2016 allambie heights public school annual report...introduction the annual report for 2016 is...

Allambie Heights Public SchoolAnnual Report

2016

4200

Printed on: 8 May, 2017 of 17 Allambie Heights Public School 4200 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Allambie Heights Public School as an account of theschool's operations and achievements throughout the year.

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

Angela Helsloot

Principal

School contact details

Allambie Heights Public SchoolAllambie RdAllambie Heights, 2100www.allambieht-p.schools.nsw.edu.auallambieht-p.School@det.nsw.edu.au9451 5440

Message from the Principal

It is with great pride that I present the 2016 Annual School Report for Allambie Heights Public School.

Our school prides itself on delivering a curriculum focussed on meeting the needs of all students whilst providing everystudent with a variety of outstanding opportunities. Our highly qualified, professional staff strive to achieve the best forour students by providing engaging, quality and relevant teaching and learning programs in a safe, stimulating andsecure learning environment. Our personal approach to education ensures that each student has the opportunity to be asuccessful learner and to reach their individual potential.

I would like to thank the staff for the outstanding job they have done throughout 2016. They have continued to supportour school and given their time to the students in so many ways beyond the classroom – attendance at camps, sportingactivities, excursions, student focussed P&C events, encouragement of students in activities outside of school and theirgeneral support of ongoing school and P&C activities.

Our school is an inclusive learning environment where all students feel that they can and will succeed. Our students havecontinued to showcase their talents in many areas throughout the school – Tournament of the Minds regional finals,Premier’s spelling bee, sporting events, performing arts, university competitions, public speaking and debating to name afew. The students have also displayed a strong understanding of our school values – Respect, Responsibility andResilience. Upholding these values is a lifelong asset and assists each individual in present and future endeavours.

A strong partnership exists between parents, our school and the wider community. Allambie Heights Public Schoolgreatly appreciates the ongoing support of our community. Parents and the wider community are heavily involved inP&C, assisting in classrooms and on excursions, at sporting activities, volunteering in the canteen and uniform shop,fundraising activities, school banking and gardening. So many parents are prepared to give their time where possible andour school thanks our volunteers for their valuable contributions.

I look forward to 2017 – to another year of providing excellent opportunities for all our students at Allambie Heights PublicSchool.

Angela Helsloot

Principal


School background

School vision statement

A community school, Allambie Heights Public School is a place where together we promote a positive learningenvironment where everybody is inspired to be their best.

School context

Allambie Heights Public School is located on the Northern Beaches of Sydney. The school motto, ‘Ever Aim High’,underpins the school’s strong belief that each child needs to be recognised for their own achievements, celebratingsuccess at both a school and personal level. Our personalised approach to education ensures that each child has theopportunity to be successful academically, emotionally and socially in a nurturing, resourceful and inspiring environment.In the past few years, major initiatives in the areas of literacy, numeracy, student wellbeing and technology, inconjunction with a strong history of outstanding achievement in the areas of performing arts and sport, has enabled ourschool to continue to build a school culture that recognises and fosters the understanding that the development of the‘whole child’ is paramount to creating successful, confident, creative, collaborative and communicative global citizens.

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.

This year, the school executive team undertook self–assessment using the domains of the School ExcellenceFramework. Members of the school executive evaluated the domains of the School Excellence Framework – Learning,Teaching or Leading. Evaluations were discussed as a team to assess where Allambie Heights Public School wasplaced on the framework at the end of 2016 and where we need to progress in 2017. The executive review of the SchoolExcellence Framework shows that we are at varying levels of achievements across the different elements of the Leading,Teaching and Leading domains of the School Excellence Framework.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Building student capacity

Purpose

STUDENTS WILL BE SUCCESSFUL 21st CENTURY LEARNERS

To foster an environment that supports student learning through the implementation of quality teaching and learningexperiences and high expectations.

To be successful learners, our students need to be literate, numerate, confident, creative problem solvers, criticalthinkers and effective collaborators.

Our students will be engaged, inspired and motivated to reach their potential in all areas of their development.

Our students will be nurtured to become resourceful, respectful, responsible and resilient lifelong learners.

Overall summary of progress

Quality teaching and learning programs focussed on the new curriculums formed the basis of our plans for buildingstudent capacity throughout 2016. Tracking student growth across all aspects on Planning Literacy and Numeracy(PLAN) was the expectation for all staff and the role this information plays in assisting with the formulation ofdifferentiated teaching and learning programs for literacy and numeracy. 100% of staff tracked student progress inliteracy and numeracy to assess the impact of their teaching and learning programs on individual student growth. PLANdata was utilised by staff to guide teaching and learning programs while embedding Information CommunicationTechnologies (ICT) as an important aspect to curriculum delivery and achievement. Our evaluation shows that throughthe support provided by the Learning and Support team and Stage leaders to promote a differentiated program forlearners of all abilities that 2017 will be a year of consolidation as staff have more confidence in devising personalisedlearning plans for identified students, all K–6 student data is entered in PLAN for both literacy and numeracy and ourstudent wellbeing program of Positive Behaviour, Engaging Learners (PBEL) will continue to underpin the qualitylearning environments in which our students can thrive.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

A yearly increase in the numberof year 3, year 5 and year 7students achieving in the top twoproficiency bands, anddemonstrating greater than orequal to expected growth inNAPLAN reading, writing andnumeracy

• 50% increase of year 5 students achieved in thetop two proficiency bands in reading. This is anincrease of 2% from 2015. • 67% of year 3 students achieved in the top twoproficiency bands in writing. This is an increase of3% from 2015. • 42% of year 7 students achieved in the top twoproficiency bands in numeracy. This is an increaseof 10% from 2015.

Total spent for StrategicDirection 1: $356 249.00

All staff effectively use the PLANsoftware to record, evaluate,monitor and plan studentachievement in literacy andnumeracy

• 100% of teaching staff entered data for allstudents in their class into the PLAN software forliteracy and numeracy. This data was entered onceper term and used by staff when planningdifferentiated teaching and learning programs. Staffalso used this information to provide valuablefeedback to parents. • Teams of staff utilised the information from thecluster groupings to assist with the formulation ofLearning Intentions and Success Criteria as a partof our whole school Visible Learning project.

Reduction in the number ofstudents recorded for minormisdemeanours in the PBELplayground tracking sheet and

• Consistency by all staff in monitoring playgroundexpectations was further consolidated in 2016.Explicit teaching of playground expectations wasled by weekly PBEL playground data and was





the PBEL classroom executivetracking sheet beforemisdemeanours escalate to amajor incident requiring theplanning room

adjusted to suit the needs of individual gradecohorts. This approach saw a reduction by 35% inthe number of recordings in the playground trackingsheet between term 1 and term 4. • Consistent classroom expectations became thefocus of classroom systems and the PBELcommittee worked with their teams to ensureexpectations were clear, visible and understood byall students in the class. The PBEL committeefocussed on refreshing staff with level one and leveltwo ideas and then formulating the final steps forlevel three and level four. By the end of 2016, aclassroom tracking system similar to the playgroundtracking system was implemented by all teamsupervisors to ensure consistency in approach anddocumentation of negative behaviour details.

Next Steps

• Visible Learning formed an important part of our 2016 teacher professional learning and brought about change inthe how and why we teach students. In 2017, Visible Learning will be further enhanced across learning areas forall Kindergarten to year 6 classes so that Learning Intentions, Success Criteria, Formative Assessment andFeedback become a part of what we do each and every day. In addition, professional learning and classroomprograms will look at the Project Based Learning scaffold as a way to further enhance all teaching and learningprograms. These initiatives will assist with continued school growth in school based assessments and externalassessments, such as NAPLAN.

• All staff will continue to use the cluster markers on PLAN to assist with the formation of Success Criteria andLearning Intentions inline with the Visible Learning work commenced across the school. In addition, the Englishcommittee will guide staff through the use of the cluster markers to enhance consistent teacher judgement in allaspects of writing.

• PBEL will continue as a main focus across the school to ensure the emotional and social wellbeing of all studentsreflect the core values of Respect, Responsibility and Resilience. Playground and classroom misdemeanours willcontinue to guide explicit teaching and learning programs for all learners.



Building staff capacity

Purpose

STAFF WILL BE HIGH PERFORMING, COLLABORATIVE AND DYNAMIC

To build a culture of commitment in teaching, where all staff are actively reflecting on learning outcomes and maintainhigh expectations of excellence in student learning.

To be effective educators, our staff will be collaborative and dynamic facilitators; creating an engaged and collegialcommunity of learners.

Our teachers will demonstrate curriculum innovation, quality teaching and leadership capability that inspire learning.

Our staff will be committed to excellence and have high expectations for themselves and for every student.


2016 was a big year for all staff in relation to their own professional learning. The school executive team participated in aWarringah Community of Schools professional learning initiative focussed on Visible Learning. Executive members ledtheir teams through the research behind Visible Learning, the ideals of Visible Learning and the potential differenceVisible Learning could make in all classrooms if implemented effectively across the school. Growth Mindset and 'thelearning pit' were important parts of this professional learning for all staff. The school's Visible Learning project formedthe first goal for all staff on their Performance and Development Plan (PDP). Following a review of the differentiatedprofessional learning on offer in 2015, all staff undertook action plan research in relation to their own professionallearning needs in 2016. This was formalised through a process titled, 'Personalised Professional Learning Plans' (PPLP)and involved all staff working individually or in small groups to up skill in an area in which they felt was most important forthem in relation to the school plan, the context of the school and their own professional learning needs. In addition,Quality Teaching, Successful Students (QTSS) funding was utilised by all staff to observe staff within our school, acrossour community of schools, our network of schools and the wider Sydney network of schools in relation to PDP/PPLPgoals and the observations made during these visits exhibited best practice in regards to teaching and learning. Theseinitiatives led to a reinvigorated professional learning timetable across the school and in turn, enhancements in teachingand learning programs in all classrooms.




Increased involvement byteachers across the school in theWarringah Community of Schoolsprofessional learningopportunities with staff involved inspecific programs leading changeat Stage level

• All executive staff completed regular professionallearning on Visible Learning and worked with theirteams for the successful implementation of theVisible Learning ideals into all classrooms. Thisproject was a combined project with the WarringahCommunity of Schools.


Stage supervisors reportenhanced programming andassessment capabilities detailingdifferentiation of content inlinewith the NSW syllabi for theAustralian Curriculum and basedon the Quality TeachingFramework and Visible Learning

• The Visible Learning methods of SuccessCriteria, Learning Intentions, Formative Assessmentand Feedback enhanced teaching and learningprograms in all writing programs across the school.Some teams successfully implemented VisibleLearning across other areas within the Englishsyllabus, mathematics, history, geography, personaldevelopment, health and physical education andmusic.


• 100% of teaching staff entered data for allstudents in their class into the PLAN software forliteracy and numeracy. This data was entered onceper term and used by staff when planningdifferentiated teaching and learning programs. Staff






also used this information to provide valuablefeedback to parents. • Teams of staff utilised the information from thecluster groupings to assist with the formulation ofLeaning Intentions and Success Criteria as a part ofour whole school Visible Learning project.

All teachers will have professionaldiscussions with their Stagesupervisor inline with thePerformance and DevelopmentPlans (PDP) as a part of thePerformance and DevelopmentFramework. In addition, staffcomplete and action research asa part of PersonalisedProfessional Learning Plans(PPLP)

• 100% of staff successfully completed the PDPprocess, including a school goal, a team goal and apersonal goal. Staff then utilised their PDP goals tonominate one goal to be further extended into aPPLP – an action learning project targeted atmeeting the needs of individual or a small group ofstaff. 100% of staff presented their PPLP research,findings and outcomes to all teaching staff duringterm 4.

Increase in teaching staffsuccessfully completing andmaintaining their accreditationacross all levels

• Six staff successfully completed theiraccreditation at Proficiency against the AustralianProfessional Standards for Teachers as a part ofthe Board of Studies Teaching and EducationalStandards NSW (BOSTES) requirements for new orreturning teachers in NSW. One staff membercontinued the process for lead accreditation andthis process will continue in 2017. In addition, staffpreviously accredited as Proficient, maintained theiraccreditation by meeting the professional learningrequirements of accreditation.

Reduction in the number ofstudents recorded for minormisdemeanours in the PBELplayground tracking sheet andthe PBEL classroom executivetracking sheet beforemisdemeanours escalate to amajor incident requiring theplanning room

• Consistency by all staff in monitoring playgroundexpectations was further consolidated in 2016.Explicit teaching of playground expectations wasled by weekly PBEL playground data and wasadjusted to suit the needs of individual gradecohorts. This approach saw a reduction of 35% inthe number of recordings in the playground trackingsheet in term 4 compared to term 1. • Consistent classroom expectations became thefocus of classroom systems and thePBEL committee worked with their teams to ensureexpectations were visible, clear and understood byall students in the class. The PBEL committeefocussed on refreshing staff with level one and leveltwo ideas and then formulating the final steps forlevel 3 and level 4. By the end of 2016, a classroomtracking system was implemented by all teamsupervisors to ensure consistency in approach anddocumentation of negative behaviour details.

Next Steps

• To build on the successful implementation of Visible Learning for all classes, a focus of professional learning in2017 will be the scaffold of Project Based Learning and how both teaching ideals support each other to improvestudents outcomes for all learners. Dedicated professional learning time will be allocated for the implementation ofthis project at team level so that student engagement and quality teaching programs remain at the forefront of ourpurpose as a school. In addition to dedicated professional learning sessions, staff will be provided with quality timeoff class to collaboratively plan teaching and learning programs for their team across all learning areas.

• PPLP action plans will continue as a strong tool for differentiation in regards to professional learning for all staff.Each staff member will formulate their PPLP based on the school goal, team goal or their personal goal.Professional learning funds and QTSS funds will be utilised to fund this highly valuable and highly effective


differentiated professional learning approach. • With more staff across the school interested in completing their accreditation for Highly Accomplished or Lead

teachers, several staff have commenced professional learning and professional conversations with the executiveteam in regards to completing their accreditation at Highly Accomplished or Lead in 2017. This process will beguided and supported by the school's executive team.



Building school capacity

Purpose

A SCHOOL COMMUNITY THAT IS INCLUSIVE, INFORMED AND ENGAGED

To build strong school community relationships by leading and inspiring a culture of collaboration, open communicationand organisational practice.

To ensure effective and meaningful partnerships our school community will operate in a cooperative and sustainablemanner that supports a system of values and a culture of success.

Our school community will demonstrate strong relationships to become resourceful,respectful, responsible and resilientlifelong partners in the learning journey of our students.


Strategic Direction 3 aims to continue to foster and embrace our highly active parent community and to ensure that openlines of communication are evident across all aspects of the school. In 2016, the school continued tocommunicate through the ever improving SchoolEnews app and 100% of school families subscribe to this app. Thisguarantees that all families receive our weekly communication in a timely and efficient manner. As another tool ofcommunication in the 21st century, the school launched our official Allambie Heights Public School Facebook page at thebeginning of term 2. This additional form of communication has been extremely well received by all members of ourschool community and posts receive many hits. Several parent sessions were run throughout 2016 – Visible Learning,Creative and Critical Thinking, Interrelate and year 6 leadership – and these sessions were very well attended by ourparent body. The sessions offered in 2016 allowed for parents to be more aware of the many components that contributeto the emotional, social and academic development of their child.




Increase in parents engagingpositively in supporting theirchild’s education and in the life ofthe school, particularly the P&Cand their events and schoolspecific practices

• Our school runs on volunteers each and everyday. P&C meetings are well attended with a quorumpresent for all P&C decisions to be made in a timelymanner; P&C sub–committees are well structuredand allow for a fair distribution of workload forvolunteers; P&C fundraising initiatives areextremely well supported by our school families withnearly $50 000 raised in 2016 and many parentsdonate their time to assisting in classrooms, onexcursions and at carnivals.


Increase in parental attendanceat school led forums addressingparent priorities in identified areasrelating the development of allstudents

• All planned parent sessions extremely wellattended with positive feedback provided by thosein attendance at the conclusion of all sessions.

Increase in the amount of plasticwrappings and containersrecycled in the co–mingle bins

• Plastic recycling bins purchased for theplayground for students to recycle plastics broughtfrom home or purchased from the school canteen.This initiative was highly successful, particularly inK–2, where the bins were full several days a week.

Successful community grantapplication enables theopportunity to improve identifiedoutdoor learning environments

• Completion of beautification work in theamphitheatre area and playground north area sothat our outdoor learning spaces are stimulating forplay and learning.

Next StepsPrinted on: 8 May, 2017 of 17 Allambie Heights Public School 4200 (2016)

• Plan parent information sessions in relation to directions of the school in 2017 – Project Based Learning and theGot It! program for developing emotional intelligence.

• Continue to build on the importance of recycling by engaging with community organisations to support this studentinitiative.

• P and C to continue applying for community grants to support outdoor beautification projects across many areas ofthe school.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading In 2016, the Peaceful Place garden wascompleted and officially opened. ThePeaceful Place garden is a place where ourcommunity can acknowledge and celebrateour Indigenous history. NAIDOC Week 2016celebrations highlighted the importance of the2016 theme, 'Song Lines' to the community ofAllambie Heights Public School and furtherdeveloped individual understanding of ourtraditional custodians of the land.

• ($2 960.00)

English language proficiency EAL/D students were strongly supported inthe classroom across all areas of thecurriculum with the EAL/D teacher employedtwelve hours per week to provide this support.The 2016 EAL/D survey return completed inJune highlighted the positive difference thisadditional funding was providing for ourstudents who come from an EAL/Dbackground.

• ($36 045.00)

Low level adjustment for disability Additional Student Learning Support Officer(SLSO) time in classrooms and in theplayground ensured all students wereprovided with equal access to the curriculumand provided all students the chance to reachtheir academic, social and emotionalpotential. Timetabling of Learning andSupport Teacher to target students inKindergarten – year 6 who required support inthe development of literacy and numeracyconcepts. Students for teacher and SLSOsupport were identified through the school'sLearning and Support Team throughevaluation of PLAN data and PBELplayground data.

• ($83 027.00)

Quality Teaching, SuccessfulStudents (QTSS)

As an essential part of the PerformanceDevelopment Plan process and personalisedprofessional learning, all staff were providedwith the opportunity to access the QTTSfunding to visit other schools from within ourcommunity of schools, the Ku Ring Gainetwork of schools and schools within thewider Sydney area to observe best practice inregards to the school goal, team goal or theirown personal goal. This opportunity led to astrong focus on teaching and learning beyondour own classrooms and improved staffconfidence in welcoming staff from otherschools into their own classrooms to see thegreat work being done in our schools.

• ($42 000.00)

Socio–economic background All students across the school had theopportunity to engage in curriculum basedexcursions and incursions to supplementclassroom teaching and learning programs.Additional SLSO time in classrooms ensuredthat all students were provided with equalaccess to the curriculum and provided allstudents the chance to reach their academic,social and emotional potential.

• ($6 309.00)

Support for beginning teachers All staff who received allocated funds weregiven reduced teaching loads, provided withthe opportunity to observe teachers in our

• ($23 625.55)


Support for beginning teachers own school and in other local schools andworked with school staff on areas of interest(ICT, mathematics, environmental education,student leadership) to further develop theirown capabilities. Three staff who received thistied funding also attended an offsite 'NewTeacher Network' initiative, planned andimplemented by an experienced Principal.

• ($23 625.55)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 237 262 272 289

Girls 241 256 246 262

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.3 98.1 96.7 95.1

1 95.2 96.4 95.4 96.5

2 96.6 97 94.7 96.3

3 95.7 97.1 94.2 95.1

4 96.9 96.1 96.7 95.6

5 95.9 96.2 95.6 95.2

6 96.4 95.9 95.1 94

All Years 96.1 96.8 95.4 95.5

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 21.05

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 1

School Administration & SupportStaff

4.06

Other Positions 0

*Full Time Equivalent

Allambie Heights Public School does not have anyteachers who identify as Aboriginal or Torres StraitIslander.

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 15

Professional learning and teacher accreditation

Six staff members successfully completed theiraccreditation at Proficiency against the AustralianProfessional Standards for Teachers as a part of theBoard of Studies Teaching and Educational StandardsNSW (BOSTES) requirements for new or returningteachers in NSW. In addition, staff previouslyaccredited as Proficient, maintained their accreditationby meeting the professional learning requirements ofaccreditation. One staff member commenced theaccreditation for Lead and this process is stillunderway.

All staff are provided with a range of opportunities, bothat school and externally, to continue to evaluate,develop and inform their teaching practice. Professionallearning is clearly linked to the 2015–2017 school plan.In 2016, all teaching and administration staff attendedprofessional learning relating to Visible Learning, LMBR


systems, technology, curriculum, CPR, emergencycare, asthma, the accreditation process, collaborativeplanning practices and the Business Intelligenceapplication.

In addition to whole staff professional learning, teachingstaff identified one of their PDP goals to work in smallteams to complete an action learning project targeted totheir own professional learning needs. Weeklyprofessional meeting times were scheduled on arotational basis to the whole school project aroundVisible Learning. To showcase what staff had learnedthrough their action learning project, all staff teamspresented the research, observations, findings andoutcomes to all staff during term 4. Personalisedprofessional learning action plans focussed on a varietyof areas, including mathematics, spelling, sensoryprocessing disorder, enrichment, English concepts, theaccreditation process, history and geography.

The cost of professional learning for the year was$35,733.00. This does not include Beginning Teacherfunds that were used to pay for the professionallearning opportunities that were offered to the five staffwho were expending these tied funds.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

This summary covers funds for operating costs anddoes not include expenditure areas such as permanentsalaries, building and major maintenance.

A full copy of the school’s 2016 financial statement istabled at the general meeting of the school parent bodyheld in February. Further details concerning thestatement can be obtained by contacting the school.

Income $

Balance brought forward 463 040.00

Global funds 400 155.00

Tied funds 230 179.00

School & community sources 403 319.00

Interest 7 113.00

Trust receipts 47 029.00

Canteen 0.00

Total income 1 550 835.00

Expenditure

Teaching & learning

Key learning areas 72 254.00

Excursions 27 584.00

Extracurricular dissections 212 754.00

Library 9 410.00

Training & development 58 023.00

Tied funds 93 853.00

Short term relief 45 356.00

Administration & office 50 734.00

School-operated canteen 0.00

Utilities 47 118.00

Maintenance 106 353.00

Trust accounts 52 085.00

Capital programs 114 339.00

Total expenditure 889 863.00

Balance carried forward 660 972.00

The information provided in the financial summaryabove includes reporting from 1 December 2015 to 2September 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 811 038.45

(2a) Appropriation 715 692.26

(2b) Sale of Goods andServices

1 280.40

(2c) Grants and Contributions 92 164.48

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 901.31

Expenses -249 806.12

Recurrent Expenses -249 806.12

(3a) Employee Related -116 657.02

(3b) Operating Expenses -133 149.10

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

561 232.33

Balance Carried Forward 561 232.33

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

The information provided in the financial summaryabove includes reporting from 2 September 2016 to 31December 2016

Financial summary equity funding

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

2016 Actual ($)

Base Total 3 698 153.28

Base Per Capita 28 067.28

Base Location 0.00

Other Base 3 670 086.00

Equity Total 125 425.42

Equity Aboriginal 1 336.90

Equity Socio economic 6 309.46

Equity Language 34 752.53

Equity Disability 83 026.53

Targeted Total 29 889.99

Other Total 47 820.77

Grand Total 3 901 289.46

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 scale represents increasing levels ofskills and understandings demonstrated in theseassessments.

Year 3: from Band 1 (lowest) to Band 6 (highest foryear 3)

Year 5: from Band 3 (lowest) to Band 8 (highest foryear 5)

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

Parent/caregiver, student, teachersatisfaction

Parent/carers, student and teacher satisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Thisinformation can be gathered in the form of electronicsurveys, staff meetings and discussions with allstakeholders. In 2016, the staff, students and parents ofAllambie Heights Public School undertook a review ofcurrent homework procedures. This review was led bya committee of staff and parent volunteers. Thiscommittee read and evaluated current research,formulated surveys for staff, parents and students inyear 1 – year 6 and evaluated survey feedback againstthe current research. As a result of this evaluation, anew homework procedures document was written forimplementation across the school from the start of the2017 school year.

Parents/Carers

Parents/Carers were asked to complete a sixteenquestion survey for each school aged child in theirfamily. Questions in the survey also allowed parents toprovide additional written information or comments.Surveys were completed for 208 students – thisequates to 150families (40% of our parent community).The following feedback was gathered through thesurvey: • 76% of parents believed they should be able to

excuse their child from homework when they felt itwas necessary.

• 57% of parents sometimes had conflict with theirchild around homework.

• 35% of parents believed that their child’s afterschool activities left little time for homework.

• 98% of parents have access to a computer fortheir child to complete homework.

• 78% of parents regularly check their child’shomework to make sure it was completed.

• 35% of parents believed that homework should beoptional, while 23% of parents wanted lesshomework and 16%of parents wanted nohomework.

• 80% of parents believed that Mathletics was agood task for homework.

Comments received in regards to homework werehighly diverse as many parents had varying opinions.The following comments were gathered through thesurvey: • As a parent of three children that struggle with

homework, it’s a very challenging task for us andcauses a lot of upset in the limited time we get tospend with our children.

• Clear time guide for each task. Not given everyweek. A few discrete tasks each term. Needs tobe age appropriate.

• Items where kids have to research somethingseems to have more engagement. I think levels ofhomework in term 4 has been much moremanageable.

• Homework should be minimised. Kids alreadywork hard at school. Time away should bededicated to enjoying other activities.

• No issues at the moment with the level ofhomework being asked to complete.

• Thanks for taking the time to gather our feedback.

Staff

Staff were asked to complete an eleven questionsurvey about homework. Questions in the surveyallowed staff to provide additional written information orcomments. Twenty–four staff completed the survey andthe following feedback was gathered in their surveyresponses: • 70% of staff believed homework was somewhat

important or not important. • 46% of staff believed homework should be

optional. • 100% of staff believed homework should be

differentiated. • On average, staff believed only 15% of their class

were completing set homework each week. • On average, staff believed that the quality of the

set homework being completed by their studentswas 10% poor, 70% satisfactory and 20% good.

Comments received from staff in regards to homeworkwere highly diverse as many staff had varying opinions.The following comments were gathered through thesurvey: • Many parents in my class have expressed

concerns that homework is an added stress totheir already busy home life.


• Homework needs to suit a wide range of abilitylevels. Open–ended tasks would address this.

• Projects have been good. Weekly homework notas good.

• Homework is not about quantity, rather quality. Itshould be enriching, meaningful and relevant.

• Homework is a huge chunk of time out of theclass timetable. It is also a huge amount of timefor teachers to mark. Homework should bescrapped altogether, just leaving Club 100 forreading.

Students

In 2016, the school sought the opinions of our studentson homework. This information was gathered in athirteen question online survey. Random classes fromyear 1 to year 6 were invited to complete the survey.230 students completed the survey, with students inyear 5 and year 6 offered the opportunity to addcomments and ideas to the last question. The followingfeedback was gathered in their survey responses: • 52% of students sometimes like getting

homework. • 65% of students liked the amount of homework

they were receiving at the time they completedthe survey.

• 48% of students mostly complete set homeworktasks independently.

• 68% of students require some help from an adultto complete set homework.

• 59% of students selected Mathletics as a goodoption for completing homework.

The following suggestions in regards to homework weremade by students in year 5 and year 6 as a part of thesurvey: • No Look, Say, Cover, Write, Check for spelling as

it’s a waste of time and doesn’t help me learn mywords.

• I like the amount of homework we do but I wouldlike to do some projects on the topics we arelearning in class.

• We shouldn’t get homework because it isstressful.

• I love the projects we get to do and the speecheswe have to write. I don’t like presenting them,though.

• I think that we shouldn’t do weekly homework butdo a term project. This way the teachers can seewhat we can do over a longer period of time. Weoften don’t have enough time to do things in just aweek.

Future directions

Following the evaluation of the survey data and currentresearch, the committee formulated a new HomeworkProcedure for full implementation from the start of the2017 school year. This procedure includes thefollowing: • Set minimum reading time for each grade each

night. • Staff highly recommend the completion of

Mathletics to consolidate mathematical conceptslearnt in class.

• Staff highly recommend students in year 3 andyear 4 complete one project relating to conceptsbeing taught in class per semester, while studentsin year 5 and year 6 complete one project perterm.

• All students will complete their public speakingcompetition entry at home in term 2 each year.

This new procedure will be emailed to all parents on theafternoon of the 2017 Meet the Teacher evening so thatthe changes can be explained to all parents in one theforum.

Policy requirements

Aboriginal education

Aboriginal perspectives are blended throughout thecurriculum. Aboriginal performances occur to augmentthe cultural aspects of the curriculum.‘Acknowledgement of Country’ is an integral part ofeach formal school occasion. 2016 saw thecontinuation of an Indigenous themed National Anthemplayed as the backing music at each formal schooloccasion. In 2016, NAIDOC Week was recognised andcelebrated with a cultural day focussed on traditionalAboriginal games. This special day also saw the officialopening of our Aboriginal Garden – Peaceful Place.Our two Indigenous students assisted our schoolleaders in this official opening ceremony. Educationplans were also developed for our two Aboriginalstudents.

Multicultural and anti-racism education

The staff at Allambie Heights Public School remainscommitted to ensuring all students appreciate thediverse, multicultural nature of our modern Australiansociety and that students show empathy andunderstanding towards others. History and Geographyunits of work reflect these values and encourageappreciation of multicultural Australia, as do relatedtopics across other curriculum areas. The school has atrained Anti–racism officer.


2016 allambie heights public school annual report...introduction the annual report for 2016 is...

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