2016 Victoria Avenue Public School Annual Report · operation. Victoria Avenue Public School proudly endorses our ... Some of the profits were used to fit out the school canteen with

Victoria Avenue Public SchoolAnnual Report

2016

4655

Printed on: 5 May, 2017Page 1 of 16 Victoria Avenue Public School 4655 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Victoria Avenue Public School as an account of theschool'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.

Stacey Furner

Principal

School contact details

Victoria Avenue Public School64-66 Victoria AvenueConcord West, 2138www.victoriaav-p.schools.nsw.edu.auvictoriaav-p.school@det.nsw.edu.au02 9743 1352

Message from the Principal

As the Principal of Victoria Avenue Public School, I am very proud of what we have achieved in our second year ofoperation. Victoria Avenue Public School proudly endorses our school motto 'Include, Inspire, Innovate'. With a focus ondeveloping the ‘whole child’, it is paramount that a student’s wellbeing (social, emotional, physical, behavioural andcreative development) is balanced against their academic learning goals and personal interests.

The profile of our school has continued to be raised as we have grown in size and diversified the learning opportunitiesfor all students. The school has a growing enrolment of 187 students which formed 6 mainstream and 4 inclusive classesin 2016. The teaching, administration and support staff are highly professional, talented and committed to providingquality educational programs which meet needs and develop the talents of each individual child. All staff members areactive in pursuing professional development.

Victoria Avenue Public School prides itself as a place where staff, parents and students share a common goal ofproviding an inclusive learning environment where learners are inspired and learning is innovative. It is our view that ashared commitment and a genuine partnership between school and home will enhance the learning opportunities for ourstudents. As a community we work together to optimize the potential of each child as they grow to become lifelonglearners.

Victoria Avenue Public School prides itself on the friendly, family atmosphere that has developed within our wonderfullysupportive school community. I would like to thank our Parents and Citizens’ Association (P&C) and the wider communityfor their continued commitment to raising money to support the school and provide consultation and support for schoolstaff. In 2016, our P&C Association worked tirelessly to raise funds through a number of initiatives with catering for LMBRtraining being the major fundraising initiative. Some of the profits were used to fit out the school canteen withappliances which enabled it to be opened for one day a week during term 4.

I certify that the information provided in this report is the result of a rigorous school self–assessment and review processundertaken with staff, parent and student leaders and provides a balanced and genuine account of the school’sachievements and areas for development.

Stacey Furner


School background

School vision statement

Victoria Avenue Public School is about preparing our community of learners for their futures. We are creating studentswho are passionate about learning, who strive to shape their critical and creative ideas into meaningful innovations. Weaim to provide every student with the tools they need to collaborate, to succeed and to lead.

At VAPS we have big ideas and we bring them to life.

We innovate.

At VAPS we include and we are included.

We belong.

At VAPS we are inspired and we inspire others.

We lead.

School context

Victoria Avenue Public School is situated within a unique community facility “Victoria Avenue Community Precinct”. Thisprecinct includes a Child Care Centre, an Early Childhood health Centre, an Out of School Hours Care Centre andVictoria Avenue Public School. Victoria Avenue Community Precinct is situated adjacent to Sydney Olympic Park whichincludes Bicentennial Park. Bicentennial Park is used by teachers and students as an extension of the learningenvironment of the school.

Victoria Avenue Public School is new school which opened in January 2015 in a fast growing area in the Inner West ofSydney.

We have 90 students and cater for a diverse community. It represents over 37 different cultural and linguistic groupsincluding 13% Korean, 15% Mandarin and 7% Arabic speaking families. The majority of families come from mid to highsocio economic environments and many parents have high levels of educational attainment. Parents have highexpectations and are very involved and supportive of the school.

The school motto is Include, Inspire, Innovate which encapsulates the school’s ethos of including all students andfamilies in school programs, inspiring the school community to strive for excellence in education and aspire towardsfuture focused education for all students.

The teaching staff is a mix of early career and experienced teachers. The school is staffed with an equivalent of 10teaching staff and 7 non–teaching staff. The teaching entitlement is met by 5.606 full and part time teachers. Thisincludes allocation for 7 class teachers. The school executive currently consists of the Principal, two Assistant Principalsand a School Administrative Manager.

The school has joined the Major’s Bay Community of Schools which includes Burwood Public School, Concord PublicSchool, Concord West Public School, Newington Public School and Strathfield North Public School.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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.

The staff and executive at VAPS have discussed the School Excellence Framework and its implications for informing,monitoring and validating our journey of excellence. Time was dedicated at our professional development meetings tothoroughly examine the school plan to determine the elements of the School Excellence Framework that the plan moststrongly addressed. Staff reflected on the progress being made across the school as a whole based on the expectationsidentified in the framework. This provides an important overview to ensure our improvement efforts align with these highlevel expectations.

In the domain of Learning, our school is delivering the majority of the elements. All teaching staff understand thatstudent engagement and learning are related, with the school communicating priorities for strengthening both. Schoolprograms address the needs of identified student groups (eg. students with disability and students for whom English isan additional language or dialect). The school encourages students to recognise and respect cultural identity anddiversity. The school has an effective plan for student transitions in place. Teachers differentiate curriculum delivery tomeet the needs of individual students. Parents are updated on the progress of their children. The school isworking towards delivering the element; Student Performance Measures. This is in part due to the school being so newlyestablished. Teachers and executive staff will analyse the indicators and plan to ensure that they are delivered.

In the domain of Teaching, our school is delivering the majority of the elements. Classrooms are well managed, with wellplanned teaching taking place, so that students can engage in learning productively, with minimal disruption. Beginningand early career teachers are provided with targeted support in areas of identified need. The school has a culture ofsupporting teachers to pursue higher level accreditation. Teachers are committed to their ongoing development asmembers of the teaching profession. The school is working towards delivering two elements within the Domainof Teaching. Within the element of Data Skills and Use, the school is working towards regularly providing school analysisof student performance data to the community. Again this is in part due to the school being so newly established. Withinthe element of Learning and Development the school is working towards delivering effective professional learning forinduction, teaching quality, leadership preparation and leadership development.

In the domain of Leadership, our school is delivering the majority of the elements. Staff, students, parents and thebroader school community are engaged in a wide range of school related activities. Our school is committed to thedevelopment of leadership skills in staff and students. Links exist with the communities of schools (Majors BayCommunity of Schools), other educational providers and other organisations (including services within the VictoriaAvenue Community Precinct) to support the school’s programs. The school acknowledges and celebrates a widediversity of student, staff and community achievements. School and other facilities are used creatively to meet a broadrange of student learning interests and needs. Within the element of Management Practices and Processes, the school isworking towards delivering accountability practices which are tied to school development and reported to the community.

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

Include

Purpose

ALL students are equipped with what they need to become successful learners, confident and creative individuals andactive and informed citizens. At Victoria Avenue Public School we treasure diversity across the precinct. We endeavourto plan for everyone from the beginning to create a school community that is free from discrimination and disadvantage.We believe in universal design for learning and by planning for the edges we include everyone. Every student has theopportunity for success regardless of their gender, language, sexual orientation, pregnancy, culture, ethnicity, religion,health or disability, socioeconomic background or geographic location.

Overall summary of progress

The school continued to promote a culture of inclusion. This included:– • embedding a culture of inclusion through language, high expectations and strength based planning; • the continuation of specialist programs such as Drumbeat and a signing choir; • the establishment of special programs such as Rocket into Reading, an intensive reading intervention and Cool

Kids program for anxiety; • teachers trained in Instructional Rounds program; • continued partnership with Lifestart (non government organisation) to collaboratively implement a transition to

school program for children with disabilities; • established a partnership with Sydney University to trial the Training in Interaction, Communication and Literacy

Enhancement (TICL) program across the school and precinct (Victoria Avenue Children's Centre) where speechtherapists coached teachers in context;

• Positive behaviour for Learning (PBL) team continued with training and trailed a whole school reward system. • All whole school events are Auslan interpreted.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

A system is implemented to trackand reflect on student academicdata with evidence of stronguniversal practices and targetedinterventions, to ensure 100% ofstudents are progressing inLiteracy and Numeracy.

• Teachers trained in using the EAL/D learningprogression to identify student language needs. • All students from inclusive classes led their ownreview meetings setting their personal learninggoals and reflected on support needs with supportteam. • Students below Early Stage 1 literacybenchmarks in term 3 were identified , undertookdiagnostic testing and participated in a dailyintervention. 100% of these students madesignificant progress. • Rocket into Reading intensive readingintervention was established for students in Year 1who were below reading benchmarks. • Teachers trained in L3 and implemented L3strategies. L3 data was collected and analysed.

$5000

A school–wide Positive Behaviourfor Learning framework is visiblethroughout the school and thereis evidence of a three tieredapproach to promoting studentengagement, success andpositive behaviour.

• 100% of the PBL team completed Tier 1 training. • A reward system was trialled across the school. • PBL team developed a matrix, mission statement,mascots and weekly lessons. • Sentral Welfare system established and teacherstrained in how to input data on behaviour incidents. • Professional learning on PBL for all staff. • Student wellbeing policy drafted.

$2324

Next Steps


• Implement Instructional Rounds program with other local schools. • Develop a tracking system for EAL/D progression for individual students. • Timetabled sessions for teachers to plan and discuss learning data in Stage teams. • TICL adapted for students who use Augmentative and Alternative Communication (AAC) systems.

Tracking of PLAN data across the school to:– • Continue Rocket into Reading program for Year 1 and extend the program for students in Years 2–6; • Plan interventions in oral language and mathematics.

Strengthen partnerships with Lifestart (non government organisation) to implement a Speech and Occupational Therapyprogram of support for students in Inclusive Classes to:–

• Support oral language and engagement (AAC use) in curriculum in inclusive classes; • Support positive behaviour across the school and in the Out of School Hours Care Centre; • Support families through the transition of National Insurance Disability Scheme; • Reduce the number of service providers working within the school so that teachers can establish collaborative

relationships with a small number of high quality providers that support educational outcomes; and • Support the inclusion of students with disabilities across the school;



Inspire

Purpose

At Victoria Avenue Public School we find ways to ignite curiosity in all students and the wider community includingteachers and parents. It is about leading through inclusive and innovative practices and using this to awaken passion andinspiration in others.


Continued set up and resourcing of classrooms as the school grew in 2016:– • purchasing of quality teaching resources; • purchasing, accessioning and processing resources to expand the school library; and

Purchasing of technology resources to enhance student learning programs. This included chrome books, laptopcomputers and iPads.

Introduction of new learning programs to inspire students towards learning:– • debating program, • coding program with Atlassian staff; • sport programs (baksetball and orienteering) funded by Commonwealth Government's Sporting Schools funding;

and • senior choir was formed and they worked and performed with the Granville Area "Our Spectacular" which finished

with a combined performance at the Sydney Opera House.We had a continued focus on building and extending relationships and partnerships within the school, precinct and widerlocal community. this included:–

• consolidation of the Victoria Avenue Precinct Leaders (VAPL) group. This group met regularly and focused onnetworking between the four services, establishing partnerships and planning for future combined projects;

• VAPS continued to work with the majors Bay Community of Schools including a leadership Coaching anddevelopment project, a combined professional learning day and collaborative learning for principals;

• continued establishment of our Parents and Citizens Association; • working with Lifestart (Non government organisation supporting children with disabilities) and Victoria Avenue

Children's Centre on a comprehensive transition to school program; • working with Allied Health personnel from Sydney University and the Victoria Avenue Children's Centre on a

combined project TIC




100% of teachers and studentsare able to access flexiblelearning spaces and appropriatetechnology to support andenhance self directed learning.

New learning spaces were resourced and set up inthe school, including:– • developmental play spaces; • maker spaces; • music room; and • STEM learning space for coding program;

100% of classes accessed Bicentennial Parkregularly as an outdoor learning space.

Resources fordevelopmental play andmusic spaces were fundedin 2015 and set up in 2016..

Maker spaces were fundedthrough the EAL/D project.

Learning programs have strongevidence of ongoing, meaningfulconnections and collaborationswith local and globalorganisations/partners.

Teachers regularly share their professional learningand the impact it has made on their teachingpractice and students outcomes.

Parent and community members led workshops toshare expertise with teachers and students at theFestival of Innovative Ideas (FII). This was sharedlocally and globally through facebook, blogs and





Learning programs have strongevidence of ongoing, meaningfulconnections and collaborationswith local and globalorganisations/partners.

twitter.

Teachers regularly shared student work on socialmedia and through the FII.

Next Steps

Develop more comprehensive leadership programs for students across the school.

Ensure students have greater involvement in inviting experts to the Festival of Innovative Ideas.

Teachers regularly provide opportunities for students to express themselves and their relationships with others and theirworld and use student voice to drive learning programs.

Establish ongoing partnership with community organisations and groups to inspire teachers, parents and students.Establish a partnership with the Opera House through the Creative Leadership Project.

Extend the Festival of Innovative Ideas to include the whole precinct community.



Innovate

Purpose

As a community of learners we are critical and creative thinkers who bring our ideas to life. We ensure as a communitywe are always asking the questions ‘why?’ and ‘how do you know?’ to create a culture of reflective practice. We strive tobe efficient and effective in improving student learning outcomes through future focused, evidence based practices andpedagogy.


Executive attended Professional Learning around the Creativity Cascade (Michael Anderson and Miranda Jefferson).This was used to support professional learning with teachers.

All class teachers participated in Professional Learning (EAL/D Lead Project) around the Creativity Cascade (CC) andquality EALD pedagogy. All class teachers embedded Paul Dufficy's CHEAP principles into their class programs.Filmpond film was produced to show the processes, learning and impact of the EAL/D Lead Project.

Two teachers trialled Lego Robotics in their classes. This resulted in increased engagement and collaborative teachingand learning. These teachers shared their knowledge through a professional learning session with other teachers.

Three classes participated in a STEM program – Coding with an Atlassian employee. This program supported theupskilling of teachers using the Train the Trainer model.

The first Festival of Innovative Ideas was very successful with high participation from staff, students, parents andcommunity members. The festival included showcasing of innovative student learning, experts (parents and communitymembers) running innovative workshops for students to attend with parents; a young inventors competition and a filmfestival.




Student directed, inquiry basedprograms are embedded acrossthe school with strong evidencethey are having a high effect onstudent engagement andacademic success.

During the EAL/D Lead Project, each class teacherwas given a $100 budget to set up a Maker Space.100% classes utilised Maker Space regularly forstudent directed, problem solving lessons.

$5000

80% of teachers and students areactive participants in an annualschool festival of innovativeideas.

60% of teachers were active participants on theplanning committee for the Festival of InnovativeIdeas.

During the first Festival of Innovative Ideas, 100%of classes showcased the processes and productsof innovative learning.

Next Steps

Continue to trail, embed and consolidate innovate teaching practices into everyday class leaning for students.

Plan and improve the Festival of Innovative Ideas.

Undertake the Creative Leadership Program with The Sydney Opera House to deepen teachers' understanding ofinnovation.

Strengthen university partnerships to connect our teaching practice to research.



Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading The school received no funding in this area in2016.

$0

English language proficiency This provided the equivalent of four days perweek EAL/D teacher. The teacher workedboth with the students and the students’teachers to ensure an ongoing EALD supportprogram.

$94 437

Low level adjustment for disability $9429 were carried over from 2015 to partfund a learning support teacher for term 12016. Learning and Support teacher staffingallocation was used to part fund and createan Inclusion Facilitator in the school.

$61 309

Quality Teaching, SuccessfulStudents (QTSS)

Extra relief from face to face teaching forAssistant Principals.

0.152 staffing entitlement

Socio–economic background These funds were used to part fund a learningsupport teacher for Term 1 2016.

$2 760

Support for beginning teachers Beginning teachers were supported byindividualised programs ofsupport. Professional Development needswere identified, planned and funded.Beginning Teachers were provided withongoing support and monitoring foraccreditation by supervisors. Performanceand Development Plan (PDP) goals set andmonitored in consultation with supervisors.

$30 836

Targeted student support forrefugees and new arrivals

Funding was used to support the learning ofstudents from a refugee background. ASchool Learning Support Officer wasemployed to assist these students.

$19 000


Student information

Student enrolment profile

Enrolments

Students 2015 2016

Boys 51 90

Girls 37 87

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.7 95.2

1 99.1 93.2

2 100 92.3

3 98.7 95.7

4 100 91

5 99.1 93.8

6 96.8 90.7

All Years 96.1 93.8

State DoE

Year 2013 2014 2015 2016

K 94.4 94.4

1 93.8 93.9

2 94 94.1

3 94.1 94.2

4 94 93.9

5 94 93.9

6 93.5 93.4

All Years 94 94

Management of non-attendance

The school records and monitors all absences anddevelops appropriate strategies for managing ongoingabsences in line with the Department of Education'spolices and guidelines.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 2

Classroom Teacher(s) 8.93

Learning and Support Teacher(s) 0.5

Teacher Librarian 0.4

Teacher of ESL 0.8

School Administration & SupportStaff

6.01

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation, 2016 requiresschools to report on Aboriginal composition of theirworkforce. One staff member indicated that they wereAboriginal.

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 25

Professional learning and teacher accreditation

Teaching staff attended various staff development daysduring the year. These were held on the first day ofterm 1, 2 and 3, and four evening sessions whichequated to two full days of professional learning. Thestaff development day in term 3 was a joint professionallearning day with the staff of schools from the MajorsBay Community of Schools on growth mindset , schoolexcellence and a variety of workshops lead by teachersfrom the schools.

All staff participated in mandatory training on childprotection, emergency care, CPR, anaphylaxis, fraudand corruption and Work Health and Safety Induction(as required). All teachers and SLOS's were trained inNon–violent crisis intervention training.

Individual teachers also participated in a number ofprofessional learning sessions. These included;


robotics in the classroom, EAL/D conference,integration ICT into science, The Australian GeographySyllabus, Down Syndrome conference, access requesttraining, teaching students from a refugee background,teacher accreditation, teaching students with hearingimpairment, early careers teachers conference,disability standards for education and NationallyConsistent Collection of Data on school students withdisability.

The Positive Behaviour for Learning (PBL) teamattended training and a local PBL network. The ICTcoordinator and the EALD teacher both attendednetwork meetings.

The Teacher's Federation Representative and principalattended training on the new staffing agreement forteachers and then lead an session to inform teachers.

The executive staff completed mandatory training in thecreativity cascade and the 4 C's of 21st CenturyLearning. The Assistant Principals participate in aleadership project which involved coaching andmentoring from a leadership consultant. The AssistantPrincipals lead a professional learning project EALD –LEAD with class teachers.

The School Administration Manager, The SchoolAdministration Officer and the principal allattended ongoing training for Learning ManagementBusiness Reform.

The principal attended a number of Strathfield NetworkPrincipals’ meetings, Granville Primary Principal’sAssociation (PPA) conference and a state PPAconference. The principal also participated in theLeading Educators Around the Planet(LEAP) conference.

Ten teachers are seeking accreditation at variouslevels. Six of these are working towards accreditation atthe professional competence level. Three teachers arecompleting their maintenance phase of accreditationand one teacher is working towards accreditation athigher levels.

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 179 049.86

Global funds 414 768.81

Tied funds 209 619.73

School & community sources 129 565.01

Interest 5 627.33

Trust receipts 105 451.88

Canteen 0.00

Total income 1 044 082.62

Expenditure

Teaching & learning

Key learning areas 73 130.73

Excursions 8 775.60

Extracurricular dissections 12 752.23

Library 6 391.00

Training & development 0.00

Tied funds 159 374.01

Short term relief 34 539.24

Administration & office 232 606.13

School-operated canteen 0.00

Utilities 43 417.71

Maintenance 40 219.59

Trust accounts 54 253.20

Capital programs 0.00

Total expenditure 665 459.44

Balance carried forward 378 623.18

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


2016 Actual ($)

Opening Balance 0.00

Revenue 413 967.74

(2a) Appropriation 398 363.16

(2b) Sale of Goods andServices

14 302.10

(2c) Grants and Contributions 1 117.20

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 185.28

Expenses -274 832.09

Recurrent Expenses -274 832.09

(3a) Employee Related -76 445.33

(3b) Operating Expenses -198 386.76

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

139 135.65

Balance Carried Forward 139 135.65

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.

The school is still in establishment phase and isrequired to do a lot of resourcing for enrolment growthand the formation of extra classes.

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 1 161 223.44

Base Per Capita 5 858.85

Base Location 0.00

Other Base 1 155 364.59

Equity Total 158 507.29

Equity Aboriginal 0.00

Equity Socio economic 2 760.39

Equity Language 94 437.47

Equity Disability 61 309.44

Targeted Total 749 079.71

Other Total 7 084.84

Grand Total 2 075 895.28

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. A total of 13 Year 3 students and 8 Year5 students sat the NAPLAN assessments in 2016 fromboth the inclusive and mainstream classes.

In reading, the percentage of our Year 3 students in thetop three bands was 27.3% compared with 67.3% ofthe state. 50% of our Year 5 students were in thetop three bands in reading compared with 62.3% of thestate.

In writing, 50.4% of Year 3 students were in the topthree bands compared to 77.9% of the state. 12.5% ofour Year 5 students achieved in the top three bands ofwriting compared with 46.1% of the state.

In spelling, 35.6% of Year 3 students achieved in thetop three bands compared with 73.5% of the state. Thepercentage of our Year 5 students in the top threebands was 37.5% compared to 60.6% of the state.

In grammar and punctuation, the percentage of ourYear 3 students in the top three bands was 35.7%compared with 68.2% of the state. 50% of our Year 5students achieved in the top three bands of grammarand punctuation compared with 60.3% of the state.


In numeracy, 38.5% of our Year 3 students scored inthe top three bands compared with the state at 57.2%.62.5% of Year 5 students performed in the top threebands of numeracy compared to 52.9% of the state.

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.

In reading, 18.2% of Year 3 students were in the toptwo bands in reading compared with 51.8% across thestate. The percentage of our Year 5 students in the toptwo bands of reading was 37.5% compared with 38.6%of the state.

In numeracy, 7.7% of Year 3 students were in thetop two bands in numeracy compared with 38.7% of thestate. Of the small cohort of 8 Year 5 students, nonewere in the top two bands of numeracy.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

Their responses from parent surveys are presentedbelow.

The school sought the opinions of parents about theschool through a survey. There were 14 items on thesurvey of which parents could indicate that theystrongly agree, agree or disagree with. There was alsoa don’t know option if they did not know about an item.Their responses are presented below.

35% of parents surveyed agreed and 49 % stronglyagreed that VAPS is an attractive and well–resourcedschool.

35% of parents surveyed agreed and 49 % stronglyagreed that the school is a friendly school that istolerant and accepting of all students.

42% of parents surveyed agreed and 35% stronglyagreed that the students are the school's mainconcern.

63% of parents surveyed agreed and 21% stronglyagreed that the school has supportive welfareprograms.

35% of parents surveyed agreed and 42% stronglyagreed that the school teaches and promotes corevalues.

63% of parents surveyed agreed and 21% of parentssurveyed agreed or strongly agreed that fair disciplineexists within the school.

49% of parents surveyed agreed and 14% stronglyagreed that student achievements are recognisedthrough the school awards at weekly assemblies.

72% of parents surveyed agreed and 14% stronglyagreed that Student achievements are recognisedthrough the school awards at weekly assemblies(Active learner awards, Safe Learner Awards,Respectful Learner Awards).

56% of parents surveyed agreed and 14% stronglyagreed that the school offers appropriate andchallenging programs for its students.

42% of parents surveyed agreed and 21% stronglyagreed that the school maintains a focus on literacyand numeracy.

42% of parents surveyed agreed and 21% stronglyagreed that the school provides a wide range of otherprograms (e.g. Science and Technology, PE, Creativeand Performing Arts, Music).

70% of parents surveyed agreed and 1% stronglyagreed that VAPS has competent teachers who sethigh standards of achievement.

63% of parents surveyed agreed and 14% stronglyagreed that there is good student access to computersand strong technology programs and resources.

56% of parents surveyed agreed and 35% stronglyagreed that the school office responds to enquiries andrequests in a friendly and prompt manner.

56% of parents surveyed agreed and 21% stronglyagreed that the school newsletter keeps the communityinformed about coming events and schoolachievements.

The weakest areas on this survey will be addressed byestablishing a parent teacher action group to consultand inform about school practices, processes anddecisions.

Policy requirements

Aboriginal education

Aboriginal perspectives are evident in all key learningareas. As the school was being resourced a variety ofIndigenous resources were purchased and used in allkey learning areas. An Aboriginal flag and a TorresStrait Islander flag were donated to the school by thelocal member of state parliament. Year 6 assembly


leaders begin our weekly assembly by acknowledgingand showing respect to the traditional owners of ourland when they present an Acknowledgement ofCountry. In term 2, our school celebrated NationalAboriginal and Islander Day of Commemoration(NAIDOC) Week. During this week students wereengaged in a variety of activities with aboriginalperspectives. Students enjoyed an in schoolperformance by Adam Hill in term 2 as part of NAIDOCWeek activities.

Multicultural and anti-racism education

Multicultural perspectives are evident in all key learningareas. As the school was being resourced a variety ofmulticultural resources were purchased and used in allkey learning areas. We celebrated Harmony Day inMarch through activities to develop our understandingof our diverse cultural, religious and languagebackgrounds. Students wore orange clothing to schooland participated in Harmony Day activities. A schoolanti–racism contact officer was appointed andprocedures were set up to deal with any racist issues orincidents within the school. Teachers in the school haveprogrammed and assessed using the AustralianCurriculum, with units that focus on cross curriculumpriorities and general capabilities that encompassintercultural understanding.


Documents

2016 Victoria Avenue Public School Annual Report · operation. Victoria Avenue Public School proudly endorses our ... Some of the profits were used to fit out the school canteen with