2020 Annual Report - castlehill-p.schools.nsw.gov.au

2020 Annual Report

Castle Hill Public School

1529

Printed on: 19 April, 2021Page 1 of 19 Castle Hill Public School 1529 (2020)

Introduction

The Annual Report for 2020 is provided to the community of Castle Hill 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.

School contact details

Castle Hill Public SchoolLes Shore PlaceCastle Hill, 2154www.castlehill-p.schools.nsw.edu.aucastlehill-p.school@det.nsw.edu.au9634 3777

Message from the school community

The P&C exists:1. to promote the interests of the school by bringing parents, citizens, students and teaching staff into close co-

operation; and2. to assist in providing facilities and equipment for the school and in promoting the recreation and welfare of the

students at the school.

This report concludes my third term as President and it is an honour to be voted in to lead this parent community. Wehad a full executive team of eleven who worked very effectively together throughout the year.

The executive team for 2020 was:

President: Katherine Mullen

Vice Presidents: Liga Hegner, Mamoud Payam

Secretary: Erica Miller

Treasurer: Conrad van Dort

Executive members: Andrew Olennick, Oxana Brizhineva, Melinda Ta, Mandy La Faber, Chris Kirk and Sonya Pillai.

I would like to thank my executive team who have volunteered alongside me this year. Your support, input and feedbackhas been invaluable. This is my 13th year on the P & C and I have served as an executive member and a Vice Presidentin past years prior to becoming President and I have learnt much along the way. I would like to express my appreciationto Liga, Mamoud, Erica and Conrad for all your support this year. We worked together as a team and I knew you were alljust a message or email away. A special thanks to Melinda Ta for all of her graphics work behind the scenes as wedesigned a unique P & C logo and a number of different P&C document templates as well. Thank you to all of ourexecutive team members for giving up your time and supporting us between meetings through the year.

This year was a quieter events year because of the Covid restrictions. In the last financial year, we moved to an onlineforum of Zoom to hold our meetings..

As a parent community, we have achieved the following: • Canteen vouchers issued for 100% P & C Voluntary Contributions


• Finalised the set up of the Square payment system up in the Uniform Shop.

Our regular activities: • Continued maintenance and running of uniform shop and canteen and management and leadership of our

employees; • Annual staff performance reviews and regular feedback discussions pertaining to operations and logistics; • Welcome event for new families and Kindy first day survival packs in 2020; • Gift bags for World Teacher's Day; • Gift bags for SASS day; • Presentation of perpetual awards at the annual presentation assembly in 2020; • Continuation of our financial support for the technology needs of the school; and • $5000 commitment to fund a STEM (Science, Technology, Engineering and Mathematics) Maker space in the

library.

Our P&C manages a canteen and uniform shop that provide a wonderful service to our school community. They haveboth gone above and beyond in this Covid year as parent volunteers were not allowed on site. Despite no face to faceservice for the majority of the year, both shops were able to continue providing a service to our families when they wereallowed to reopen. The canteen staff managed all the lunch orders on their own each day and got these out to students.The uniform shop implemented an appointment system to monitor the number of customers. The P & C were able tokeep the staff all paid until Jobkeeper was introduced by the government and we were able to switch over to that system.We felt it was important to look after our staff in these tough economic times.. In 2020, we hired Julia Hanson-Clinnickas a Canteen Assistant as we felt the increased service requirements warranted an extra employee. I would like to thankthe whole team: Robyn Franks, Kylie Meyer, Nas Moradi, Julia Hanson Clinnick, Sharyn Haggar and Marta Mesa for thetremendous effort they put in to their paid roles. We also moved bookkeeper services from Accounts All Sorted to FireflyBookkeeping in 2020. In my role as President, I am extremely grateful to have had the opportunity to work with such awonderful team and, as a leader, I have really appreciated having the chance to volunteer as President this year. Theyare passionate about what they do and why they do it. We have worked through some very strange times, often at veryshort notice, and come out the other side. We hope to continue to work together towards meeting the needs of ourstudents, teachers and parents alike.

Thank you again to everyone for all of your support this year.

- Katherine Mullen, P&C President (2020)


School vision

At Castle Hill Public School we strive to provide an inclusive and nurturing environment where all students are offered arange of inspiring and authentic educational opportunities that cater for the whole child. We aim to prepare our studentsto become creative and critical thinkers with the skills to positively contribute to a global community.

Castle Hill Public School has a proud history of ensuring quality educational outcomes for our students. Our establishedculture of life-long learning, genuine collaborative practices with all key stakeholders and determination to cater for theneeds of each individual child will ensure that we continue to achieve these outcomes for our students.

School context

Castle Hill Public School officially opened in 1879 (current enrolment 1045 students) and is located in a vibrant, rapidlydeveloping residential area in Sydney's north west. The increase of infrastructure and re-zoning is changing the natureof the local community. It is expected that student enrolments will increase markedly over the life of this plan as newhigh-rise apartments become occupied.

The school is well supported by an active, diverse and multicultural community. The school has in excess of 70% ofstudents with a Language Background other Than English (LBOTE) with Mandarin, Korean and Cantonese the mosthighly represented.

Castle Hill Public School has a tradition of academic excellence with high standards and high expectations embracingthe whole child and their development through a comprehensive range of learning programs that feature the integrationof technology and extra-curricular opportunities such as choirs, bands, dance and sporting groups, robotics classes andleadership programs.

Students enjoy a nurturing, stimulating and friendly environment where they learn and thrive in their interactions with staffand peers. An energetic and dedicated staff of diverse experience, work collaboratively to enhance each students'wellbeing, helping them to achieve their full potential. The schools expectations of 'respect', 'responsible' and 'aspire'embrace every facet of their learning life.


Self-assessment and school achievement

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 and participated in an externalvalidation. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into thefuture. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report. Every five years,our school undergoes an external validation process.

During the external validation process, an independent panel consisting of a Principal School Leadership and a peerprincipal considered our evidence and assessment of our school's progress against the School Excellence Framework.

Our self-assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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/school-excellence

Self-assessment using the School Excellence Framework

Elements 2020 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing


https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability/school-excellence

https://education.nsw.gov.au/teaching-and-learning/school-excellence-and-accountability/school-excellence

Strategic Direction 1

Quality Learning

Purpose

To ensure that, through the implementation of quality teaching practices, all students are actively engaged in meaningfuland challenging learning experiences that allow them to think critically, creatively and ethically, to develop essentialliteracy and numeracy skills, and to use technology creatively and productively across all learning areas.

Improvement Measures

At least 70% of Year 3 students and 55% of Year 5 students achieve proficiency in the reading aspect of NAPLAN with70% of Year 5 matched students achieving expected growth in reading.

At least 90% of students reading and comprehending PM texts at instructional levels as outlined below by the end ofthe year:

Kindergarten PM 10

Year 1 PM 17

Year 2 PM 24

Year 3 PM 28

Year 4 and above PM 30

Student achievement across the 'additive strategies' sub-element of the numeracy progression will be measured asfollows:

80% of Kindergarten students will be working at or above the 'figurative' level;

80% of Year 1 students will be working at or above the 'counting on' and 'counting back' levels;

90% of Year 2 students will be working at or above the 'counting on' and 'counting back' levels with 70% working at orbeyond the 'flexible strategies with two-digit numbers' level.;

70% of Year 3 students will be working at or beyond the 'flexible strategies with three-digit numbers and beyond' level;and

80% of Year 4 students will be working at or beyond the 'flexible strategies with three-digit numbers and beyond' level.

All identified gifted and talented students will be provided with an enriched and extended curriculum to enable them toachieve their full potential.

Reduced percentage of students receiving 'major' notifications for their classroom behaviour.

Progress towards achieving improvement measures

Process 1: Teachers plan and implement guided reading lessons where students engage with instructional leveltexts and students requiring the most support, receive it.

Evaluation Funds Expended(Resources)

Benchmark testing was completed and data collected for all classes in eachterm of the year. Data was used to inform student groupings and teacherpractice. NAPLAN was not administered in the 2020 school year but theschool participated in the Year 3 and Year 5 Check-in Assessments. Withinthese assessments, 74.0% of Year 3 students achieved within proficiencybands in the reading aspect of testing. 51.4% of Year 5 students achievedwithin proficiency bands in the reading aspect of testing.

Total RAM expenditure of $494 987

Process 2: Teachers utilise the literacy and numeracy learning progressions to assist in determining 'where to



Process 2: next'?


Teaching and learning programs continue to cater for student need.Professional learning has focused on using data obtained to effectivelyimplement effective learning programs. The following percentages ofstudents in each year group were assessed as working at or beyond thespecified levels of the numeracy progressions as identified in the schoolstrategic plan:

Kindergarten: 82% (target 80%)

Year 1: 73% (target 80%)

Year 2: 93% and 88% (target 90% and 70%)



$73 654 Literacy and Numeracyfunding

Process 3: Completion of teacher, parent, student and peer surveys to allow identification of gifted and / or talentedstudents. Identified students provided with enrichment and extension opportunities.


Students across the school have been provided with extension opportunitieswithin their classrooms as appropriate and other opportunities within andacross grades have been provided in different subject areas. Visual arts andwriting workshops in addition to Maths Games and maths Olympiadopportunities were embraced by selected students.

Process 4: Teachers engage in on-going professional learning and observations in implementing PBL EffectiveClassroom Practices.


The PBL team continued to deliver professional learning sessions oneffective classroom practices through the year. This is supported by the lownumbers of students that have received major 'red card' notifications fornegative classroom behaviour over the entire year 7.6% of students receivedone major red card for their classroom behaviour, 1.1% received two majorred cards and 1.8% received three or more major red cards over the year.



Building Teacher Capacity

Purpose

To ensure that all teachers are continually striving to improve their practice through active engagement in sustainedprofessional learning activities that caters for individual need, are research based and ultimately lead to higher levels ofstudent engagement and performance.


All teachers utilising the literacy and numeracy learning progressions to identify the performance of their students andto inform their teaching practice.

Program documentation and lesson observations demonstrate that all teachers incorporate visible learning principlesinto their classroom practice.


Process 1: Teachers collaboratively engaging in professional learning activities related to the literacy and numeracyprogressions.


Throughout the year, teachers tracked student performance against thenumeracy progressions. Our QTSS allocation was used to supportprofessional learning regarding the progressions, analysis of student dataand preparation of teaching and learning programs that reflected this data.

QTSS staffing allocation of 1.65

Process 2: Teachers collaboratively engaging in professional learning activities related to visible learning principles.


Professional learning with respect to visible learning continued to focus onformative assessment. Teachers worked in grade teams to undertakeprofessional learning modules within the 'Embedding formative assessment'learning package. Teachers worked in pairs to apply their new knowledge inthe classroom with their learning partner observing and providing feedbackon strategies implemented.

Process 3: Teachers identifying their own professional learning needs and self-assessing their progress towardsthe achievement of individual and team goals.


All staff completed their individual Performance and Development plans thatincorporated personal and team goals aligned with the strategic plan.

Professional learning expenditure of$27 247

Process 4: Beginning teachers access appropriate funding and work closely with a teacher / mentor in their first twoyears of permanent service or first 12 month temporary engagement. Aspiring leaders have a mentor,from within the executive team, to provide mentoring and coaching support.


Beginning teachers worked closely with a non-teaching Assistant Principal toensure their ongoing development and improvement. Identified aspiringleaders attended professional learning sessions and were provided withleadership opportunities on a regular basis throughout the year.

Beginning teacher funding expenditureof $40 157



Strengthening Community Partnerships

Purpose

To develop new, and strengthen existing, partnerships within and beyond the school that will increase educationalopportunities, increase community participation and improve student social development and learning outcomes.


Increased percentage of parents actively engaged in their child's education as measured by attendance at face-to-facemeetings and by number of subscribers to on-line applications.

An increase in the number of authentic community partnerships that are in operation.

An increase in the number of students who are engaged in extra-curricular activities, outside of school hours.


Process 1: Increased numbers of teachers establishing on-line class blogs and utilising apps to enable the sharingof student work samples and assessments. Increased opportunities for parents to attend face-to-faceworkshops.


Seesaw was extensively used throughout the school, particularly during theperiod of on-line learning when lessons and teaching videos were uploadedto the site and students completed tasks on-line.

Process 2: Establishment of class parent system to facilitate greater parental involvement in the school and thebuilding of family networks. Refine existing processes to ensure that newly enrolled families areprovided with a local community representative contact.


Class parent network continued with 41 out of 42 classes represented. Theclass network worked well where COVID restrictions allowed for parentalInvolvement.

Process 3: Establishment of partnerships with a range of external providers to support students' interests andabilities.


COVID restrictions meant that many of the activities provided by externalproviders were unable to take place for a substantial part of the year.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal backgroundloading of $2 006.

All students had a Personalised LearningPlan and made progress with respect to bothliteracy and numeracy outcomes. Parents areaware of their child's progress.

English language proficiency Staffing allocation of 2.8full-time teachers.

$48 985 flexible funding.

Parents were informed of their child'sprogress through interviews with classteachers and EAL/D teachers. Interpreterswere organised where necessary to assistparents and teachers. Additional EAL/Dlesson time was provided for studentsidentified as requiring EAL/D support.Learning outcomes for these students haveimproved as the amount of explicit teachingtime has increased. Additional readingresources have enabled greater studentexposure to quality texts.

Low level adjustment for disability Staffing allocation of 0.7full-time teacher.

$65 496 flexible funding.

Funding was used to employ School LearningSupport Officers (SLSO) to work with targetedstudents. This provided students with greatersupport in accessing the curriculum.

Quality Teaching, SuccessfulStudents (QTSS)

Staffing allocation of 1.65full-time teachers.

Teachers were released from their classes ingrade teams for a half day every three weeksto collaboratively analyse student data anduse this data in the formation andcontinuation of differentiated teachingprograms.

Socio-economic background $18 207 flexible funding. Funding was combined with low leveladjustment for disability funding to provideadditional SLSO time to work with studentswho required additional support in theclassroom and playground.

Support for beginning teachers $76 780 beginning teacherfunding.

First-year beginning teachers were releasedfrom class for the equivalent of two hours aweek. A teacher mentor worked with theseteachers for one of these two hours eachweek to support their ongoing professionaldevelopment. This support includedmentoring, lesson observations, professionallearning and working towards achievingaccreditation at proficient teacher status. Inaddition, second-year beginning teacherswere released from class for an additionalhour a week to participate in similar activities.

Targeted student support forrefugees and new arrivals

$14 580 funding fortargeted student support forrefugees.

The equivalent of $66 124funding was received toemploy a teacher as part ofour New Arrivals program.

Students have received SLSO support toassist with accessing the curriculum and indeveloping social skills. A teacher wasemployed to provide additional teachingsupport for students newly arrived toAustralia.


Student information

Student enrolment profile

Enrolments

Students 2017 2018 2019 2020

Boys 486 522 514 541

Girls 454 457 507 541

Student attendance profile

School

Year 2017 2018 2019 2020

K 96 95.2 93.1 90.7

1 95.4 95 94.6 91.4

2 95 95.5 94.1 90.7

3 95.7 95.3 94.7 92

4 95.6 95.2 94.8 92.8

5 95.6 95.8 94.1 91.1

6 94.3 94.4 92.6 89.7

All Years 95.4 95.2 94 91.2

State DoE

Year 2017 2018 2019 2020

K 94.4 93.8 93.1 92.4

1 93.8 93.4 92.7 91.7

2 94 93.5 93 92

3 94.1 93.6 93 92.1

4 93.9 93.4 92.9 92

5 93.8 93.2 92.8 92

6 93.3 92.5 92.1 91.8

All Years 93.9 93.4 92.8 92

NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic.The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 Marchto 22 May. During this period, schools monitored engagement with learning to determine whether students were markedpresent. This changed the attendance measure. There was also some evidence of varied marking practices as schoolsadjusted to the learning from home period, with some schools recording higher attendance rates while others recordingmarkedly lower rates.


Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non-attendance.


https://education.nsw.gov.au/policy-library/policies/school-attendance-policy?refid=285839

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 42.16

Literacy and Numeracy Intervention 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 1.6

Teacher ESL 2.8

School Counsellor 1

School Administration and Support Staff 6.27

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, and scholarship opportunities to become a teacher and by providing a culturallysafe workplace. As of 2020, 3.7% of the Department's overall workforce identify as Aboriginal and/or Torres StraitIslander People.

Workforce ATSI

Staff type Benchmark1 2020 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 6.30%

Teachers 3.30% 2.80%

Note 1 - The NSW Public Sector Aboriginal Employment Strategy 2014-17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 - Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.


Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice. Professional learning includes five student-freeSchool Development Days and induction programs for staff new to our school and/or system. These days are used toimprove the capacity of teaching and non-teaching staff in line with school and Departmental priorities.

In 2020, an additional School Development Day was included at the start of Term 2 to assist school leaders, teachersand support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2020 to 31 December 2020. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2020 Actual ($)

Opening Balance 827,043

Revenue 8,927,195

Appropriation 8,461,601

Sale of Goods and Services 29,803

Grants and contributions 429,524

Investment income 1,647

Other revenue 4,620

Expenses -8,858,804

Employee related -7,888,936

Operating expenses -969,868

Surplus / deficit for the year 68,391

Closing Balance 895,434

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2020 Approved SBA ($)

Targeted Total 158,771

Equity Total 517,539

Equity - Aboriginal 2,006

Equity - Socio-economic 18,207

Equity - Language 355,260

Equity - Disability 142,065

Base Total 6,954,734

Base - Per Capita 245,555

Base - Location 0

Base - Other 6,709,179

Other Total 510,062

Grand Total 8,141,106

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data.

2020 NAPLAN

As agreed by the Education Council, the National Assessment Program (or NAPLAN) did not proceed in 2020 due to theCOVID-19 pandemic. This was to assist school leaders, teachers and support staff to focus on the wellbeing of studentsand continuity of education, such as online and remote learning.

The Education Council also agreed to defer the full transition to NAPLAN Online from 2021 to 2022 and the continuationof current NAPLAN governance arrangements through 2021.


http://myschool.edu.au/

Parent/caregiver, student, teacher satisfaction

Each year, schools are required to seek the opinions of students, teachers and parents about the school. This year,students in Years 4-6, teachers and parents were asked to complete the relevant 'Tell Them From Me' surveys.

Highlights from each of the surveys are included below:

Students:

98% of girls and 88% of boys surveyed felt that they displayed positive behaviour at school.

94% of girls and 92% of boys surveyed believed that schooling is useful in their everyday life and will have a strongbearing on their future.

90% of girls and 85% of boys surveyed felt that they tried hard to succeed.

87% of girls and 85% of boys surveyed felt that they had positive relationships with their friends.

Staff:

Of the eight drivers of student learning (leadership, collaboration, learning culture, data informs practice, teachingstrategies, technology, inclusive school and parent involvement), our staff considered that the school's learning culture(7.9), inclusiveness (7.9), collaboration (7.7) and teaching strategies (7.7) were particular strengths on a ten point scale.

Parents:

Of the seven survey measures contained in the parent survey (parents feel welcome, parents are informed, parentssupport learning at home, school supports learning, school supports positive behaviour, safety at school and inclusiveschool), our parents felt that safety at school (7.7) supporting positive behaviour (7.6), making parents feel welcome (7.3)and school supports learning (7.2) were particular strengths on a ten point scale.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti-Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


Documents

2020 Annual Report - castlehill-p.schools.nsw.gov.au