2016 The Sir Henry Parkes Memorial Public School Annual Report · 2017-05-10 · Introduction The Annual Report for 2016 is provided to the community of The Sir Henry Parkes Memorial

The Sir Henry Parkes Memorial Public SchoolAnnual Report

2016

3182

Printed on: 9 May, 2017Page 1 of 18 The Sir Henry Parkes Memorial Public School 3182 (2016)

Introduction

The Annual Report for 2016 is provided to the community of The Sir Henry Parkes Memorial Public School as anaccount 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 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.

Anna Starcevic

Principal

School contact details

The Sir Henry Parkes Memorial Public School75-79 Wood StreetTenterfield, 2372www.sirhparkes-p.schools.nsw.edu.ausirhparkes-p.School@det.nsw.edu.au6736 1401

Message from the Principal

At The Sir Henry Parkes Memorial Public School we are building a strong collaborative vision with staff, students andparents. We are making the time and space for having the right conversations with each other.

Our school’s motto ‘Learning for Life’ reinforces a broad and enriching curriculum which not only focuses on strongliteracy and numeracy programs but also on the social and emotional wellbeing of our students, whilst respecting thecultures of our community. I am proud that we are creating challenging learning environments that encourage highexpectations along with the fostering of students’ self–esteem. This path is developing each student to acquire theknowledge, skills and core values necessary to achieve personal success and to enrich our community.

The Sir Henry Parkes Memorial Public School students are building relationships and making strong connections onmany levels. Our school values of Learning, Safety and Respect are highly visible each and every day in our school.

Our school vision will continue to be based on high quality teaching and learning founded upon high quality interpersonalrelationships. Successful schools are also learning schools. At The Sir Henry Parkes Memorial PS we understand thevalue of self improvement and we continually strive to improve teaching quality.

Anna Starcevic – Principal

Message from the school community

The Sir Henry Parkes Memorial School – P & C Report 2016

2016 has again been another busy year for the P&C, as we have continued to support our students and school as awhole. Firstly I would like to thank our small but very passionate P&C committee. All these people play an important rolein our P&C and I am very thankful for their help and support.

The year started with the 'Welcome BBQ' which saw many new faces to our school. It was nice to welcome thesefamilies to our school community. Our fundraising events this year saw us hold a street stall and wood raffle, a Mother’sDay stall, a Father’s Day stall and our major fundraiser was the Variety Club bash. Our fundraising this year has mostlybeen focused on providing financial support to the North West Sporting Representatives, a school table cover and the


purchase of the cooktop to go intothe canteen . We have also spent a large amount of time discussing the newschoolshirt and we are happy with the end product. Hopefully in the next fewweeks you will be able to purchase the new navyshirt at Flannagans. This year also saw the Variety club bash come to our school and it was such an awesome day forthe kids. There was much excitement in the air and a lot of fun had. Iwould sincerely like to thank all the families thatdonated goods or money tothe baking and to those that helped cook, serve and clean up you were amazing. Overall theschool received over $6000 via goods for the sunshine room, money for the lunch and donations in balls and books. Weare hopeful that we can experience their generosity again soon.

With Vicki Petrie retiring last year we went through the rigorous process of finding a replacement for her and we werefortunate enough to employ Jennifer Sutcliffe who has been exceptional in the job. Jen has been very flexible to workwith and has tried to continue to steer the ship as Vicki had it but with some tweaks of her own.

Unfortunately though I think that half of the equipment must have thought if Vicki has gone so are we, as wehad thesecurity system blow up which saw us having to replace that at a large cost, replace the toasted sandwich maker,replace the large drinks fridge, and replace the oven. The oven has been our major focus this year with a larger industrialone being purchased and installed into a more effective position inthe kitchen. The canteen only makes enough to coverits costs and we keep the prices as low as possible as webelieve that the canteen is a lovely service that this school hasavailable to its students. But without parental help we might have to consider making other changes. I know I say thiseach year but if you areable to help out once or twice a term for a couple of hours it would be greatly appreciated. Jen isvery easy to work with and is really appreciative of anyhelp, donations or home bake that anyone can provide.

This year saw Ms Anna Starcevic take the lead of the school and we have had a very good working relationship withAnna. We know that we represent the parents and citizens of our school so we have had lots of interesting conversationswith Anna over issues that we know are bothering us and many other parents in our school . We have found out thatAnna has good basis behind her decisions and sometimes change is hard for us but we the P&C are supporting Annawith her decisions for the school as we believe that she has the school's best interests at heart. My advice for you wouldbe that if you have any issues with any school related things make an appointment and go and talk to Anna as shelistens to you and tries to help sort out your concerns.

The Sir Henry Parkes School is run fabulously and we are very thankful for the excellent educational opportunities thatour children receive whilst they are at this school. Sadly this year we see a massive change in staff with a few retiringand a few moving on to other places but we wish you all the best in your futures and hope that your memories of SirHenry Parkes are filled with good times. Thank you teachers for all the hard work you put into your lessons and theextra–curricular opportunities you provide as well.

The P&C provides you with the opportunity to be informed and to contribute to educational matters relating to the schoolincluding fundraising, school policies, canteen, uniform, special projects and more. We meet about once a month and it isa really good opportunity to be involved on a school level with your child and school community. I fully understand thatpeople have busy lives and the last thing most people want to do is go out at night to a meeting but without the fewpeople who are willing to do this then our children wouldn’t get these extra opportunities that we can offer via ourfundraising efforts and also to have input into decisions that are made on aschool level. I know that people don’t like totake on executive type positions, but just being a general member on the P&C and getting your input would be fantastic.

Once again I sincerely thankall the P& C members for their hard work in 2016 and encourage anyone to join the P&Cand help have a say in your child’s educational experience.

Have a merry Christmas and a restful holiday.

Lou Holley – P & C President

Message from the students

Message from the 2016 School Leaders

We have had a great experience over our time at this school which has given us the opportunity to participate in manysporting events such as netball, soccer, hockey, swimming, athletics, cross country, cricket, football and many more.Throughout the year there have been a wide range of academic opportunities including debating, extension group,Tournament of the Minds, E gats, University of NSW testing and school leadership opportunities.

We have attended many leadership roles over our time this year as school leaders, including Remembrance Day,the ANZAC Day march and Dawn Service ceremonies, hosting and preparing assemblies, receiving a cheque for theschool, Variety Bash and Grandparents Day. We have also completed numerous other simple day to day responsibilities.

Our class teachers have supported us throughout this amazing year. The rest of the school's staff members have alsobeen a large part of our learning in class and we would like to thank them very much.


This year as school leaders, we have realised how much responsibility school leaders have, how important it is to worktogether as a team and communicate with each other. We have also realised how much we appreciate all the things thatthe teachers, staff, office ladies and Principal do for us. We have to lead by example and be role models to all thestudents of our school.

We would like to thank all of the teachers who have taught and supported us this year and helped us get ready for highschool. We have loved representing our school to our highest standard and contributing towards making this school aproud school. We have the amazing privilege to be a school leader and have loved our time doing all the functions thatschool leaders are able to complete.

We would like to thank all of the teachers who have taught and supported us this year and helped us get ready for highschool. We have loved representing our school to our highest standard and contributing towards making this school aproud school. We have the amazing privilege to be a school leader and have loved our time doing all the functions thatschool leaders are able to complete.

Nikkala Hillier, James Ibbett, Bree McCowen,

Braith Clark, and Georgie Duroux.


School background

School vision statement

At The Sir Henry Parkes Memorial PublicSchool our students will: • grow into confident, responsible andrespectful community members who know their own self–worth, have a strong

senseof identity and value the process of learning • be equipped with a broad range of personalresources for future success, and know how to work both

independently andcollaborativelyOur staff will hold high expectations,providing appropriate and challenging learning experiences that promotelifelong andsustained learning, within a safe and nurturing schoolenvironment.

School context

Our school is named after Sir Henry Parkes, who had a deep and abiding belief in the power of public education. Ourschool is proud of its history in providing education for all.

The school is located inthe small town of Tenterfield which also hosts a high school and onenon–government primaryschool. The student population of approximately 260 is diverse with around 20 per cent of the students identifying asAboriginal. Wehave a strong staff cohort inclusive of a range of experiences, backgrounds and skills, blending together toprovide quality educational opportunities for ourstudents.

Planning & Demography projections indicate that enrolments at the school are likely to remain steadyuntil at least 2019.The school Family Occupation and Education Index Value for 2014 is 118, compared with the state average of 100 (therange falls between 0and 300). Approximately 36% of our students fall into the lowest socio–economic status quartilecompared with 15% in the highest quartile.

Australian EarlyDevelopment Index figures from 2012 show that 17.5% of students beginningschool in the Tenterfieldarea were developmentally vulnerable in school–based language and cognitive skills, compared with 4.8% in NSW. Thisreflects asignificant proportion at lower than average in literacy and numeracyunderstandings upon entry to school. Weprovide a range of quality experiencesand resources to address this need and promote ongoing learning.

Here the students enjoy arange of well–supported extra–curricular offerings, a proud history ofparticipation andachievement and highly welcomed community support. We work with other service providers, community organisationsand local businesses to provide students with a range of opportunities to learn and develop academically, socially andemotionally.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework 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 our efforts have been focussed on student engagement and identification of individual learningneeds of students in the early years of Kindergarten to Year 2, as part of the Early Action for Success initiative. Studentachievement and engagement is tracked on PLAN. Attention to individual learning needs of all students in our school hasbeen an area of focus and improvement this year. Parents are involved in the planning and supporting of studentlearning directions through the use of Individual Education Plans. Personalised Learning Plans are created for allAboriginal students, which are reviewed and celebrated each term. The PLP process has included an increasedparticipation and contribution from the parents/carers of our students. Clear expectations of student behaviour wereexplicitly taught through the whole school Positive Behaviour for Learning framework. Being safe, respectful learnersacross all settings of the school, including classrooms, playground, assemblies, canteen area and moving around theschool, was an integral part of how students relate to each other and adults. Our school has begun the professional


learning journey of the Stronger Smarter values of honour, courage, patience, challenge and presence, working towardsensuring our learning culture is focused on high expectations and success for all students. This year our school alsobegan our journey with Restorative Practice, an explicit framework that supports our students, teachers and parents inbuilding deeper relationships and connections. This model has provided our teachers and families with a framework ofdialogue to encourage higher order communication, both with academic content and when facilitating conflict resolution.Our classroom teachers have included mindfulness and circle time in their classrooms to improve emotional health andwell being. Our attendance procedures were systematised and closely monitored in 2016. We created two AttendanceOfficer positions to support all families and students, both Indigenous and non–Indigenous. Greater communication andstronger relationships have been forged with our families to ensure students are at school every day and on time everyday. Transition practices here at our school remain strong – both for students entering Kindergarten, and Year 7.

Our major focus in the domain of Teaching was effective classroom practice and learning and data skills and Use toinform teaching practice. The analysis of data to inform effective literacy and numeracy programs has been a priorityover the last 2 years of the school's involvement with the Early Action for Success program. Teachers regularly usestudent performance data to plan for future teaching and learning opportunities. Explicit feedback to students on theirperformance is also used to inform children of the next steps in their learning journey. Teachers collaborate to improveteaching and learning in their stage groups, for all students. regular lesson observations, both as part of L3, TEN andthe performance and Development Framework, provide constructive feedback from peers and school leaders. NAPLANdata is also analysed to determine areas of improvement in Stages 2 and 3. All teachers participate in systematictargeted professional learning. The school executive team was provided with executive release time to coordinate anddesign quality professional learning for teachers. All teaching staff have Professional Development Plans (PDPs) with 12month professional goals linked to the Australian Professional Standards for Teachers and the School Plan.

In the domain of Leading our priority has been to improve the school planning, implementation and reporting processesand to improve leadership and management processes. Annual surveys are conducted to gauge a variety of opinionsfrom parents, carers and the wider community. We also undertook the 'Tell Them From Me' surveys to gain further inputfrom the school community. P & C meetings provide a clear link from the parent body to the school. All staff have theopportunity to hold roles and responsibilities in the school. Leadership workshops have been attended by all threeAssistant Principals. The school Learning and Support team regularly meet to discuss identified students and analysedata to support the students in our school. The school uses Sentral as a way of communicating effectively, recording andanalysing data, and supporting the day to day administrative systems at The Sir Henry Parkes Memorial Public 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

Highly engaged and reflective learners

Purpose

Creation of a positive environment focused on continuous and reflective evidence–based practice that equips all ourlearners with the skills, knowledge and understandings to make informed decisions in their learning.

Overall summary of progress

All of the targeted strategies below were implemented in 2016, resulting in progress towards improvement measures asidentified in the 2015–2017 School Plan

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

NAPLAN results – Increase theproportion of students in the toptwo NAPLAN bands by 8% inliteracy and numeracy by 2019(As per Premiers priorities)

NAPLAN Growth Top Two Bands

Year 3 Reading 2015 22.2%, 2016 41%

Year 3 Writing 2015 23.9%, 2016 53.9%

Year 3 Spelling 2015 28.3%, 2016 48.7%

Year 5 Grammar & Punctuation 2015 9.4%, 201625%

Year 5 Reading Indigenous Students:

2015 33.3% Band 3, 2016 0 students Band 3

2015 16.7% Band 6 and above, 2016 50% Band 6and above

Nil

100% of teachers K–6 usingevidence(observations,anecdotal, work samples) to plotdata on PLAN every 5 weeks

All teaching staff were supported by executive staffand our L&S AP to write SMART goals in studentIEPS and PLPs.

K–2 staff attend regular professional learning in L3and TEN. K–2 teachers are observed byInstructional Leader and work collaboratively toidentify effective evidence for assessment.

Professional learning$31800

100% of teachers using PLAN toinform teaching and learningprograms

100% of teachers K–2 utilise PLAN effectively toinform teaching every 5 weeks. 3–6 class teachersare still consolidating their understanding of PLANdata and utilising it every 10 weeks to informteaching.

Nil – in school professionallearning from InstructionalLeader

In–school assessment andsurvey /interview / work samplingdata.

All staff were provided with professional learningaround learning intentions, success criteria andfeedback.

80% of teaching staff created explicit learningintentions for daily maths and English lessons.

Nil – in school professionallearning from InstructionalLeader and AssistantPrincipals.

Next Steps

As a result of the above strategies and results, TSHPMPS will continue with processes identified in the three yearstrategic plan 2015–2017.


In addition, using school funds to employ a second Instructional Leader to support and mentor the teachers teachingYears 3–6, and working in alignment with the K–2 Instructional Leader.



High quality educators delivering excellent teaching in every classroom

Purpose

To ensure high quality instruction in every classroom that meets the individual learning needs of every student. Centralto this goal is a commitment by all staff to an environment that fosters high quality teaching and commitment toexcellence.


All of the targeted strategies below were implemented in 2016, resulting in progress towards improvement measures asidentified in the 2015–2017 School Plan.




100% of teachers using PLAN toinform teaching and learningprograms in Numeracy

100% of K–2 teachers regularly and accuratelycollected, recorded and acted on PLAN data K–6.Targetted professional learning assisting accuracyof PLAN plotting.

Implemented Language, Learning and Literacy (L3)to explicitly deliver improved literacy outcomes toEarly Stage 1 and Stage 1 students.

$31800

100% of teachers usingstandardised assessment forAspects 2, 4 and 5 of theNumeracy Continuum

Teachers were surveyed on high expectations andprofessional knowledge in numeracy (Aspects 2,4,5)

Whole staff analysis of assessment samples,discussion and reflection on the numeracycontinuum. Creation of data walls, learning plansand professional earning on place value. Tieredinterventions K–2 aligned with PLAN data. Effectiveanalysis from LST to identify tiered interventions.Professional learning multiplication and division.

Additional resourcespurchased for numeracy

$1000

All teachers work towardsachieving their PDP goals, reflectand plan for future professionallearning to improve on currentpractice

All staff engaged in the PDP process Teacher relief provided –Absorbed by school QualityTeaching, SuccessfulStudents funding

Next Steps

As a result of the above strategies and results, TSHPMPS will continue with processes identified in the three yearstrategic plan 2015–2017.

In addition, curriculum teams will be initiated and led by a team leader to ensure curriculum units are aligned and scopeand sequences are completed and put into place across the school.



Confident, responsible and resilient citizens

Purpose

Collaboratively and collectively develop school leader, teacher and student capacity through the implementation ofinnovative, quality learning opportunities in and beyond the school.


All of the targeted strategies below were implemented in 2016, resulting in progress towards improvement measures asidentified in the 2015–2017 School Plan




Positive Behaviour for Learningand RestorativePractice frameworks are fullyintegrated into student wellbeingpractices across the wholeschool.

Consistently implemented Positive Behaviour forLearning (PBL) systems across the school. (Staffexplicitly teach and model weekly focus)

Restorative Practice framework used in every daypractice with staff and students.

Mindfulness and circle time happening daily/weeklyin classrooms and at staff professional learning.

There has been a significant decrease in negativeentries on Sentral and a reduction in suspensions.

$10000 – PBL and RP

$7500 Stronger Smarter PLfor 3 staff members

Increased parent participation atparent meetings, informationsessions, PLP creations

P&C meetings continue to have a small dedicatedteam. Approximately 20 parents attendedRestorative Practice professional learning.

A decrease this year in Aboriginal families attendingPLP planning meetings. A small number ofAboriginal families attended PLP celebrations.

The school executive held 2 parent informationsessions for parent volunteers. An increasednumber of parents attended these sessions.

Nil

Increased student participation inplanned programs fosteringpositive personal and socialoutcomes, and cultural programs

The school has provided opportunities for a rangeof groups including Sista Speak, Drumbeat andWoodwork. The school participated in a range oflocal competitions and workshops, including'Oracles of the Bush'. Cultural group continued thisyear, incorporating talented local Aboriginal familiesto share skills and teach all students throughworkshops

Planned programs wereincluded on schooltimetables. Nil cost

Next Steps

As a result of the above strategies and results, TSHPMPS will continue with processes identified in the three–yearstrategic plan 2015–2017.

In addition – a consolidated approach towards student well being. Beginning to include social skills teaching inclassrooms using 'Bounce Back', and restarting the 'Drumbeat' program. 2017 will also have funds allocated to purchaseSTEM resources and the three Assistant Principals will be attending the Edutech conference to learn about suitable waysto incorporate STEM into our school.


Restorative Practice revisit due to high turnover of staff at the end of 2016.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Aboriginal Background funds were used toemploy a full time Aboriginal Student LearningSupport Officer. The SLSO supportedidentified low achieving Year 4 and 6Aboriginal students, and also mentored andsupported Aboriginal students socially.

Aboriginal Background$9200

Low level adjustment for disability Low Level Adjustment for Disabilty fundswere used to expand the integration fundingprogram, targeting our most at need studentsas identified through the Learning andSupport Team meetings.

$39031

Quality Teaching, SuccessfulStudents (QTSS)

Providing time for Assistant Principals tomentor teachers. This time includedobservations, demonstration lessons,planning time and supporting teachers withclassroom management.

Staffing entitlement 0.1

Socio–economic background Funds used to employ 2 SLSOs to supportidentified students in literacy and numeracy.

$73515

Early Action for Success The Early Action for Success initiative hasprovided outstanding opportunities for ourstudents.

The innovation grant was able to provideadditional and improved reading resources forthe students in K/1/2.

The training grant supplemented the cost ofL3 training for Early Stage 1 and Stage 1teachers, to implement best practice andpedagogy in classrooms.

The intervention allocation allowed our schoolto target the delivery of literacy and numeracyin the K/1/2 classrooms by employing a fulltime teacher to work with identified studentsfor tiered support

Innovation Grant $4962

Training Grant $18000

Intervention Allocation$108785


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 119 121 121 107

Girls 153 156 155 137

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.8 93 93.5 91.5

1 91.7 93.4 88.8 92.1

2 93.5 92.9 92.2 90.2

3 93.1 93.2 92.1 89

4 92.9 93.8 90.2 93.4

5 93 94.4 91.7 91.5

6 91.1 90.9 90 87.8

All Years 92.9 93.1 91.2 90.8

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

Assistant Principal(s) 3

Classroom Teacher(s) 8.9

Teacher of Reading Recovery 0.5

Learning and Support Teacher(s) 1.2

Teacher Librarian 0.6

School Administration & SupportStaff

4.62

Other Positions 0.4

*Full Time Equivalent

One permanent member of our staff and two temporarystaff members are of Aboriginal descent.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

Total expenditure on professional learning was$52185.99. Supporting teacher quality was the focusfor out teachers this year.

TSHPMPS currently has two teachers in the processof gaining their accreditation at the Proficient stage ofthe Australian Professional Standards for Teachers and7 teachers maintaining accreditation at the Proficientstage of the Australian Professional Standards forTeachers.

All staff participated in mandatory school staffdevelopment days in 2016, including anaphylaxsistraining, CPR update, Code of Conduct and ChildProtection.

Other professional learning for this year included:

Geography K–10 Syllabus, ASPIRE leadership,Enhancing Learning Support Teams, ReadingRecovery, L3 Stage 1/ES1, TEN and one AssistantPrincipal completing the Leadership DevelopmentInitiative.


Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to November 30 2016, and does notinvolve expenditure areas such as permanent salaries,building and major maintenance.

Income $

Balance brought forward 349 521.73

Global funds 282 528.91

Tied funds 403 350.76

School & community sources 82 168.66

Interest 9 258.41

Trust receipts 6 653.00

Canteen 0.00

Total income 1 133 481.47

Expenditure

Teaching & learning

Key learning areas 20 393.19

Excursions 49 482.70

Extracurricular dissections 59 553.06

Library 2 201.82

Training & development 52 185.99

Tied funds 347 493.28

Short term relief 55 919.23

Administration & office 54 551.91

School-operated canteen 0.00

Utilities 50 165.82

Maintenance 20 324.16

Trust accounts 7 065.28

Capital programs 49 003.60

Total expenditure 768 340.04

Balance carried forward 365 141.43

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 skills and understandings demonstrated in these assessments.




The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek opinions of theparents, students and teachers about the school. in2016 parental input and feedback was sought via the'Tell Them From me' surveys. A summary of theresponses are presented below: • 81% of parents can speak easily with their

child/ren's teachers and feel welcome when theyvisit the school.

• 85% of parents encourage their children to dowell at school and talk with their children abouttheir feelings towards other children at school.

• 83% of parents said their child feels sae going toand from school.

• 76% of parents feel that teachers listen to theconcerns they have.

• 60% of parents indicated that communicationinforming them of their child's progress could beimproved.

• 27% of parents indicated they were involved inschool committees.

• 10% of parents indicated they assisted theteacher in the classroom.

Policy requirements

Aboriginal education

TSHPMPS received funding to support students whoidentify as Aboriginal and/or Torres Strait islander. Thisfunding formed an integral part of providing programsand initiatives including the following: • All students who identified as Aboriginal or Torres

Strait Islander had a strengths based, aspirationalPersonalised Learning Plan (PLP), which wascollaboratively developed and shared withfamilies once per term. At the end of each termthe students celebrated their PLP successes at acelebration afternoon with their families.

• The school celebrated NAIDOC Day withinvolvement from members of the local Aboriginalcommunity. The day included bead working,cooking, craft and art work.

• Three staff members completed the StrongerSmarter Leadership Program.

• Aboriginal equity funding, as part of the school'sResource Allocation Model (RAM), was utilised tosupport students in Literacy, Numeracy andcultural awareness

• Staff members attended monthly AECG meetings,to provide directions for Aboriginal Education.

• Three staff members completed the 8 WaysPedagogy professional learning.

• All students in Kindergarten–Year 2 participatedin Aboriginal cultural group this year. Studentslearnt stories of the Dreamtime, participated in art,paper weaving and craft and developing thelanguage of the local and national Aboriginalpeople. Students have enjoyed building theirknowledge and understanding of the Gamilaraaylanguage. Our school believes that it is important


for all students to learn about Aboriginal cultureas it is a significant aspect of our both our historyand our future.

• All Year 3–6 students participated in AboriginalCultural group this year. Students learnt and drewstories based on traditional art symbols, threwboomerangs, played the didgeridoo, wovebaskets and discussed the local and nationalhistory of Aboriginal people. We purchasedresources including picture story books based onAboriginal culture and tradition. A range ofstationary was also bought so students couldcreate art work using a variety of materials. Weinvited local community members in to share theirtraditional knowledge of Aboriginal culture. Ourschool believes that it is important for all studentsto learn about Aboriginal Culture as it is asignificant aspect of our history and our future.

Future directions include whole staff professionallearning in 8 Ways pedagogy and a further commitmentto the Stronger Smarter Leadership Program.

Multicultural and anti-racism education

Multicultural Education is explored through all KeyLearning Areas at TSHPMPS. The introduction ofOliver technology to the school library in 2016 allowedstaff and students to access multicultural resources,particularly those that support the implementation of thenew History Syllabus. In 2016 we: • Celebrated Harmony Day and Bullying No Way

Day • Continued to promote the role of the Anti Racism

Contact Officer (ARCO), working with staff andstudents to maintain inclusive classroom

• Participated in professional learning for staff tosupport the implementation of the new GeographySyllabus in 2017

• Embedded the new History Syllabus, highlightingthe importance of multiculturalism in thedevelopment of Australia as a nation.

Other school programs

Extension Group

In 2016 the Primary Extension Group had 16 studentsfrom Years 3 to Year 6. These children came togetheronce a week to complete projects that involved higherorder thinking and working collaboratively. From thisgroup, seven students were selected to represent theschool in Tournament of the Minds. This saw the teamgo to Tamworth to compete against other teams fromaround the region. The team represented our schoolwith distinction.

Five students were selected to participate in e–GATS.This is a New England Region online program forGifted and Talented students. The program involves thestudents nominating an area of study and then beingassigned a mentor. The children worked online tocomplete a number of assignments.

The whole Extension Group worked on the annualschool Science Fair. This saw each child research andpresent a science experiment for all students in theschool. This day was a great success with hands–onscience experiments being presented with confidence.

Other projects that the group have worked on includeresearching natural disasters, preparing movies for thelocal film festival and a newspaper creation challenge.


Documents

2016 The Sir Henry Parkes Memorial Public School Annual Report · 2017-05-10 · Introduction The Annual Report for 2016 is provided to the community of The Sir Henry Parkes Memorial