2018 Liverpool Public School Annual Report€¦ · 7424 Page 1 of 17 Liverpool Public School 7424 (2018) Printed on: 30 May, 2019. Introduction The Annual Report for 2018 is provided

Liverpool Public SchoolAnnual Report

2018

7424

Printed on: 30 May, 2019Page 1 of 17 Liverpool Public School 7424 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Liverpool 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.

Ian Tapuska

Principal

School contact details

Liverpool Public SchoolRailway StreetLiverpool, 2170www.liverpool-p.schools.nsw.edu.auliverpool-p.school@det.nsw.edu.au9602 7882


Message from the students

This year our five school leaders and the Student Representative Council delegates have led various engaging eventsfor students.

All students from Liverpool Public School were given the opportunity to contribute their ideas to the StudentRepresentative Council.

To organise the events for our school, the class Student Representative Council delegates and school leaders hostweekly meetings to discuss issues and new ideas. Every Student Representative Council delegate contributed andhelped to bring an array of events to Liverpool Public School.

To ensure we are the best possible leaders all Student Representative Council delegates participated in the GRIPLeadership Conference at the beginning of the year to learn what it is to be a good leader and how to effectivelycontribute to our school culture.

In 2018 the Student Representative Council held many fundraising and exciting events for Kindergarten to Year 6. Theseevents included:

• a dodgeball tournament • a variety of mufti days, which included Mix Match Monday where students from Kindergarten to Year 6 wore some

crazy outfits to raise money for Westmead Children's Hospital • a school disco • hosting a variety of fundraisers for 'Buy a Bale' to support our farmers. This included a talent quest, mufti day and a

lolly guessing competition • a talent quest where students showed their hidden talents in singing and dancing

One of our biggest projects this year was our participation in the Ambassador Program. Our school ambassador Romahad to complete a project with three other local schools with the focus on bringing a positive change or addition to theschools.

The goal chosen was to follow school expectations in the playground by stopping running on the concrete. At the end ofthe project running on the concrete was significantly reduced, achieving the goal. Our ambassador Roma presented herproject to the community at a Day of Celebration held in Liverpool City Council Chambers to share the success andinnovation of the project.

We would like to thank Miss Fatrouni and Mrs Lees for their support and help towards the Student RepresentativeCouncil. We would also like to thank all the Student Representative Council delegates and school leaders that helpedmake 2018 a spectacular and creative year.


School background

School vision statement

A learning journey that empowers students to be the best they can be.

School context

Liverpool Public School is situated in the Liverpool CBD serving an area rich in cultural diversity, with 92% of studentscoming from a language background other than English. Approximately 50% of students have been speaking English forless than three years and about 20% are refugees. There are approximately 750 students, with high student mobility.

Liverpool Public School's core values are for our students to be safe, to be respectful and to be learners. These valueswere developed by the school community and are promoted through both curriculum and welfare programs.

Students are encouraged to become independent learners and creative problem solvers. They are challenged throughquality teaching and learning programs with literacy and numeracy being our major focus areas.

Significant whole school programs include an ongoing focus on quality evidenced–based teaching and learning as wellas The Leader in Me and Intensive English Programs for newly arrived students in primary schools. The school alsoworks closely with local support services such as the NSW Service for the Treatment and Rehabilitation of Torture andTrauma Survivors (STARTTS), Learning Links and the Liverpool Migrant Resource Centre.

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.

In the learning domain we have increased our self–assessment to sustaining and growing in four elements: learningculture, wellbeing, curriculum, and student performance measures. Our overall judgements across each element of thelearning domain are now sustaining and growing.

In the teaching domain we have increased our self–assessment to sustaining and growing in two elements: effectiveclassroom practice and data skills and use. We identified the theme of explicit teaching within the element of effectiveclassroom practice and the theme of collaborative practice and feedback within the element of learning and developmentas areas we are excelling. Our overall judgements across each element of the teaching domain are now sustaining andgrowing.

In the leading domain we have increased our self–assessment to sustaining and growing in three elements: educationalleadership, school resources, and management practices and processes. We identified the theme of community use offacilities within the element of school resources and administration systems and processes within the element ofmanagement practices and processes as excelling. Our overall judgements across each element of the leadershipdomain are now sustaining and growing.

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

Learning for all

Purpose

For each student to secure at least a year’s worth of learning progress for a year’s worth of input to ensure studentsleave our school as successful learners.

Overall summary of progress

• Whole school processes implemented for planning teaching and learning in English. • New draft scope and sequences developed for Early Stage One and Stage One for English. • Ongoing engagement of a mathematics consultant to work with staff in Years 3 to 6 on quality mathematics

teaching, with a focus on the planning of quality and differentiated lessons. • Additional tiered system of interventions were implemented to assist and support student needs. These included a

K–2 interventionist, MultiLit and MiniLit, social skills groups led by the learning and support teachers in class and atlunchtimes with School Learning and Support Officers (SLSO).

• Speech therapist meeting regularly with teachers to share strategies for supporting students. • Whole school assessment approach developed incorporating summative assessment. • Review of draft Anti–bullying plan completed and whole school behaviour system updated.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased number of studentsmaking at least expected growthin literacy.

• $105 000 – interventionistteacher role • $426 000 – additionalschool learning and supportofficers • $183 000 – additionalschool learning and supportofficers (ethnic) • $318 000 – instructionalleaders • $50 000 – externalsupport services

Improved assessment and effect size calculatorimplemented to measure expected growth.

In 2018 the number of students making increasedgrowth in Years 3–6 increased by 5–10% inliteracy.

Increased number of studentsmaking at least expected growthin numeracy.

as above • $37 950 – mathematicsconsultant • $84 000 – staff trainingand release costs

Improved assessment and effect size calculatorimplemented to measure expected growth.

In 2018 the number of students making increasedgrowth in Years 3–4 increased by 5%–12% in PATmaths.

Increased number of studentsindicate they are sufficientlychallenged and learn within asupportive learning environment.

as above 42% of students in the school had scores thatplaced them in the desirable quadrant with highskills and high challenge in comparison to 40% in2017.

Next Steps

• Modify school plan to remove the first two processes and add a new process focused on syllabus knowledge tosupport differentiation of teaching and learning.

• Develop draft scope and sequences for Stage Two and Stage Three English and whole school mathematics scopeand sequence.

• Increase number of interventionist teachers K–6. • Transitional implementation of whole school behaviour system.



Staff collaboration for excellence

Purpose

A confident, skilled and reflective staff that shares expertise and takes collective responsibility for each student’s learningand wellbeing.


• Whole school structures implemented to support collaboration. • Staff were provided with additional release to explore the Learning Sprints process. • Developed an induction program for new staff for their commencement at Liverpool Public School. • Identified and established a team of mentors. • Developed a draft A–Z of Liverpool Public School to support staff induction.





School structures and processesare embedded to provide andsupport collaboration betweenstaff.

• $85 000 – collaborativeplanning days • $120 000 – staff releasefor learning sprints • Quality Teaching,Successful Studentsallocation

• Embedded one hour Sprints into whole schooltimetable. • Trialled student learning meetings and Sprints tosupport collaboration.

All teaching and learningprograms are planned andevaluated collaboratively andshow evidence of ongoingadjustment based on studentlearning needs.

as above • Staff develop weekly teaching and learning plans. • Whole school collaboration to plan and evaluateteaching and learning programs. • Fortnightly student learning meetings whereevidence is presented and student growthdiscussed.

Increased number of staffindicate they are engaged inpurposeful collaboration.

• 7.8/10 staff believe that they are engaged inpurposeful collaboration allowing them to talk withteachers about strategies that increase studentengagement and assessment strategies. This is anincrease of 0.2 from 2017. • 69% of staff feel that they are involved incollaborative decision making. • 82% of staff indicated that their teams workcollaboratively to achieve their objectives. • 74% of staff indicated that their input isencouraged and valued.

Next Steps

• Learning Sprints implemented across the whole school with a focus on deliberate practice. • Refine and trial new processes to online collaboration. • Develop a process to support staff seeking to complete higher levels of accreditation.



Strong community partnerships

Purpose

A culture of trust and understanding that opens the door to learning in our school.


• A new online school newsletter format 'The Liverpool Letter' developed and launched. • New school website developed improving the amount of and access to information on the school website. • Increase in attendance and commitment to activities promoting community partnerships. • Established collaborative partnerships with outside agencies including Wandering Books, Story Factory, Western

Sydney Migrant Resource Centre and University of Sydney. • Established the Beginning School Well initiative. • Implemented the Transition to School initiative for students starting Kindergarten in 2019. • Established an initial Year 6 to Year 7 high school transition program.





Increased number of parents andcarers indicate they are betterinformed about student learning.

• $5000 – communityprograms

• This year we supported parents and carers tocomplete the Tell Them From Me survey during ourFriends of Liverpool afternoons with an increase of7% completing the survey in 2018. • Having the survey available in a variety oflanguages supported the participation of the survey. • Parents and carers indicated they are betterinformed about student learning scored 8.0/10which is an increase of 1.5 from 2017.

Increased number of parents andcarers indicate they are betterable to support student learningat home.

as above • Parents and carers indicated they are better ableto support student learning at home scored 7.2/10which increased from 6.1 in 2017.

Transition programs areembedded across the school andsupport continuity of learning.

• $7500 – BeginningSchool Well

• Transition to School program for students startingKindergarten in 2019 was established. • Beginning School Well initiative supportedrefugee families who have young children underschool age through the provision of a quality earlychildhood experience established. • Classroom transition visits for students to meettheir teacher for the following year were establishedto assist with the transition process for the followingyear. • High school transition visits were established tosupport student transition from Year 6 to Year 7,with a focus in particular on our students withadditional support needs.

Next Steps

• Establishing a Community Liaison Officer role at the school. • Set up QR code reader on notes for translation. • Reviewing the current school reports format and establish a new reporting format.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • $8280 (flexible funding) • all students have a personalised learningplan.

English language proficiency • $608 204 (staffing) • $45 994 (flexible funding)

• all EAL/D students assessed against theEAL/D Learning Progression across the fourmodes: speaking, listening, reading/viewingand writing. • staffing allocation used to provide additionalsupport to students through small groupwithdrawal and in–class support. • flexible funding used to employ anadditional teacher to run the gardeningproject.

Low level adjustment for disability • $319 904 (staffing) • $111 678 (flexiblefunding)

• engagement of external allied services tosupport students with additional needs. • staffing allocation and flexible funding usedto provide additional support for studentsthrough in–class support and small groupwithdrawal.

Quality Teaching, SuccessfulStudents (QTSS)

• $131 078 (staffing) • staffing allocation used to provide additionalrelease for teachers to support collaborativepractices and professional learning.

Socio–economic background • $745 251 (flexiblefunding)

• flexible funding used to provide additionalsupport for students through MultiLit, MiniLitand Catch–Up programs. • flexible funding used to supportcollaborative practices by providing additionalrelease to staff. • flexible funding used to employ additionaladministrative staff

Support for beginning teachers • $24 742 (flexible funding) • beginning teachers received additionalrelease time and mentor time each week. • mentors worked through the 'Strong Start,Great Teachers' resource and schoolprograms with beginning teachers.

Targeted student support forrefugees and new arrivals

Refugee Student Support • $60 230 (flexible funding)New Arrivals Program • 1.2 FTE teacher and 0.4FTE school learningsupport officer (ethnic)

• staffing allocation and flexible funding usedto provide additional support to studentsthrough small group withdrawal and in–classsupport.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 374 377 389 364

Girls 371 333 369 365

Student attendance profile

School

Year 2015 2016 2017 2018

K 91.9 93.6 92.7 92.7

1 91.4 92.3 92.6 92.4

2 91.6 93.2 93.5 92.7

3 93.8 93 93.2 93.5

4 92 93.8 92.8 92.4

5 94.1 92.1 94.8 91.7

6 92.7 94.4 92.1 91.7

All Years 92.5 93.2 93.1 92.4

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

Liverpool Public School has maintained a focus onincreasing regular attendance at school as afundamental factor in student achievement.

Attendance is monitored within the school by classteachers, assistant principals and deputy principals.The school implements a rigorous follow up to studentabsence and lateness to school through followingschool attendance procedures. These include: • An SMS is sent to families daily for a

non–attendance. • Absence letters requesting explanation of

non–attendance are sent home weekly. • Phone calls and parent meetings are held to

discuss attendance pattern concerns. • Weekly attendance data is shared and discussed

at weekly learning and support meetings. • Students who are continually not attending school

regularly receive a Letter 1 accompanied by aparent phone call or meeting to discuss anattendance plan.

A Home School Liaison Officer regularly checksattendance to flag concerns and follow up attendanceconcerns with families.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 27.76

Teacher of Reading Recovery 1.05

Learning and Support Teacher(s) 2

Teacher Librarian 1.2

Teacher ESL 5.4

School Counsellor 1

School Administration and SupportStaff

4.47

Other Positions 2

*Full Time Equivalent

The school employs additional staff to meet the needsof students. In 2018 this included three classroomteachers, eleven school learning support officers, twoadditional school administrative officers, one additionalEnglish as a second language teacher, and five schoollearning support officers (ethnic).

There are three staff members who identify asAboriginal or Torres Straight Islander.

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 8


Professional learning and teacher accreditation

Teachers attended professional learning linked to theirPDPs and to the school's strategic directions. All schoolstaff were involved in mandatory training as outlined bythe department. Whole school professional learningaround collaboration was provided as a part of strategicdirection number two. A mathematics consultantcontinued to work with the school K–6 as a part ofstrategic direction number one.

In 2018 three staff members were accredited atproficient teacher level. Teachers participated in weeklyaccreditation meetings that took them through theiraccreditation process. Together with their mentors andstage supervisors the teachers annotated theirevidence to demonstrate how they have met theteaching standards.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 830,657

Revenue 8,255,062

Appropriation 7,899,811

Sale of Goods and Services 20,306

Grants and Contributions 325,853

Gain and Loss 0

Other Revenue 100

Investment Income 8,992

Expenses -8,078,702

Recurrent Expenses -8,078,702

Employee Related -7,222,146

Operating Expenses -856,556

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

176,359

Balance Carried Forward 1,007,016

Liverpool Public School financial processes andgovernance structures meet financial policyrequirements.

Balance carried forward is allocated to ongoingtechnology infrastructure and playground upgrades.

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 4,856,694

Base Per Capita 146,574

Base Location 0

Other Base 4,710,120

Equity Total 1,681,639

Equity Aboriginal 8,280

Equity Socio economic 745,251

Equity Language 608,204

Equity Disability 319,904

Targeted Total 211,002

Other Total 913,466

Grand Total 7,662,801

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

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.


Liverpool Public School moved to NAPLAN onlinetesting in 2018.

Headline results for each domain are:

Literacy Domain – Reading

Year 3 • 15.7% of students achieved national minimum

standard • 63.7% of students achieved above national

minimum standard • The average school score was 365.8




Literacy Domain – Writing







Literacy Domain – Spelling



minimum standard • The average school score was 383




Literacy Domain – Grammar and Punctuation







Numeracy Domain







The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

Premier's Priority: Increase the proportion of NSWstudents in the top two NAPLAN bands by eightpercent. • 20.83% of students in Years 3 and 5 were in the

top two NAPLAN bands.Premier's Priority: Increase the proportion of Aboriginalor Torres Strait Islander students in the top twoNAPLAN bands for reading and numeracy by 30%. • Due to the low number of Aboriginal or Torres

Strait Islander students completing NAPLAN wecan not report on this priority.

Parent/caregiver, student, teachersatisfaction

Student responses to the Tell Them From Me surveyhave indicated that 88% try hard to succeed in theirlearning and that 72% are interested and motivated intheir learning. 91% of students believe that schooling isuseful in their everyday life and will have a strongbearing on their future.

This year 55% of students participated in extracurricularactivities which was an increase of 14% from theprevious year. This is largely due to the availability ofvarious programs based on staff interest and expertise,as well as the interests and needs of students.

Students have identified that some drivers of studentoutcomes identified are that classroom instruction is


well–organised, with a clear purpose, and withimmediate feedback that helps them learn. Additionally,important concepts are taught well, class time is usedefficiently, and homework and evaluations supportclass objectives.

Parents and carers have identified through the TellThem From Me survey that two–way communicationbetween home and school has once again beensuccessful in 2018. They feel welcome as they caneasily speak with their child's teacher and they are wellinformed about school activities as written informationfrom the school is clear and in plain language. Parentsand carers are also informed about their child'sbehaviour and progress at school, whether positive ornegative.

Parents' participation at school has also increased in2018 where parents and carers have attended parentmeetings and talked to their child's class teacher aboutlearning and behaviour. In 2018, 57% of parents andcarers have talked to their child's class teacher morethan three times in comparison to 20% in 2017. 53% ofparents and carers attended more than three parentmeetings in 2018 in comparison to 40% in 2017.

Parents and carers value efforts that the schoolsupports learning. This is evident through their beliefthat their child is encouraged to do his or her best workand that teachers take into account their child's needs,abilities, and interests. Parents and carers have alsoindicated that the school ensures safety and inclusivityfor all students at school. They believe their childrenfeel safe going to and from school and that teachershelp students who need extra support.

Staff continue to monitor the progress of individualstudents and set high expectations for student learning.With collaboration being a driving force in our corebusiness staff indicated they talk with other teachersabout strategies that increase student engagement anddiscuss the learning needs of particular students withother teachers. Teachers have identified that they use avariety of strategies to support student learning such assetting challenging learning goals, linking new conceptsto previously mastered skills and knowledge, clearlearning expectations, feedback and a variety of waysof seeking help.

77% of staff have indicated that school leaders in theschool are leading improvement and change and that82% of the school leaders clearly communicate theirstrategic vision and values for our school.

Policy requirements

Aboriginal education

In 2018 Liverpool Public School has continued itscommitment to improving the educational outcomes ofAboriginal and Torres Strait Islander students enrolledin our school. The Aboriginal Education Committeemembers have spent the year consolidating theirknowledge and understanding of the history andcultures of these students so their educational needsare being met.

Liverpool Public School ensures that each teacherknows Aboriginal and Torres Strait Islander students intheir class and they understand the importance ofculture and their unique family connections. As a result,each student has a Personalised Learning Pathway(PLP) plan written in consultation and collaboration withthe parents and carers, the student and the teachers tobest meet the needs of each student. These plans arereviewed throughout the year to continue to provide thebest support for the students. Teachers meet with theparents and carers throughout the year to continue tokeep them updated on their students achievements.

Members regularly attend the local AboriginalEducation Consultative Group (AECG) meetings so wecan report our success stories, as well as useprofessional links to provide quality educationalsupport.

Throughout the year: • all students engaged in performances to celebrate

NAIDOC to help all students accept andunderstand the culture of Indigenous Australia.

• attended a community of schools NAIDOCcelebration with Aboriginal and Torres StraitIslander students from local Liverpool schools.

• the Principal and Aboriginal Committee Memberleader attended the Liverpool area awardsceremony with families to celebrate theachievements of our students.

Due to Liverpool Public School's commitment toimproving the educational outcomes and attendance ofAboriginal and Torres Strait Islander students, theschool ensures that there are strong community linkswith parents to ensure attendance is maintained.

In 2019 the Aboriginal Education Committee will bemaking connections to community through theAboriginal afternoon teas. We are planning to celebrateNAIDOC Day with an indigenous connection andunderstanding so students can develop a solid anddeep comprehension of the indigenous culture. We arealso actively involved with the local Liverpool AboriginalConsultative Group for the upcoming combined schoolsNAIDOC celebration. Making connections with theCasula Powerhouse to build cultural knowledge is alsoan area for consideration. The Committee will track allPLP for Aboriginal and Torres Strait Islander studentsand offer support to any teachers who may needassistance in this area.

Multicultural and anti-racism education

The Liverpool Public School community continues toembrace diversity and a multicultural community withstudents coming from over fifty five different culturalbackgrounds. The school proudly continues torecognise its responsibility to promote tolerance, theappreciation of difference and the sharing of culturalvalues in order to prepare students for a multiculturalAustralia. This is reinforced and monitored by theschool's two Anti–Racism Contact Officers (ARCO).


Through class studies and student interaction, allstudents learn about the customs, cultures andlifestyles of the different cultural backgrounds of theirpeers. To enhance learning for all students who haveEnglish as a second language or dialect (EAL/D),specialist English as a second language (ESL) teachersprovide additional support for students in class, in smallgroups and or with one to one support. To ensurestudents and their families have every opportunity towork alongside the school to deliver best educationaloutcomes, school learning support officers (ethnic) areemployed to support the Liverpool community throughinterpreting, translation of materials, parent and carerinformation sessions and in class support.

Our multicultural whole school celebration was asuccessful day promoting cultural diversity. Studentshad the opportunity to feast on foods from across theglobe.

The Liverpool school community believe that beingbilingual is an essential future focused skill and benefitsgrowing minds. Arabic and Hindi community classeswere integral to our success in being proactive inleading our students' learning journeys to success. Ourcommunity language teachers worked with parents inlearning to speak English while our students wereintroduced to Japanese language, culture and customsthrough a visit from twelve Japanese exchangestudents and their teachers.

The school's Bollywood dance group performed at theLiverpool Arts and Film Festival where students fromsix different schools participated.

Other school programs

Friends of Liverpool

Our school plan focuses on developing strongcommunity partnerships where 'A culture of trust andunderstanding opens the door to learning in our school'.This has been made possible through Friends ofLiverpool which is a gathering hosted by the schooleach Monday afternoon. Parents, carers and the widercommunity are invited to attend with the opportunity tomeet with staff, as well as meet new people and makenew friends. Each week a variety of refreshments areavailable within a relaxed environment where parentsand carers can socialise and feel comfortable with oneanother.

In 2018 our parent and carer attendance continued togrow with approximately 50 parents and carersattending weekly. We had an increase in fathers andgrandfathers attending each week which allowed themto develop bonds with one another. Parents and carersalso have an opportunity to ask questions or seekassistance with anything related to their child and theirlearning.

Parents and carers indicated their interests and needsof learning English in a new country. As a result of thisan English class was formed where parents and carerslearnt basic communication skills to support them andtheir child's learning.

Debating

In 2018 Liverpool Public School ran the LiverpoolDistrict Debating Competition (LDDC). Students hadthe opportunity to increase their public speaking skills.A team of eight students was selected across Stage 3as part of the 2018 debating season. Throughworkshops students developed their public speakingskills and their confidence to become well roundedspeakers. As a result of students' hard work anddetermination, Liverpool Public came second in theLDDC. We then had the opportunity to compete in thefinal debate of the season where we were runners up.

Public Speaking

Liverpool Public School competed in the MulticulturalPublic Speaking Competition in 2018. Students fromStage 2 and 3 explored ideas around a range of topicssurrounding the fundamental ideas of multiculturalismand how it related to their lives. Students developednecessary public speaking skills and learnt the skillsneeded for impromptu speeches. Each class presentedtheir speeches to their peers and 12 students wereselected to present their speech at a stage final. Fromthis two students from each stage were selected toattend the area finals.

Community Language

The Community Language Program has been runningfor the past three years with an aim to improvestudents' literacy skills in both, English and the targetlanguage. By attending the community languageclasses students connect with their culture, heritageand gain the essential literacy skills needed to be ableto read, write and communicate.

Studies and research have shown aclear link between the learning of languages andimproved literacy skills forboth background speakers and second languagelearners. Even limited experienceof learning languages is shown to increasemetalinguistic awareness and assiststudents to develop enhanced mental dexterity.

Through language learning students have developed asense of belonging and higher self–esteem whichmakes them appreciate and respect all cultures.

Wandering Books

The Wandering Books project was aimed at helpingfamilies newly arrived in Australia. It was run atLiverpool Public School on Monday afternoons in 2018.Parents and students attended the project which wasrun in the school hall. The students were able to takepart in storytelling and craft activities while parentswere given an opportunity to socialise with each other.

The students created a mural which was placed on thewall in the school hall. The theme of the mural was TheGreat Barrier Reef. All students and parents enjoyedthe creative and social aspects of this program.


Gardening Project

There is much research that shows time spent in natureis good for us.The garden project at Liverpool PublicSchool supports such findings. Every Monday identifiedstudents from K–6, with a focus on those from refugeebackgrounds, newly arrived to Australia, ESL learners,or those with additional needs spend time in thevegetable and other gardens at the school.The aim ofthe program is to improve the wellbeing of students,along with their capacity in various curricular areas,ranging from English, to science and sustainability.

Students who are new to English learning or otheradditional needs are supported in the garden wherethey can express themselves with little or no words,learn new words and skills, as well as develop theirknowledge of scientific and sustainability principles.Thewellbeing framework is catered to here, with manystudents given an opportunity to achieve and feel goodin a different learning environment.

Working on common property also enhances thestudents' ownership of and pride in their school. Onoccasion, goods are taken home and shared withfamilies, so they too can partake in the learning andjoys associated with the garden. In 2019 we areseeking to develop further connections with refugeeparents as well as establish a new sensory garden andvegetable patch that can be used by all students duringbreak times.

School Representative Council (SRC)

The SRC and school leadership team had a very busyyear in 2018 starting with the GRIP (Generosity,Responsibility, Integrity, People) LeadershipConference held at Olympic Park in March 2018. TheSRC and school leaders were given the opportunity tobe involved with hundreds of other students, listening toideas and learning how to develop their leadershipskills and identify ways they can improve our school.

School leaders attended the soil collection at LiverpoolWar Memorial in Bigge Park, Liverpool. As a part of therefurbishment to the ANZAC War Memorial at HydePark and in recognition of the Centenary of ANZAC,NSW Veterans Affairs initiated a program where theywould collect soil samples from locations around NSWthat have some connection to WWI and arerepresentative of the local community.

School Leaders attended the ANZAC Memorial held inHyde Park, Sydney. It was a significant ceremony as itacknowledged the 100th year anniversary of the end ofthe First World War. The students were extremelygrateful to have the opportunity to be involved in thewreath laying and commemorative service while lookingvery smart in their brand new school blazers suppliedby the school.

In Term 4 Liverpool Public School sent seven futureschool leaders to the sixth annual leadership day heldat Ashcroft High School. It was an action packed daydeveloped to encourage and motivate student leaders

with workshops in wellbeing, quality teaching, healthyschools and global initiatives.

The SRC organised fundraising activities throughoutthe year. During Harmony Day celebrations in Term 1,all students wore orange and donated a gold coin, withall money raised going to Stewart House. We are proudto announce our school had raised $825.00. In Term 3we supported our drought stricken farmers by raisingclose to $1000.00 in a mufti day fundraiser andguessing competition. In Term 4 we organised a schooldisco with all of the money raised will be used to fundfuture SRC activities.

Throughout the year the SRC organised and promotedteacher vs student dodgeball competitions held eachterm and various other lunchtime activities includingsoccer games, as well as art and craft activities.

Finally the SRC held the annual talent quest for Years 3to 6. It was extremely successful event with so manystudents being involved.

Ambassador

During 2018 Liverpool Public School was activelyinvolved in the Ambassador Program along with 31other schools across the Liverpool Region. Our schoolambassador attended network meetings throughout theyear, working with three other local schools on a projectaimed to improve our school. Through thoroughinvestigation and planning It was decided the projectwould look at ways of decreasing the number ofstudents running on the concrete. Introduction of atoken system to reward those being safe wasimplemented. Tokens were made and handed out tostudents by teachers, and the SRC on duty. Studentswrote their name on the back of the token which wasplaced into a draw to win a merit card. This hasresulted in our school successfully decreasing theamount of running on the concrete area and has helpedkeep our students safe and free from injuries. Theproject was presented during the Ambassador ProgramDay of Celebration held at Liverpool Council Chambers.

Sunrise Reading

Sunrise Reading is in its fourth year and continues togrow with over 200 students attending every morning.Its main aim is to ensure our students have the literacyskills required to be successful in their school career.We look for creative ways for students to have apositive experience with books and reading.

The Sunrise Reading Program provides students inYear 1 and Year 2 with the opportunity to read picturebooks, camera words and phonemes with students inYears 3 to 6. The success and gains made in students'reading abilities has resulted in the decision to includesstudents from Kindergarten in 2019.

Sunrise Reading has proven to be of great benefit to allstudents involved as they get to practise their readingand listening skills. The readers are able to improvetheir fluency and the Sunrise Reading Leaders improvetheir listening and questioning skills whilst showinggreat care and leadership.


Liverpool Arts and Film Festival (LAaFF)

LAaFF is in its eleventh year and is continually growingin the number of students participating each year. InSeptember 2018, 70 students from Kindergarten toYear 6 had the opportunity to participate in theLiverpool Arts and Film Festival at the LiverpoolCatholic Club. Students from five other schools in ourlocal area were also involved in the festival. Students inthe Bollywood Dance Group, Drumming Group, JuniorSinging Group and Senior Singing Group attendedregular rehearsals throughout the year. They could nothave done it without the continued support of theirparents and the school community. All of the studentswho have participated in the performances performedto the best of their abilities and had the best time on thenight.

Primary Schools Sports Association (PSSA)

This year our school entered the Winter PSSAcompetition in 4 sports: soccer, netball, touch footballand rugby league. We had our highest number ofcompetitors to date making some competitive teamsacross all sports. This year our Senior Mixed TouchFootball and Senior Boys Soccer Teams both made thesemi–finals, unfortunately coming undone in tightgames against tough opposition. All other teams playedexceeding well throughout the season, building on skillsthey learnt throughout the season, while showing greatpromise for the years to come.

Carnivals

Our usual cross country and athletics carnivals wereheld in Term 2 and Term 3 respectively. Both carnivalssaw great student numbers in attendance, especiallywith athletics where we had Year 1 and 2 attend as wellin our venture to Sutherland for our new sports venue.All students competed well making some verycompetitive carnivals.

After finishing school carnivals we entered teams intothe Liverpool Zone Cross Country and AthleticsCarnivals. We had many students compete in both ofthese zone carnivals.

In athletics four of our students made it to the SydneySouth West Athletics Carnival including: KatarinaPoluga (Year 6), Abigail Bonsu (Year 6), Aishata Donzo(Year 6) and Leona Paye (Year 6) who all achievedoutstanding results. These girls consisted of the seniorgirls relay team who broke the Liverpool Zone record.

At the Sydney South West Carnival the girls all finishedwithin the top 5 of their particular events, with LeonaPaye making it to the NSW State Athletics Carnivalwhere she represented the Sydney South West teamfor the 200m and 100m sprint. She performedexceptionally well making the final and recording herbest time to be 10th in NSW.

Furthermore Leona Paye and Nemanja Erceg (Year 5),competed at State for Sydney South West in crosscountry. Both students competed and finished theirraces in great times, both finishing within the top 25%

of competitors.

School Sport

The Stage 2 and Stage 3 school sports programcontinued each Friday afternoon allowing our studentsto participate in a range of sports to build the skillsnecessary to improve their co–ordination and theirunderstanding of a variety of sports, includingbasketball, netball, cricket, soccer, oz–tag, tennis anddance.

In Term 1 we were extremely excited to have KevinNaigama and Russell Packer from the West Tigerscome to school and talk to the students in Stage 2 and3 about the importance of sport, friendships andwellbeing. From this our school was able to participatein a Rugby League Gala Day for students looking toattempt a new sport in a fun and safe environment.

In Term 4, Josh Hunter and Anthony Sciliano from theWestern Sydney Wanderers provided skills sessions forour Year 6 Fun Day.

We also continued with our weekly Friday learn to swimprogram for students from Years 3–6, with studentsdemonstrating significant improvements noticeablethroughout the year. Our Year 2 students also attendedweekly swimming in Term 3 which was successfullyattended by more than 40 students demonstratinginstruction in basic freestyle and backstroke, floatingand focusing on basic survival skills.

All students who represented the school did so withgreat pride and confidence. Each student is to becommended on his or her efforts.

Fit Futures

All students Kindergarten to Year 6 participated in onehour weekly sport and fitness lessons through our FitFutures sessions. This program allowed every studentto develop a positive attitude, skills and building ofconfidence through being an active participant duringeach lesson. Students were involved in developing theirbasic fundamental movement skills through a variety ofball games, gymnastics, dance and athletics whichsupported the implementation of a Years 1 to 6athletics carnival which saw every student involved inall track and field activities. The success of thisprogram has been rewarding for all students to seekgood health and physical competence through life longinvolvement in activity.

Learning and Support – Learning Links

This year we have strengthened our partnership withthe Learning Links Speech Pathology program.Together we have worked with the speech pathologistto identify students who are in need of extra supportand address their individual needs, whether that is oneto one therapy or small group therapy. We haveorganised and held conferences between classroomteachers and the speech pathologist to discussprogress and useful strategies for individual students,always ensuring a high level of transparentcommunication. In addition, we have invited the speech


pathologist to present information during whole schoolmeetings to provide professional development for allteachers across the school on the importance ofspeech pathology, ways of identifying students at riskand outlining some helpful strategies.

Yoga

Liverpool Public School offers a Yoga Program atschool conducted by STARTTS and a qualified yogainstructor. Students attended weekly one hour classeswhere they learnt the physical practice and thebreathing techniques of Yoga. In September 2018 allstudents attending weekly in–school yoga class wereinvited to participate in a one hour yoga class at TheLiving Room Yoga Coogee. Students were veryfortunate to have lunch provided for them after the yogaclass. This event was hosted by the Living Room YogaCoogee.

Loud and Proud

Loud and Proud was created in 2018 with studentsfrom Years 3 to 6 to provide a performing arts groupthat accommodated the different abilities and interestsof the students. Loud and Proud experiments withelements of drumming, body percussion and dance,combining the ideas towards a fusion performance.Students were given the opportunity to workcollaboratively in a team, as well as showcase theirindividual talents. Loud and Proud values community,and working towards putting together a qualityperformance with confidence.

Liverpool Lightning Skippers

Liverpool Public School's skipping team 'LiverpoolLightning' was formed in 2018. The team comprised of15 students from Years 4 to 6 who showcased theirskipping skills both at school events and to the widercommunity. Through weekly training sessions, the teamshowed great improvement in their physical stamina,locomotive skills and teamwork. Individually, thestudents' self esteem and confidence grew throughtheir commitment and cooperative efforts. One of ourshowcases was at White Ribbon Day at Bigge Park.which was huge success. The performance can beviewed on the school's YouTube channel.

Casula Powerhouse Arts Centre (CPAC) Project

In 2018 Casula Powerhouse Arts Centre and LiverpoolPublic School worked in partnership to engage 40EAL/D students to create four imaginative stop motionanimations around the theme of belonging and identity.

The aim of the CPAC project was to provideopportunities for EAL/D students from Years 1 to 6 toengage in storytelling in a creative way by collaboratingwith artists, their peers and ESL teachers. The projectfocused on developing students' ideas about belongingand identity and making connections to the Liverpoolcommunity.

Students were able to build upon their oral languageskills to tell their stories using drawings, puppets,prop–making and technology. A special launch was

CPAC where students and their parents viewed thefilms on the big screen. The films were added to theschool YouTube channel where they have been viewedmany times by the wider community.

Story Factory

Story Factory is a not–for–profit organisation thatworked with two Stage 2 classes over two terms.Together students developed their creative writing skillsthrough engaging hands on experiences. Over the termstudents created a piece of writing that showcased theirskills, creativity and knowledge. Students were highlyengaged in the lessons and became more confident increative writing tasks.

Outdoor Classroom

Early Stage One

Kindergarten spent a lot of time working on literacy andnumeracy skills in 2018.

In Term 2 we focussed on speaking in full sentencesabout things that move and enjoyed an in–schoolincursion called "On the Move" to support our learning.We celebrated 100 Days of Learning by holding aTeddy Bear Picnic.

In Term 3 we focussed on reading quality picture booksand writing simple sentences about farm animals. Weenjoyed a trip to Calmsley Hill Farm to allow thestudents to see farm animals in real life.

In Term 4 we celebrated a successful year of learningby enjoying a day at the movies.

Stage One

Year 1 visited Featherdale Wildlife Park andparticipated in wildlife lessons where studentsdiscovered a variety of animals. Students had theopportunity to get up close and personal with a numberof animals including a koala. This experience supportedthe students' learning about animal life cycles andprovided them with knowledge needed to create theirown informative texts. Students also explored the restof the wildlife park, studying the variety of habits fordifferent animals.

Year 2 students visited the Wollongong Science Space.Students were provided with hands–on learningexperiences that allowed them to investigate, pose andrespond to questions and make predictions. They alsohad the opportunity to visit a planetarium that wasdesigned to take them on an entirely immersive tour ofthe universe. The visit to the science centre stimulatedstudents' natural curiosity and developed theirknowledge and understanding of various scientificphenomenon.

Stage One was given the opportunity to watch a safe,interactive and fun performance by 'Snake Tails' thatgave them an insight into our Australian reptiles andtheir role in the environment today.

At the end of the year students celebrated their learning


and achievements. Year 1 attended Event Cinemas tohave a cinema experience and watch Planes. Year 2visited Blaxland Riverside Park where they enjoyed avariety of play spaces that provided a huge range ofactivities and challenges.

2018 was a great learning experience for all students.

Stage Two

Year 3 visited Taronga Zoo and completed the LemurForest workshop to support students learning about theimpact humans have on our environment and theanimals living in it. Students met animals up close suchas koalas, snakes and birds. They also investigatedhow they could maintain the environment to support theanimals in their habitats.

Year 4 visited Scenic World in Katoomba. Studentsexperienced the scenic railway and cable way whichallowed them to access and explore the naturalenvironment of the Jameson Valley. They observedflora and fauna in the rainforest as well as exploring thecoal mines.

Stage 2 students had an exciting opportunity to be partof Russ the Bus incursion from Sydney Writers Festival.A bright and colourful bus with bookshelves full of thelatest children's books was parked on the field ofLiverpool Public School. Students got to go on the busand pick a book to read and listen to stories being readto them. Children's author Sandy Fussell engagedstudents in storytelling. Students engaged inconversations with the author and were able to choosea book to take home.

At the end of the year students celebrated their learningand achievements by attending bowling and laserskirmish.

2018 was a great learning experience for all students.

Stage Three

Stage 3 students participated in a number ofmemorable experiences throughout the year. A visit toQuestacon in Canberra in Term 2 provided an excitingadventure into science. Although it was a long daystudents enjoyed the visit to the nation's capital and theopportunity to walk through Questacon.

Term 3 saw Stage 3, Year 6 in particular, organise aFun Day. Students were involved in planning andorganising a whole school event. Students needed touse their collaborative and cooperation skills to designand run activities that would engage Kindergarten toYear 5 students.

In Term 4, 76 Year 5 and Year 6 students headed tothe Nepean Adventure Centre for three fun packeddays of outdoor activities including canoeing,orienteering and archery. Students also participated intrivia, campfire sessions and disco or challengesessions at night. Those who were unable to attend thecamp didn't miss out on the fun. They attended anexcursion to ten pin bowling to test their bowling skills.

Throughout the year Stage 3 students were buildinglinks with local high schools by attending showcases orreaders theatre sessions. These helped students to bemore relaxed about the impending transition to highschool as they became familiar with teachers, studentsand the lay out of the schools.

As well as outside excursions students also had avariety of incursion experiences such as "Eat YourHeart Out" involving a local artist who worked with aselection of students to develop an artwork involvingweaving. Other targeted students were involved in inworkshops at Casula Powerhouse Art Centre.

Liverpool City Council and the NSW Department ofEducation joined forces to organise an excitingcurriculum–aligned learning challenge for WesternSydney primary school students to help design theWestern Sydney Airport and its Aerotropolis in thewildly popular electronic building blocks game ofMinecraft.

This provided Stage 3 students the opportunity tocombine real–world learning with the latest digitaltechnology in a project that is tightly mapped againstcurriculum outcomes.

There was $40,000 in prize money up for grabs asstudents engaged deeply with digital technology andone of the largest and most significant infrastructureprojects to be built in Western Sydney.

Student inquiry and the design process was guided withthe questions 'What will Australia's newest internationalAirport and/or Aerotropolis look like?' and 'How willpeople use it and how can it be sustainable?'.

The possibilities for real–life problem solving werelimited only by the student's imagination.

Students worked in small groups with each grouphaving a Year 6 leader who built the foundations andsectioned out the land for each part required (airport,education, agriculture, train station). The leaders thenran different groups at recess and lunch focusing on thevarious aspects that needed to be included in thedesign, for example, one leader assisted a group tobuild the airport, another leader led a team to work onthe agriculture side of things. It was a valuable learningexperience for all involved.


Documents

2018 Liverpool Public School Annual Report€¦ · 7424 Page 1 of 17 Liverpool Public School 7424 (2018) Printed on: 30 May, 2019. Introduction The Annual Report for 2018 is provided