2018 Hoxton Park Public School Annual Report · Hoxton Park Public School is: • preparing our students to become successful global citizens; • recognising the importance of wellbeing

Hoxton Park Public SchoolAnnual Report

2018

2187

Printed on: 29 May, 2019Page 1 of 18 Hoxton Park Public School 2187 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Hoxton Park Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Kylie Donovan

Principal

School contact details

Hoxton Park Public School99 Pacific Palms CircuitHOXTON PARK, 2171www.hoxtonpark-p.schools.nsw.edu.auhoxtonpark-p.school@det.nsw.edu.au9607 0005


School background

School vision statement

Hoxton Park Public School is: • preparing our students to become successful global citizens; • recognising the importance of wellbeing for the entire learning community; • and developing outstanding leadership for all.

School context

Hoxton Park Public School has an enrolment of 650 students and is situated on the western edge of Liverpool. Over 78%of our students come from an EALD (English as an Additional Language or Dialect).

Our educational focus is on Futures Learning and the explicit teaching of literacy and numeracy skills.

We are working with David Price OBE and Clare Price from Engaged Learning to provide teacher professionaldevelopment to enhance teacher skills in facilitating outstanding Project Based Learning for our students.

The area of literacy continues to be a focus as we move into our seventh year working with literacy expert Jo–AnneDooner (Get Reading Right).

The school offers a school readiness program; a specialist dance teacher; new community connection projects andoutstanding high school links with our partner school Hoxton Park High School.

Our staff work collaboratively to develop high impact learning experiences for our students, whilst guided by currentresearch.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Between the 2017 and 2018 evaluations of the School Excellence Framework, we have reported growth in all thedomains with some elements maintained at their assessed level and progress in nine out of the fourteen elements.Within the Learning domain we identified progress from delivering to Sustaining & Growing for the elements LearningCulture, Curriculum, Assessment and Reporting. For the Teaching domain, we identified progress from Delivering toSustaining & Growing in the Learning domain for Effective Classroom Practice, Professional Standards and Learning &Development. Within the Leading domain there was assessed progress from Delivering to Sustaining & Growing inEducational Leadership, School Planning & Reporting and School Resources.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Future Learning

Purpose

To equip students with the necessary skills to become successful global citizens; develop staff expertise in explicitteaching of literacy and numeracy; build student achievement by maximising potential and growth.

Overall summary of progress

The Numeracy Project begun its implementation, which included gathering baseline data and the provision of teacherprofessional learning in numeracy. An understanding of the 4Cs (Collaboration, Communication, Creativity and Criticalthinking) was developed through teacher professional learning. Increased opportunities for student voice and choicewithin the classroom and through extra–curricular experiences were provided. Teachers provided increasedopportunities to experience Project Based Learning and authentic learning tasks across all Key Learning Areas.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Rubrics show increasing skills inuse of the 4Cs (collaboration,communication, creativity andcritical thinking), across allstages.

$7000.00 Casual teachersemployed to cover staff forprofessional learning andplanning days.

Each stage experimented with a variety of 4Csmarking rubrics in preparation for drafting ofschool–wide rubrics during 2019.

Increase in whole staff understanding of the 4Cs.

Increased proportion of studentsin the top two bands of NAPLANin literacy and numeracy.

$10 500.00 Casualteachers employed to coverstaff for professionallearning related to problemsolving teaching strategiesin numeracy.

Numeracy: All staff with declarative knowledge ofNewman's RUCSAC and the ten problem solvingstrategies. Display of these in all classrooms andexplicit teaching of Newman's RUCSAC duringmathematics lesson. Trial of school–wide planningproforma linked to the mathematics scope andsequence to increase consistency in programming.

There is an increased proportion of students in thetop two bands for year 3 students, however this isnot evident in the year 5 data.

Students in the top two band for numeracy:

There were 83 year 3 students in the top two bandsduring 2017 and 87 students in the top two bandsfor 2018.


Students in the top two band for literacy:

There were 83 year 3 students in the top two bandsduring 2017 and 87 students in the top two bandsfor 2018 for reading, writing, grammar &punctuation and spelling.


Increased student growth inliteracy and numeracy usinginternal and external data.

$3000 external Literacyconsultant

Reading benchmark data has remained mostlystatic with an average of 11.8 students per class notreaching grade exit levels in 2017 and 12.1






Increased student growth inliteracy and numeracy usinginternal and external data.

$6000 for casuals for TPLon assessment

students per class not reaching grade exit levels in2018.

Increased student engagementusing a range of surveys andwalkthrough data.

Information from the Tell Me From Me Surveysindicate 89% of students surveyed try hard tosucceed in learning. Students also find classroominstruction relevant to everyday life.

Establishment of stage 3 electives. Studentsparticipated in various extra curricular activitiessuch as guitar club and Makerspace. Various yearsix committees were set up such as EnvironmentalClub.

Next Steps

Refine K–6 mathematics scope and sequence. Continue professional learning in literacy, including staff completeTraining 24/7 modules. Continue teacher professional learning in numeracy, including, revising RUCSAC, authentictasks, planning and the problem–solving strategies. Gather baseline data on SENA. Staff meeting on revising RUCSACand Newman's error analysis. Develop a resource bank of ideas for authentic tasks. Have teachers complete thenumeracy survey. Continue to provide students with extra curricula learning opportunities. Continued in–class and staffmeeting professional learning facilitated by Curriculum Leader.



Wellbeing

Purpose

To develop a school–wide, planned approach to well–being to support student engagement and connections in thecommunity.


The Wellbeing strategic direction team was established to oversee wellbeing of students, teachers and the community.The Wellbeing Framework was introduced to staff. To address the needs of staff, professional learning was provided bythe in school speech therapist to address teacher self care. In regards to students, an audit of wellbeing programs wasundertaken using the Wellbeing Self–assessment tool. These wellbeing initiatives were then mapped against theFramework and the five domains of wellbeing. The set up of the Community Hub addressed some of the needs of theschool community.





Increased positive feedback fromfamilies and the community onthe school’s Facebook andSeesaw pages.

Teachers uploadedcontent. No additional fundswere used.

Based on the school's Facebook data, there was anaverage of 3,000 people engaged in the contenteach week. We had 500 parents and communitymembers connected via SeeSaw. We also had anaverage weekly engagement of 400 people.

Increased community attendanceat events and workshops.

$1000 – Community Hubresources for catering andworkshops.

Leadership and teachersattend these workshopsafter school. No additionalfunds are used.

12 community members (average) attend theCommunity Hub each Thursday morning.

Events and Workshops:

David & Clare Price Workshop 13th Feb – 38community members

School Plan Meeting 8th Feb – 23 communitymembers

Open DayTerm 1 – 106 community members

Anti–Bullying Forum – 18 community members

Gold Grass Cinemas – 300 community members

international day – 57 community members

Easter Hat Parade – 211 community parents

Grandparents Day – 184 community members

Surveys show increasedcollaboration in community ledprojects and the school as thecentre of community.

This is an area targeted for improvement 2019.

Student surveys show positivitytowards increased opportunitiesto demonstrate the connectionbetween community and studentlearning.

Nil 81% of students reported relevant connectionsbetween learning and community life within the TellThem From Me survey.

Staff surveys and Professional $7000.00 Casual teachers 100% of staff responses in the Tell Them From MePrinted on: 29 May, 2019Page 6 of 18 Hoxton Park Public School 2187 (2018)





DevelopmentPlans reflect opportunities forcollaborative practice, furtheringstaff professional goals andindividual professional learningnetworks.

employed to cover staff forprofessional learning andplanning days.

Survey identify collaborative practice andprofessional learning that further staff professionalgoals in relation to literacy and numeracy. Theseresponses also identified the positive nature ofstage based professional learning networks.

Tell Them From Me surveyshows an increased connectionto the school.

Time to inout data 83% of students surveyed (Tell Them From Mesurvey) stated they had a positive sense ofbelonging to the school. 52% reported they weresomewhat confident with connecting with teachers,and 38% were very confident.

Next Steps

As a strategic team, ongoing reviews of student wellbeing initiatives to measure impact of these programs need to beconducted. Based on the analysis of these programs, investigations need to be undertaken to move the programsthrough the Wellbeing Framework.

Survey of staff has been conducted to attain an understanding of professional learning that teachers identified that theywanted or needed. Based on these results, training sessions need to be organised to meet these needs where possible.Continuation of the Breakfast Buzz Bar termly to sustain a sense of belonging among staff. The organisation andexecution of the team building activities needs to be undertaken.



Leadership

Purpose

To develop distributed leadership throughout the school and community to maximise potential and increase studentresults.


The Student Choice Project effectively implemented professional learning (PL) for the staff at Hoxton Park Public School.During a twilight PL session, teachers were supported in developing their understanding of student voice and choice.Through workshop–style activities, staff completed professional readings on these topics, and reviewed student voiceand choice within current programs. During this session, staff were also supported in actively planning student voice andchoice for upcoming teaching and learning programs. Throughout the remainder of 2018, staff were encouraged to beginidentifying student voice and choice in their programs where it was present. The Student Choice Project was alsosuccessful in the administration of Student Led Conferences (SLC). Staff were trained in facilitating students' preparationand implementation of SLC. Feedback from students, parents/carers, and teachers demonstrated a positive attitudetowards this initiative to increase student voice.

The National Standards Project was successful in ensuring a greater focus on the Australian Professional Standards forTeachers. Throughout 2018, there was an expectation that all professional learning sessions began with outlining thelinks to the Australian Professional Standards for Teachers. All staff participated in program meetings to review thestandard and content within their teaching and learning programs. The feedback from these sessions was also aligned tothe Australian Professional Standards for Teachers. Teacher's Professional Development Plans (PDPs), where teachersidentify a minimum of three development areas related to their teaching, were required to be aligned with relevantstandards from the Australian Professional Standards for Teachers.

The Community Connection Project was successful in launching the Community Hub where regular attendance bycommunity members was recorded. The Community Hub identified expertise of the attending members, and many of themembers shared their expertise with the other Community Hub attendees.





Surveys show increasedcollaboration, community ledprojects and the school as thecentre of community.

$5 000 Resources forCommunity Hub

$16 000 Community HubLeader

Leadership opportunities were offered to membersof the Community Hub sessions, with more thanseven members sharing their expertise with theschool community.

English as a second language acquisition was seenthroughout 2018, with three members of theCommunity Hub sessions articulating improvedability to community with community members inthe English language.

Increased opportunities forstudents to participate inpersonal, school and communityleadership experiences.

N/A During all planning days (one for each term),sample groups of students were involved inevaluating Project Based Learning (PBL)experiences and planning for future PBL units.

The Student Led Conferences (SLC) provided anopportunity for students to experience personalleadership. Results from the Tell Them From Mesurvey showed 47 positive reposes to SLC and 60negative comments. Most positive comments wereabout students having an opportunity to talk abouttheir personal achievements with theirparents/carers, and the negative comments werepredominantly about being nervous at presenting.






Increased opportunities forstudents to participate inpersonal, school and communityleadership experiences.

There is beginning identification of student voiceand student choice identified in programs with 20%of staff attempting this within their programs in2018.

Increased leadershipopportunities for all staff, with afocus on instruction leadership.

There was the promotion of the Pineapple chartwith limited effect on school–wide leadership.

Professional Learning (PL) in understanding ofAustralian Professional Teaching Standards (APTS)and embedded use of these for formal programfeedback and all PL sessions.

Teacher reflection showsincreased opportunitiesfor feedback, mentoring andcoaching for continuousimprovement in teaching andlearning.

$10 500 for release of stafffor PL sessions

Feedback from the Tell Them From Me Surveydemonstrated positive responses for mentoring andcontinuous improvement through targeted PLsessions in English and mathematics. Commentsfrom staff displayed consistent comments about theeffective mentoring of development in English andmathematics for clarity of the syllabus and greaterteacher clarity for improved teaching and learning.

Next Steps

During 2019, the Student Choice Project continues to develop collaborative planning and identification of student voiceand choice in teachers' programs. These goals align with the focus of the Student Engagement Project outlined inStrategic Direction One. Due to the success of Student Led Conferences (SLC) in 2018, Hoxton Park Public School willcreate two opportunities in 2019 for SLC. This will provide greater opportunities for students to regularly have a choiceover what they share, and authentic times to articulate this to their parents/carers.

A major focus within the Student Choice Project during 2019 is the creation of a student–led committee. The aim of thiscommittee is to promote the voice of all students. Within this committee, students across K–6 will discuss studentwellbeing, student initiatives, and other student matters at Hoxton Park Public School. The creation, organisation andadministration of this committee will be led by the Student Leadership Team, and facilitated by the staff responsible foroverseeing Strategic Direction Three.

With a greater collaborative understanding of the Australian Professional Standards for Teachers due to the newlyembedded practice of aligning PDPs, program meeting feedback, and professional learning sessions, teachers at HoxtonPark Public School will apply the standards to lesson observations. Throughout 2019, professional learning will beadministered to develop a collaboratively designed structure for viewing colleagues teaching and learning sessions, andfor providing feedback aligned with the Australian Professional Standards for Teachers. The staff at Hoxton Park PublicSchool will create an agreement of expectations for viewing colleagues teaching and providing feedback.

During 2019, one aim of the Community Connections Project is to source Elders to facilitate the Culture Club. TheCulture Club supports the exploration of culture for students who identify as Indigenous Australians, and providesopportunities for students to share their culture throughout the school. In the latter part of 2019, the second goal for theCommunity Connections Project is to create a parent and community 'Reading to Students' program. The aim is toprovide training to parents to support reading at home, and source parents that would be willing to volunteer their time toread with students at school.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $10 180 • Subsidised NAIDOC Day activities for allstudents K–6. This promoted tolerance andunderstanding of Aboriginal culture. • Aboriginal students participated in aworkshop with Aunty Carol to write anAcknowledgement of Country • Aboriginal students created their ownAboriginal dance, representing traditionaldance and performed this to each class in ourschool. • School Learning and Support Officersprovided one–to–one support in classroom toassist students reaching SMART goals andPersonal Learning Plans. • Provided funding for all Aboriginal studentsfor excursions and uniforms. • Upgraded the existing Bush Tucker gardento include individually painted stones by allchildren in the school to highlight theirunderstanding of Aboriginal culture and art. • Individual meetings were held for PLPs,with each student's family member invited toattend and contribute to goal setting. • Trauma workshop was provided by the Outof Home Care Liaison.

English language proficiency $225 696 • 1.8FTE provided specialist teachers whowork specifically with target studentsidentified by individual needs. • School Learning and Support Officersprovided one–to–one support in classroom toassist students reaching individual learninggoals in literacy and numeracy. • Support staff are assigned to stages andwork on a flexible timetable.

Low level adjustment for disability $207 328 • Support staff are assigned to stages andwork on a flexible timetable. • 1.3FTE provided specialist teachers whowork specifically with target studentsidentified by individual needs. • School Learning and Support Officersprovided one–to–one support in classroom toassist students reaching individual learninggoals in literacy and numeracy. • NDIS meeting and data collation to identifyand allocate resources. • ILPs created and reviewed twice a year,and these communicated to parents/carers.

Quality Teaching, SuccessfulStudents (QTSS)

$114 524 • All Assistant Principals to work withteachers in relation to planning, programing,teaching, assessing and reporting to provideschool–wide best practice. • Mentoring staff in stage teams andproviding professional learning based on theneeds of individual teachers.

Socio–economic background $219 874 • Social Ventures Australia programdeveloped connections with other schoolsand increased our professional understandingof Future Focussed education with otherinnovative school. SVA also providedopportunities to lead school through NSWStar Hub days.


Socio–economic background $219 874 • Speech Program implementationidentification and early intervention forstudents requiring extra support withexpressive and receptive language needs. • Furniture replacement to facilitate FutureFocussed pedagogy. • Occupational Therapy programimplementation for identification and earlyintervention for students requiring extrasupport with motor skills and socialpragmatics. • School Learning and Support Officersprovided one–to–one support in classroom toassist students reaching individual learninggoals in literacy and numeracy. •

Support for beginning teachers $77 258 • Release for teachers with a mentor tosupport them with programming and teaching.Provides additional time to plan, program andassess.

Targeted student support forrefugees and new arrivals

$4 197 • Dedicated teacher for the New ArrivalStudents for intensive English support.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 303 319 338 328

Girls 308 335 321 310

Student attendance profile

School

Year 2015 2016 2017 2018

K 91.9 93 93.3 93

1 92.5 92.5 93.3 93.3

2 94.1 92.9 94.2 92.1

3 94.4 94 94.3 94.3

4 94.2 94.3 94.9 94.8

5 95.3 93.9 94.7 94

6 93.7 95.7 93.3 92.8

All Years 93.7 93.7 94 93.4

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Stage supervisors and Learning Support Team reviewattendance reports on a term basis. Parents ofstudents with an attendance below 85% are contactedby class teacher. Students below 70% were referred tothe Deputy Principal for further follow up. Each term theDeputy Principal meets with the Home School LiaisonOfficer to consult about further interventions. eg. letters,support

Students with high absenteeism have an individualprogram to increase attendance.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 24.33

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.3

Teacher Librarian 1.2

Teacher ESL 1.8

School Administration and SupportStaff

4.06

*Full Time Equivalent

We have two Aboriginal staff members at Hoxton ParkPS. One classroom teacher and one office staffmember.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 58

Postgraduate degree 42

Professional learning and teacher accreditation

Two teachers achieved their proficient teacheraccreditation during 2018.

Professional learning was undertaken consistentlythroughout 2018 with a focus on future focusedlearning, English and mathematics curriculum,Occupational Therapy and Speech Therapy. In additionto this, mandatory professional learning on Anaphylaxisand Child Protection was completed during 2018.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 1,121,980

Revenue 5,595,768

Appropriation 5,282,326

Sale of Goods and Services 20,342

Grants and Contributions 283,709

Gain and Loss 0

Other Revenue 0

Investment Income 9,391

Expenses -5,573,178

Recurrent Expenses -5,573,178

Employee Related -4,773,940

Operating Expenses -799,238

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

22,590

Balance Carried Forward 1,144,570

The finance committee comprises of Principal, SchoolAdministrative Manager and Deputy Principal. ThePrincipal and School Administrative Manager meetweekly to clarify payment streams for expenditure. TheSchool Administrative Manager follows the FISH(Finance In Schools Handbook) and is across all SAPupdates.

There is a greater total carry over amount thananticipated due to a major playground project andstudent toilet refurbishment which was due forcompletion in December but carried over to 2019.

Financial summary equity funding

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

2018 Actual ($)

Base Total 4,213,415

Base Per Capita 127,430

Base Location 0

Other Base 4,085,984

Equity Total 663,078

Equity Aboriginal 10,180

Equity Socio economic 219,874

Equity Language 225,696

Equity Disability 207,328

Targeted Total 4,197

Other Total 163,997

Grand Total 5,044,686

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

• Grammar and Punctuation is 19.4 points abovethe state average growth.

• Reading is 3.1 points above the state averagegrowth.

• Spelling is 6.4 points above the state averagegrowth.

• 32% of Year 3 students are in the top 2 bands forGrammar and Punctuation.

• 48% of Year 3 female students are in the top 2bands for Grammar and Punctuation compared to18% of male students.

• 35% of Year 3 students are in the top 2 bands forReading.

• 51% of Year 3 female students are in the top 2bands for Reading compared to 23% of malestudents.

• 44% of Year 3 students are in the top 2 bands forSpelling.

• 55% of Year 3 female students are in the top 2bands for Spelling compared to 29% of malestudents.

• 32% of Year 3 students are in the top 2 bands forWriting.

• 53% of Year 3 female students are in the top 2bands for Writing compared to 14% of malestudents.

• 20% of Year 5 students are in the top 2 bands forGrammar and Punctuation.

• 24% of Year 5 female students are in the top 2bands for Grammar and Punctuation compared to15% of male students.

• 21% of Year 5 students are in the top 2 bands forReading.

• 24% of Year 5 female students are in the top 2bands for Reading compared to 19% of malestudents.

• 29% of Year 5 students are in the top 2 bands forSpelling.

• 36% of Year 3 female students are in the top 2bands for Spelling compared to 22% of malestudents.

• 9% of Year 5 students are in the top 2 bands forWriting.

• 15% of Year 5 female students are in the top 2bands for Writing compared to 17% of malestudents.

Band 1 2 3 4 5 6

Percentage of students 10.2 14.8 17.0 26.1 14.8 17.0

School avg 2016-2018 9.4 10.9 20.7 25 18.4 15.6


Band 1 2 3 4 5 6


School avg 2016-2018 5.9 12.5 30.5 17.2 23.8 10.2

Band 1 2 3 4 5 6


School avg 2016-2018 3.9 11.3 12.9 30.5 25.4 16

Band 1 2 3 4 5 6


School avg 2016-2018 2 8.6 25.4 28.9 30.5 4.7


Band 3 4 5 6 7 8


School avg 2016-2018 4.7 18.7 19.8 29.9 15.1 11.9

Band 3 4 5 6 7 8


School avg 2016-2018 6.9 19.5 23.8 28.5 15.2 6.1

Band 3 4 5 6 7 8


School avg 2016-2018 1.8 8.3 20.9 37.8 21.6 9.7


Band 3 4 5 6 7 8


School avg 2016-2018 6.8 10.4 47.1 25.9 7.2 2.5

Numeracy is 6.3 points above the state averagegrowth.

17% of Year 3 students are in the top 2 bands forNumeracy.

10% of Year 5 students are in the top 2 bands forNumeracy.

18% of Year 3 female students are in the top 2 bandsfor Numeracy compared to 17% of male students.

29% of Year 5 female students are in the top 2 bandsfor Numeracy compared to 13% of male students.

Band 1 2 3 4 5 6


School avg 2016-2018 3.9 22 35.3 22.7 12.2 3.9


Band 3 4 5 6 7 8


School avg 2016-2018 2.5 21.7 36.2 26.4 9.8 3.3

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Premier's Priorities: Improving education results andState Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands.

At Hoxton Park Public School, we had a total of 7identified Aboriginal students who participated inNAPLAN. All but one student, demonstrated growth inall literacy and numeracy areas.

50% of the Year 3 Aboriginal cohort were in the top 2bands for Numeracy.

25% of the Year 3 Aboriginal cohort were in the top 2bands for Reading.

Parent/caregiver, student, teachersatisfaction

Tell Them From Me survey data • 83% of students feel accepted and valued by their

peers and others at school. • 94% of students believe that schooling is useful in

their everyday life and will have a strong bearingon their future.

• 89% students try hard to succeed in theirlearning.

• 82% of Aboriginal students feel good about theirculture at school.

• 77% parents reported that social media is a goodcommunication tool for the school.

• 69% of parents expect that their child will attenduniversity.

• 73% of staff feel school leaders have supportedthem during stressful times.

• 80% of staff discuss learning problems ofparticular students with other teachers.

• 85% of staff agree that the school leaders areleading improvement and change.

Policy requirements

Aboriginal education

Culture club ran for semester 1. The aim of CultureClub was to continue to build connectedness for ourAboriginal students with their culture.

Subsidised NAIDOC Day activities and paid performersfor all students K–6. This promoted tolerance andunderstanding of Aboriginal culture.

Aboriginal students participated in a workshop withAunty Carol to write an Acknowledgement of Countrywhich is now used at every assembly and occasion atHoxton Park PS.

Aboriginal students created their own Aboriginal dance,representing traditional dance and performed this toeach class in our school.

School Learning and Support Officers providedone–to–one support in classroom to assist studentsreaching SMART goals and Personal Learning Plans.

Provided funding for all Aboriginal students to attendexcursions. This allowed all students to access allareas of the curriculum.

The existing Bush Tucker garden was upgraded toinclude individually painted stones by all children in theschool to highlight their understanding of Aboriginalculture and art.

Individual meetings were held to develop PersonalLearning Plans, with each student's family memberinvited to attend and contribute to goal setting.

Professional learning for teachers was provided by theOut of Home Care Liaison teacher on trauma, explicitlyrelating to Aboriginal students.

Multicultural and anti-racism education

Students are taught school wide behaviourexpectations that promote positive relationships.

School events foster intercultural understanding andinclude: Multicultural Day and Harmony Day. Theschool's New Arrivals Program and Intensive Englishclass supports students' transition at Hoxton ParkPublic School. Students who are identified as EAL/Dhave targeted support in class by both their classroomteachers and specialist teachers assigned to the stagegroup.

The school is proactive in addressing and resolvingracist and discriminatory behaviour. Mr Orefice iscurrently the Anti Racism Contact Officer and counselsstudents who display racist and discriminatorybehaviour.

Congratulations to Siddarth Kukreti who receivedrecognition for his volunteer work at our school in the2018 Werriwa Volunteer Awards. His award waspresented by the Federal Member for Werriwa, TheHon. Anne Stanley MP.


Documents

2018 Hoxton Park Public School Annual Report · Hoxton Park Public School is: • preparing our students to become successful global citizens; • recognising the importance of wellbeing