow teachers confidence and capacity to deliver the new curriculum and address the broader needs ofthe child using contemporary pedagogy.

Overall summary of progress

Formative Assessment has continued to be a focus of Stage discussion, rubric development and goal setting by staff andstudents. It has culminated in a high level of staff awareness and confidence in implementation of the FormativeAssessment strategies. All staff and students use a shared terminology when assessing. We continue to integrateFormative Assessment strategies into the implementation of the History syllabus.

Literacy and Numeracy Focus: Our school shared vision of implementing quality, authentic teaching practice though ourongoing commitment to the L3K, L3 One, TEN and TOWN programs has been maintained through consistent staffprofessional learning. All stages tracked student progress consistently using PLAN software and consistent,authentic assessment practices.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% teachers proficient in APS1.5.2, 2.3.2, 3.6.3, 7.4.2measured through PDP feedback

Teacher proficiency in APS 1.5.2, 2.3.2, 3.6.3, 7.4.2was reported at 100% of teachers stating they hadmade progress towards their professionaldevelopment goals.

$15,000 – from professionallearning funding allocationand school funding

Improved comprehension K–6(Whole school PLAN databaseline2015, NAPLAN reference2014 growth)

Comprehension data from PLAN 2016 showsstudents achieved the following clusters: • Kindergarten 64% Cluster 4 (75% in 2015) • Year 1 92% Cluster 6 (76% in 2015) • Year 2 78% Cluster 8 (70% in 2015) • Year 3 42% Cluster 9 • Year 4 45% Cluster 10 • Year 5 22% Cluster 11 • Year 6 18% Cluster 1249% of Year 3 and 28% of Year 5 achievedproficiency in Reading in NAPLAN. Our resultsshow an increase in the early years demonstratingthe effectiveness of the Language, Literacy andLearning program.

Nil

Improved numeracy achievementK– 6 (Whole school PLAN databaseline 2015, NAPLANreference 2014growth)

Early Arithmetic Strategy data for K–2 from PLAN2016 shows students achieved the following results: • Kindergarten 91% Level 1 (93% in 2015) • Year 1 78% Level 3 (71% in 2015) • Year 2 77% Level 4 (61% in 2015)The impact of the Targeted Early Numeracyprogram is demonstrated by the percentage ofstudents in Early Stage 1 and Stage 1 achievingbenchmarks in numeracy.

28% of Year 3 and 23% of Year 5 achievedproficiency in Numeracy in NAPLAN.

Nil


Next Steps

Formative Assessment: We will be surveying staff to assess their knowledge levels and jointly set a shared goal for2017. New staff will have access to resources and be offered mentoring and professional development. Formativeassessment strategies will be integrated into the teaching and learning cycle for the new Geography syllabus.

Literacy and Numeracy focus: teachers will continue to expand, refine and develop their teaching of literacy andnumeracy skills through our schools ongoing commitment to the L3, L3 One, TEN and TOWN programs. New teacherswill be offered professional training, mentoring and support to develop their skills in 2017. Our future directions for stage2 and stage 3 will include professional learning for teachers around the Focus on Reading program to continue thequality literacy teaching across all stages.

Assistant Principals from each stage will undertake facilitators professional learning in 'Writing Across the Middle Years'in 2017 to deliver this module to all staff to support evaluation of the teaching and learning programs and studentoutcomes in writing, including links to NAPLAN, L3 and high school transition.



CREATE Creative expression, innovative thinking and resourcefulnees

Purpose

Purpose:

To cultivate creative expression, innovative thinking and resourcefulness, we need to integrate all curricular andextra–curricular learning areas in a dynamicand holistic way. Creative students are motivated to apply innovativethinkingand multimodal resources to the changing academic expectations of a 21st Century environment.


Create has significantly expanded across the curriculum areas including the Science fair, whole school musical,ensemble performances, community events, and the creation of authentic digital stories which were integrated fully intoour cross–curricular priorities and programs. The school has drawn on skills, strategies and programs from the widercommunity to enhance school programs such as Sydney University and the Conservatorium of Music.

We were the only school invited to show our digital films at the Inner West Council's Film Night in Johnston Park,attended by several thousand people. Digital stories will continue to be integrated into our school curriculum with the aimof creating a whole school film festival in 2017.




Increased student participation inextra–curricular performing artsgroups (2015 baseline)

Throughout 2016 data has been collected on theparticipation of students in performing ensemblesand the school musical. The growth percentage inthe Junior Choir was 15%, the Senior Choir 15%,the Training Band 40% and Concert Bandwas 25%. New strings ensemble was started.Students participated in a choir tour in China. 61%of students were involved in the performing artsgroups.

$15000 – performances,instruments, equipment,costumes, props, ticketing

Evidence of student–directedinnovate multimodal products,K–6 (2015 baseline data,informing PLAN)

Five classes across Stage 1 to Stage 3 produced avariety of student films from documentaries todrama and comedy. These films integrated acrossvarious curriculum areas including Human Societyand It's Environment and STEMS. These films werechosen to be screened at the Inner West Council'sfilm night.

$15000 – new equipmentand editing software – filmresources – inservicing

Next Steps

The introduction of a strings ensemble was popular amongst students and will be extended in 2017. The rapidly growingengagement with our instrumental ensembles will continue to be catered for by our staff including through the sourcing oftutors to develop student proficiency and increase performance opportunities

Community and student feedback from our Science fair was overwhelmingly positive as an engaging, fascinating, richand authentic learning experience. Marrickville High School students who presented and attended at the fair reporteddeeper engagement with the subject matter. The Create team will be expanding the fair in 2017 by inviting SydneyUniversity and UTS Science Faculies to attend and participate.

Staff to be engaged in using student–directed multimodal and film texts as a strategy in implementing the newGeography syllabus in 2017.



INSPIRE Authentic community engagement and leadership

Purpose

Purpose:

To become an active community hub investing in student education, community engagement andreal–world connections.This will enhance collaborative relationships withparents, carers and local partners, leading and inspiring our students inmeaningful learning opportunities. Students will influence their world in a positive, purposeful way, promoting socialcohesion and community pride.


Our community engagement and involvement grew in 2016 through the sustainable gardening program, theintergenerational program, and the My Park Rules playground.




Percentage increase of student,staff, parent and wider communitywho actively engage in andsupport the schools educationpriorities through communitypartnership and learningopportunities (2015baseline)through Tell Them FromMe parent and staff surveys

Our school held weekend working bees each termand they were supported by staff, parents andstudents regularly volunteering their time. Parentexpertise was utilised in the classroom in publicspeaking, technology and history.

$1000 – equipment

Learning outcomes defined inK–10 Curriculum Framework andMelbourne Declaration areembedded in whole–schoolCurriculum Scope and Sequence

• Quality Aboriginal resources purchased to deliverauthentic teaching and learning activities. Aboriginalstudent lead programs such as NADIOC Weekincreased sense of self worth, identity and selfawareness – demonstrated improvement in studentconfidence. • Environmental studies – gardening classes wereexpanded to include the whole school. Commitmentto the program was highly supported by the P & Cand community.

$12000

Improved quality and quantity ofstudent community engagement.,measured though Tell ThemFrom Me Survey (Stage 3) andstudent end–of–year reflection(ES1 – Stage2)

• Planning of Intergenerational program with InnerWest Council and Locke Haven Aged Care wascompleted in 2016 to be implemented in 2017 • Research into Intergenerational program wassuccessfully undertaken by Directional Leader • Ongoing meeting between the community and MyPark Rules Team resulted in the common visionbeing actualised ready for construction in 2017

$5000

Next Steps

• gather parent information data to organise the skill base of our parent body to promote engagement in schoolprojects

• organise a regular visit to an aged care facility with 15 senior students to engage in activities with the residents sothat the students develop a deeper sense of community, involvement and belonging.

• complete My Park Rules so that the students can participate in the extension of our greening program in school • continue to embed whole school Curriculum Scope and Sequence Learning to become everyday practice


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Funding was spent on providing seniorstudents the opportunities to participatein special events such as Yarn Up atParliament House.

$2860.16

Special events: taxis,teacher release, SLSOrelease

English language proficiency Funding has been used to target EAL/Dstudents English Language proficiency. Thishas improved EAL/D students’ participationand engagement in learning outcomes.

New Arrival students are supported in theirtransition to mainstream classes by EAL/Dsupport in the class room and small groupwithdrawals.

Assistance has been provided to classroomteachers to tailor Individual Learning Plans forNew Arrival students.

Progress is reported to parents with specificEAL/D School Reports.

The school has enhanced student

’

s learning experiences through the qualityteaching and learning opportunities enabledby the use of a speech therapist.

$10626.09 – teacher costs

Low level adjustment for disability The school has supported particular studentswith severe disabilities an additional SLSOtime and increased the LaST teacherallocation to give one–to–one/ small grouplearning opportunities.

$10385.50

Socio–economic background The school has ensured that student needsand circumstances are addressed through theimplementation of several programs aimed toincrease the inclusion of all students. Such asthe employment of a speech therapist, OTand SLSO to provide an equitable classroomenvironment. Also support excursions anduniforms.

$7246.02

Support for beginning teachers Supportincluded funding for two extra hoursof release from face to face teaching to allowtime for extra programming and planning.Funding was also allocated for three days tomeet with a mentor and attending inservicing.

$4000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 106 119 145 137

Girls 100 119 129 134

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.3 93.3 94.6 95.7

1 91.9 93.4 93.7 92.9

2 95.3 94.6 93.1 95.1

3 93.6 95.5 93.4 93.4

4 94.8 95 93.2 94.6

5 93.4 95.1 93.7 94.1

6 94.3 93.1 93.5 93.4

All Years 93.7 94.2 93.6 94.1

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

Management of non-attendance

Each school has a policy for helping studentsexperiencing difficulties attending school. MarrickvillePublic School continues to encourage families to gainthe best quality of education through regularattendance at school. Communication between familiesand schools are integral to this process. Writtenreminders, phone communication and meetings are thefirst steps. If a continuation of absenteeism occurs theschool is obligated to make a report to the HomeLiaison Officer who can make home visits and makerecommendations.

Class sizes

Class Total

KH 18

KJ 18

1/2A 24

1L 24

1K 22

2P 24

2/3W 24

3/4O 29

4C 31

5A 30

5/6K 30

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 5

Classroom Teacher(s) 9.76

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.6

Teacher of ESL 0.4

School Administration & SupportStaff

2.52

Other Positions 0.1

*Full Time Equivalent

We are extremely pleased to be appointed staff whoare Aboriginal into our school. Ms Ashleigh Laughtonand Ms Kim Chan have become active members inpromoting knowledge and understanding of theAboriginal culture and are leading in the direction wetake in Aboriginal Education.

Workforce retention

Our teaching staff continues to be stable. With amixture of experienced teachers scheme teachers thestaff continues to develop and grow.

We are extremely happy to welcome our new AssistantPrincipal Megan Hutchinson. She brings with her anin–depth knowledge of teaching, education and our


community.

Our office staff have welcomed a new SchoolAdministration Officer Ms Kim Chan and a newrelieving School Administration Manager Ms AliceBlack.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 75

Postgraduate degree 25

Professional learning and teacher accreditation

In Achieve the school has continued to developexisting programs in Reading and Numeracy, TakingOff With Numeracy (years 3–6) and Targeted EarlyNumeracy (years K–2) as well as the continualdevelopment of L3 and the extension of L3 into Stage1. Included in the extension of these programs, newstaff have been inserviced in the appropriate programs.

Continuation of Informative Assessment has expandedto include the new History syllabus. From inservicingand implementing the syllabus the teaching staff isable to stimulate students’ interest in and enjoyment ofexploring the past, develop a critical understanding ofthe past and its impact on the present, develop thecritical skills of historical inquiry and enable students toparticipate as active, informed and responsible citizens.

One of the priorities in Create was the development inusing digital strategies as a learning strategy. TheYears 3–6 teachers were inserviced in creating shortfilm with their students incorporating various curriculumareas. Classes produced films demonstratingknowledge through a variety of film styles, e.g.documentaries, narrative, etc. These films were shownat a local film festival as well as an end of yearpresentation.

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.

The information provided in the financial summaryincludes reporting from 1 December 2015 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 275 047.55

(2a) Appropriation 246 490.89

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 28 326.84

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 229.82

Expenses -131 319.90

Recurrent Expenses -131 319.90

(3a) Employee Related -74 382.48

(3b) Operating Expenses -56 937.42

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

143 727.65

Balance Carried Forward 143 727.65

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 1 931 801.82

Base Per Capita 15 021.61

Base Location 0.00

Other Base 1 916 780.20

Equity Total 174 458.49

Equity Aboriginal 5 720.31

Equity Socio economic 14 492.03

Equity Language 62 060.54

Equity Disability 92 185.62

Targeted Total 56 260.00

Other Total 398 280.82

Grand Total 2 560 801.14

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

School performance

NAPLAN

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

In 2016 our Year 3 students demonstrated excellentknowledge in the area of Spelling with 63% of our Year3 performing in the proficient level (top 2 bands). In allother areas both Year 3 and 5 were at or near likedschool and state percentages in the National MinimumStandards.. Areas of strength in Year 5 were identifyingeffect of information on text, inferring a character trait ina narrative, identifying errors in spelling, selectingcorrect adverbs and identifying the correct indefinitearticle. Year 3 areas of strength were in spellingcorrectly and selecting modal verbs.

Student growth from Year 3 to Year 5 in Reading was91.5% compared to state which was 80.1%.

Student growth from Year 3 to Year 5 in Spelling was91.7% compared to state which was 77.6%.

Student growth from Year 3 to Year 5 in Grammar andPunctuation was 90.5% compared to state which was76.3%.



In Year 3 28% of our students were proficient (top 2bands) in Numeracy while 23% were proficient in Year5. Majority of students were at liked or state schools intheNational Minimum Standards.

Strength in Year 5 were 2D Space skills.

Student growth from Year 3 to Year 5 in Numeracy was

102.9% compared to state which was 91.7%.

Information and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au and insetthe school name in the 'Find a school' and select GO toaccess the school data.


Parent/caregiver, student, teachersatisfaction

In 2016 focus groups from the parents, staff andstudents have provided feedback to the school aboutthe school culture, learning programs, extracurricularprograms and engagement. The majority of parentsstated that: • they felt welcome at the school and their opinions

were valued • they were more involved within the school last

year due to the extension of community projectse.g. Friends of the Garden

• they felt that the teachers have high expectationsfor their child/ren to succeed and programs thatencourage and simulate their child/ren to achieveare taught

• they agreed the Positive Behaviour for Learningprogram has been an effective support toincrease positive behaviour and maintaining goodbehaviour in the classrooms

Future directions: More communication to thecommunity in ongoing programs and infrastructure ofthe school

The majority of students stated that: • they have many choices from extra curricular

subjects to participate in at school • they believe that their teachers care about their

learning • they enjoy being at school, especially having

friendsThe majority of staff stated that: • the community and staff have a very close

relationship • the students are very happy, want to come to

school and respect the adults helping them whichreflects on quality input from staff

• staff feel supported in their teaching roleFuture directions: support in completing accreditation,further professional development and more roles in aleadership capacity

Policy requirements

Aboriginal education

Marrickville Public School received Aboriginaleducation funding in 2016. During 2016, the Aboriginaleducation funding was used in a variety of ways toimprove educational outcomes for all students and toincrease depth of cultural knowledge . Achievementsthis year include:

· An Aboriginal Consultant presented 8 Ways Pedagogytraining for all staff. This learning will reflect in teachers’classroom programs and in professional dialogues .

· Dedicated week of learning experiences andcelebrations for NAIDOC Week with increased parentalsupport and teacher confidence.

· Parent meetings conducted to assist in completing theIndividual Learning Pathways. These meeting were allpositive and many beneficial connections to ourAboriginal community were made.

· Building our collection of quality resources to support teaching. Resources were sorted into curriculum unitsstored in the library for ease of access. • Two teachers who are leading the Aboriginal

education in school presented to the whole staff ina meeting designed to enhance teacherconfidence for integrating Aboriginal contentinto programming.

• Two teachers and a parent completed a dayworkshop in Bush Tucker

• A successful application for a $1000 grant wasreceived. This money was allocated to thedevelopment of a bush tucker garden, designedby a parent, supported by Aboriginal educatorsand as it develops it is to be used as a teachingresource for the whole school.

• The development of the My Park RulesPlayground has been enhanced by a plantschedule that incorporates above 90% indigenousplants


Multicultural and anti-racism education

Marrickville Public School students reflect the manycultures that can be found in today’s Australian society.Multiculturalism underpins all of our educational andsocial policies. Our school celebrates its multiculturaldiversity in a wide variety of ways –communitylanguages and cultural studies programs, assembliesand special celebration days, multicultural perspectivesthroughout the curriculum and a variety of choices forreligious instruction.

The curriculum addresses multicultural perspectivesthrough integrated units that cover connections withlocations, people’s beliefs, inter–culturalunderstandings and our individual and collectiveidentities. The older students studied the Japaneseculture.

All students from Kindergarten to Year 6 participated inlanguage programs from Vietnamese and Greek todevelop language skills and increase their knowledgeabout these cultures.

Our annual Harmony Day was once more a maincommunity highlight of our multicultural practices. Itpromoted tolerance and happiness and lived up to itsnamesake of “Harmony Day”. Classroom practicesacross all curriculum areas continued to be planned tofoster and support multicultural education throughunderstanding of other cultures and the promotion ofmutual respect. Other assembly events celebratedwere Vietnamese/Chinese New Year and MoonFestival, St. Patrick’s Day and Greek IndependenceDay.

Other school programs

DISABILITY, ADJUSTMENTS AND LEARNINGSUPPORT

Marrickville Public School has engaged the services ofboth speech therapists and occupational therapists tosupport the language, speech and mobility needs ofstudents. The Learning and Support Teacher andAssistant Principal Stage 1 have coordinated theprograms over the course of the year, which hasfocused on teacher professional development inspeech and language disorders, and gross and finemotor needs. As a result, students speech andlanguage skills have improved and fine motor skills arecontinuing to develop and improve.

The Learning and Support Teacher and an Early Stage1 teacher participated in Best Start Assessmenttraining in November, to support the growing number of2017 kindergarten enrolments that will requireassessments at the start of the new year.

The school’s Learning and Support Team focused ondeveloping collegial partnerships with external agencieswithin the community. Our goal has been to establishpartnerships with medical centres, specialists andsupport networks for students and families in need. Wehave successfully coordinated multi agency anddepartmental case meetings which are on–going into2017. We have also been working to strengthen ourpartnerships with the independent Autism school,ASPECT, as well as Autism schools in the area. Thishas enabled Marrickville Public School to furthersupport students with Autism through the acquisition ofresources and use of facilities in these(ASPECT)spaces.

The Spark Literacy Program and 1:2:1 Numeracyprogram have continued in 2016, with some studentsimproving by over 5 reading levels in an 8 week period,and students moving from being perceptual innumeracy to figurative in a 3 week period.

STUDENT LEADERSHIP

At Marrickville Public School is a quality fosteredthrough the PBL system and the INSPIRE andCREATE directions of the School Plan. Students aretaught to identify the purpose and benefit of taking anauthentic role in their community through a diverserange of school and community programs and eventssuch as the whole school Edible Garden Project,ANZAC Day Assembly and performances atMarrickville Festival.

An important part of the culmination of our leadershipeducation is the election of Student RepresentativeCouncil members and Student Leaders. Each classfrom K–6 votes for two SRC members to speak forthem at fortnightly meetings where fundraising, studentopinions and suggestions for the school, and eventsmanagement are some of the issues addressed.

The Student Leaders are a group of eight from year5and 6 elected by the whole school after making formalspeeches to a K–6assembly. Their role is to representMarrickville Public School and the whole student bodyat significant events and functions such as ANZACDay, Kindergarten Orientation, and hosting dignitariesfrom a range of outside agencies. In this way, studentsare encouraged to develop their civic skills and makeinformed contributions to their school and community.


Documents

2016 Marrickville Public School Annual Report · Marrickville Public School Annual Report 2016 3952 Page 1 of 16 Marrickville Public School 3952 (2016) Printed on: 12 May, 2017