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Castlereagh Public SchoolAnnual Report

2016

4148

Printed on: 28 April, 2017 of 22 Castlereagh Public School 4148 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Castlereagh 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.

Mr Tony Jeff

Principal

School contact details

Castlereagh Public SchoolPost Office RdCastlereagh, 2750www.castlereag-p.schools.nsw.edu.aucastlereag-p.School@det.nsw.edu.au4776 1197

Message from the Principal

Castlereagh Public School is a place where education thrives, social development flourishes and individuals blossom.Through the caring nature of the staff and community and the beautiful semi–rural setting that is Castlereagh, thestudents develop a sense of ownership and are at all times Safe, Respectful Learners. In combination between homeand school, together, we have achieved many fine feats throughout the year and are still recognised across both districtsof Penrith and Hawkesbury as one of the finest educational settings.

I would firstly like to recognise the magnificent contributions that all students across the school, Kindergarten to Year 6,have put into all that they have done. When I first commenced teaching it was my aim to be someone who could inspireothers and reach out to children, providing an educationally rich, socially secure and morally just learning platform. As Isit at my computer I nowreflect on how I am inspired on a daily basis by the attitude, effort and determination that thestudents of Castlereagh Public School bring with them. Secondly, I would like to thank the entire school staff, bothteaching and administration, for their outstanding support, dedication to their positions and passion that they have forPublic Education. The entire team work consistently in combination to provide the very best learning opportunities for thestudents at our school. Finally, I would like to thank the P&C and entire community for the support you offer to all childrenwithin our school.

Throughout the year we have had many fantastic reasons and opportunities to celebrate at assemblies. Chelsea M,Corey M, Emily S and William B consistently prepared our regular assemblies with a professional approach and sincerity.Not only did we participate in weekly events but also celebrated a great deal of important and rewarding occasions. Theyare as follows;

• Easter Hat Parade • ANZAC Day • Book Week & Book Character Parade • Education Week Open Day • Grandparents Day Open Day • Remembrance Day ceremony • Presentation Day Celebration

In 2016 our school participated in many events, celebrations and carnivals. As a Small School Community weparticipated, with some excellent results, in the Swimming, Cross–Country and Athletics Carnivals. Congratulations tothe students who competed at Small School level and the students that went on to the district team. Year 5 & 6 attended


the Great Aussie Bush Camp at Kincummba with myself, Mrs Vanoostwarrd and Maraylya Public School. This was anoutstanding camp with many opportunities for all children to push themselves out of their comfort zones and achievepreviously unattempted success. The Infants attended the Brewongle Education Centre while the Primary visited the citymuseums. Earlier in the year, Murra Mittiga Aboriginal Environmental Centre visited our school and took all studentsthrough 4 very enjoyable activities including; Boomerang Throwing, Aboriginal Painting, Story Telling and PlantIdentification/ Bush Tucker. The purpose of the day was to raise awareness and inform students how the traditionalowners of the land lived. In Term 2, Year 3and 5 sat the NAPLAN assessment for 2016 with fine achievements. Iencourageall parents to track our progress on the 'My Schools' website.

The P&C continued to support our school with many enjoyable fundraising opportunities including; discos, BunningsBBQ, election day BBQ, school walkathon and the carnival and movie night. All these activities took a great deal oforganisation and commitment. The long term goal of the school and P&C has nearly been reached. It is anticipated thatearly in 2017, together with school funds we will be ready to have a COLA installed which will cover the entire picnictable area. This will be a fantastic achievement for our school and a magnificent place to escape the heat of the sun insummer and the rain and drizzle in winter.

As we move into 2017 our school stays committed to providing an educationally rich learning environment wherestudents and staff are encouraged to remain life long learners. Our strategic plan and continued focus is in the area ofthe following;

• Leaders of Quality Education • Engaged Learners • Collaborative Community Partnerships

I look forward to our continuedpartnership in 2017.

Mr. Tony Jeff

Principal

Message from the school community

During 2016, the P&C, parents and staff of Castlereagh Public School have worked hard together to accomplish somegreat fun days and evenings for the students and citizens of Castlereagh. The success of these events relies heavily onthe ongoing support of our small community, and we appreciate the time and commitment that has been shown to ourwonderful school.

Our funds this year have contributed to the following areas: • RAW Art • Home Readers • Projector Purchase for movie evenings and special assemblies • Presentation Day Awards and Book Vouchers • Covered Area Building Fund (to be installed in 2017)

Our Events and Fundraising Achievements have been: • Healthy Breakfast • Chocolate Fundraiser • Election day BBQ and Cake Stall • Bunnings BBQ • Mother’s Day and Father’s Day stalls • School Walkathon • Easter Raffle • 2 Discos – Country & Western, Favourite Sport/Game • Christmas Carnival and Movie Night • New and Used Uniform Sales • Christmas Calendar Fundraiser

Castlereagh P&C would like to take this opportunity to thank all the very committed and dedicated families ofCastlereagh Public School. We would also like to acknowledge and say thank you to Mr Tony Jeff and the staff of ourschool, who are always prepared to attendand help out at every fundraising event. We wouldn’t be able to accomplishany of the tasks we take on without you all, and our success is a reflection of all your hard work and dedication.


We would also like to say a special thank you to Mrs Lamey and Mrs Tchadovich for their ongoing support andassistance throughout the year. Without these wonderful ladies, the P&C would not be able to function.

Finally, we would like to thank the out going members of the P&C for their support and hard work over the years. Wewishyou well Mrs Ham, Mrs Weissel and Mrs Martin and thank you!

Written for and on behalf of the P&C Association 2016

President 2017 – Mrs Leah Formosa


School background

School vision statement

Castlereagh Public School's vision is the delivery of quality teaching and learning experiences and to recognise andstrive for: excellence in academic achievement in the delivery of quality teaching and learning experiences; positiveaesthetic, personal and social attitudes in a small rural school where whole staff pastoral care can be exercised for allpupils; a sense of belonging, a secure and caring environment to enable children to establish self–esteem; sensitivity toothers and the environment is enhanced; where community participation is valued. Our school motto "Courtesy andGood Citizenship" reflects this statement. In the school's semi–rural environment, we strive to enhance students' overallconfidence and develop each student as a unique person and a valued member of this community. Students areencouraged to develop self–reliance, responsibility for personal welfare in a caring and supportive environment.

School context

Castlereagh Public School provides innovation, promotes excellence and fosters connections for our students, staff andparents. It is a small, friendly school situated in an open, rural setting between Penrith and Richmond. It is rich in localhistory with Castlereagh being one of the original 5 Macquarie towns of the Hawkesbury area. The school is well knownfor its academic focus and strong community involvement. Utilising wireless, interactive technology embedded within allKey Learning Areas, it links strongly to the local community of schools. There are many enriching opportunities forstudents to broaden their interest. In 2016 the school had 110 students across K–6 with 4% Aboriginal students and 12%of students having language backgrounds other than English.

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.

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

Learning Elements

In the element of learning, Castlereagh Public School shows sustainment and growth.

Learning Culture:

There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities.Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring goodconditions for student learning. Well–developed and current policies, programs and processes identify, address andmonitor student learning needs.

Wellbeing:

The school consistently implements a whole–school approach to wellbeing that has clearly defined behaviouralexpectations and creates a positive teaching and learning environment. Quality teaching and professional practice areevident in every learning environment, providing students with opportunities to connect, succeed and thrive that arerelevant to their stages of learning and development. Students care for self, and contribute to the wellbeing of others andthe wider community.

Curriculum & Learning:


Curriculum provision is enhanced by learning alliances with other schools and organisations. The school actively collectsand uses information to support students’ successful transitions. Teachers involve students and parents in planning tosupport students as they progress through the stages of education. There are systematic policies, programs andprocesses to identify and address student learning needs. The school establishes active partnerships and workscollaboratively to ensure continuity of learning for students.

Assessment & Reporting:

The school has developed explicit processes to collect, analyse and report internal and external student and schoolperformance data. Student reports contain detailed information about individual student learning achievement and areasfor growth, which provide the basis for discussion with parents. Students use assessment and reporting processes toreflect on their learning. The school has analysed school performance data and a range of other contextual informationand is aware of trends in student achievement levels. Parents have an understanding of what their children are learningand receive regular information to support progression to the next level.

Student Performance Measures:

The school: • achieves excellent value–added results, and/or • most of its students achieve at high levels of performance on external performance measures.

Performance for equity groups within a school is comparable to the performance of all students in the school.

Teaching Elements

In the element of teaching, Castlereagh Public School shows overall delivery.

Effective Classroom Practice:

Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their ownteaching practices. Teachers provide explicit, specific and timely formative feedback to students on how to improve.

Data Skills and Use:

Teachers incorporate data analysis in their planning for learning. Assessment instruments are used regularly to helpmonitor student learning progress and to identify skill gaps for improvement.

Collaborative Practices:

Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular studentgroups. Teachers provide and receive planned constructive feedback from peers, school leaders and students toimprove teaching practice. Processes are in place to provide formal mentoring or coaching support to improve teachingand leadership practice. The school identifies expertise within its staff and draws on this to further develop itsprofessional community.

Learning Development:

Teachers participate in professional learning targeted to school priorities and their professional needs. The school haseffective professional learning for induction, teaching quality, leadership preparation and leadership development. Theschool has processes in place for teachers’ performance and development. Beginning and early–career teachers areprovided with targeted support in areas of identified need. Analysis of the teaching team identifies strengths and gaps,with succession planning in place to build staff capabilities and recruit staff with particular expertise to deliver schoolimprovement targets.

Professional Standards:

Teachers understand and implement professional standards and curriculum requirements. Staff attainment ofprofessional learning goals and teaching requirements are part of the school’s performance and development processes.The school has a culture of supporting teachers to pursue higher–level accreditation. Teachers are committed to theirongoing development as members of the teaching profession. Teachers demonstrate currency of content knowledge andteaching practice in all their teaching areas.

Leading Elements

In the element of leading, Castlereagh Public School shows overall sustainment and growth.


Leadership:

The school solicits and addresses feedback on school performance. Leadership development is central to schoolcapacity building. The school has productive relationships with external agencies such as universities, business, industryand community organisations to improve educational opportunities for students.

School Planning, Implementation and Reporting:

There is broad understanding of, and support for, school expectations and aspirations for improving student learningacross the school community. Staff are committed to, and can articulate the purpose of, each strategic direction in theschool plan. Monitoring, evaluation and review processes are embedded and undertaken routinely. Clear processes, withaccompanying timelines and milestones, direct school activity towards effective implementation of the school plan.

School Resources:

Workforce planning supports curriculum provision and the recruitment of high quality staff. Strategic financialmanagement is used to gain efficiencies and to maximise resources available to implement the school plan. Physicallearning spaces are used flexibly, and technology is accessible to staff and students.

Management Practices and Process:

There are opportunities for students and the community to provide constructive feedback on school practices andprocedures. Streamlined, flexible processes exist to deliver services and information and strengthen parentalengagement.


Strategic Direction 1

Leaders of Quality Education

Purpose

Development of a highly efficient 21st Century teaching programs, positive learning environment to support the socialand academic needs of the student, assessment and reporting processes.Students are exposed to a future focussed,rich learning environment dedicated to providing quality teaching and learning experience across the curriculum. Thedevelopment of; high quality learning experiences; and current, meaningful assessment and relevant reporting.

Overall summary of progress

Individual and collaborative leadership development to assist staff delivering projects, monitoring effectiveness andcommunicating progress with stakeholders.

The implementation of the Performance Development Framework has led to staff engaging in a much deeper reflectiveprocess of the school plan by aligning their needs of development to support our school direction. Regular and effectivemonitoring and feedback process are in place to discuss progress, support and plan for growth.

Staff have engaged with the new strategic planning process and are routinely monitoring, evaluating and reviewingmilestone implementation and impact. The engagement of the school community has been achieved through a verystrong and supportive P&C and completion of regular surveys conducted online.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of teachers demonstratingProfessional Learning Plansthrough the Teacher Performanceand development Framework.

All teaching staff designed and developed personallearning goals that they achieved throughout theyear. These learning goals were aligned with theTeaching Standards of NSW and with our2015–2017 School Plan. All staff had writtenfeedback provided to them from school colleaguesand successfully completed the PDP process.

All completed PDPs werereviewed at a formalmeeting, signed by both theTeacher and the Principaland hardcopies filed.

Development of whole schoolscope and sequences for the newcurriculum of Geography.

All aspects of the Geography syllabus have beenconducted with staff trained in the new content anda whole school scope and sequence created readyfor implementation in 2017.

HSIE – History andGeography scope andsequence developed.

To design, develop implementand evaluate a new reporting toparents format that reflectscurrent syllabus’ outcomes andteacher assessment data of allstudents, including childrenreceiving an adjusted curriculumthrough an IEP or PLP.

School reports were written based on the newcurriculums introduced thus far. Individual IEP andPLP goals for students who had plans created andlearning adjusted for them was clearly identified andreported upon.

Recording of PLAN data across the school K–6 wasmaintained.

Allocation of staff releasefrom teaching to thoroughlyconduct and collateassessment data for thePLAN database andreports. • Literacy & Numeracy($4606.25)

Next Steps

As part of the Castlereagh Public School annual review and planning into 2017 and beyond, the following areas acrossthe strategic direction 'Leaders of Quality Education' will be implemented to ensure that the 2015–2017 SchoolManagement Plan remains on target.

Delivery and development of Personal development Plans • All teachers staff will continue to develop personal goals aligned to the Teachers Standards and the school

identified targets. • Implement mentoring program allowing for more constructive peer observation for all staff members to promote

outstanding collaboration, observation and professional sharing evident.


• SAS staff to be trained and develop PLPs to be achieved throughout 2017.Delivery of Whole School Scope and Sequences

• Review and modify whole school scope and sequences and provide staff with opportunities to present thestrengths and weaknesses of the plans.

Reporting to Parents Format Developed and Implemented • Gather feedback from parents related to the format used for the reporting system and its readability and

understanding. • Staff ensure that the content programmed and taught is clearly reported upon with the continued maintenance of

the PLAN database.



Engaged Learning

Purpose

Provide a positive learning environment that supports all learners’ educational, social and emotional needs.The schoolcommunity works in a diligent and positive manner in order to provide a supportive learning environment that enhancesindividual student growth and nurtures the social and emotional development of the students. The well–being of thestudents and staff is valued and enhanced through the celebration of success.


School–wide focus on quality teaching and learning has enabled us to achieve significant progress in this strategicdirection. Targeting learning support has enabled us to identify students with possible learning issues very early. Therehave been significant observable improvements in learning, most the students participating in the MultLit Program.

The implementation of Positive Behaviour for Learning has been structured into the school wellbeing with the message ofSafe, Responsible Learners being instilled into the fabric of our school.

Numeracy & Literacy results in NAPLAN continue to demonstrate positive growth at above state level.




Student learning is improved andsupport through theimplementation of the Literacybased program to support adifferentiated learning approachfor all students.

All students in Kindergarten left the grade at orabove expected benchmarking level. All studentsidentified for the MultiLit Program demonstratedexcellent growth with many of the childrencompleting the program altogether. Grades 3 and 5NAPLAN results were well above expected levels.

Purchase of MiniLitProgram Increased LaST,SLSO and parent helpertime provided. • English languageproficiency ($430.00)

Student positive and negativebehaviour to be tracked across alongitudinal period of time withthe successful implementation ofPositive Behaviour for Learning.

Students are aware that Castlereagh PublicSchool's PBL expectations are Safe, Respectful,Learners and through the use of the matrix ofexpectations know what it looks like in a variety oflocations throughout the school e.g. classroom,playground, toilets, Library.

Resources have beendesigned and developed toillustrate our schoolexpectations along withrelevant staff training on thePositive Behaviour forLearning schooltransformation. • PBL Budget– TeacherProfessional Training($424.48) • PBL Budget – Posters forclassrooms ($126.00) • PBL Budget– PBL signsand pencils ($2464.00)

100% of all Year 3 and 5 studentsto achieve minimum ReadingNAPLAN standard and 90%above.

0% students at Castlereagh Public School in Year 3and 5 achieved below the minimal standards forreading in the 2016 NAPLAN. 7% of students atCastlereagh Public School in Years 3 and 5achieved minimal standards for reading in the 2016NAPLAN. 93% of students at Castlereagh PublicSchool in Years 3 & 5 achieved proficiency orhigher in reading for the 2016 NAPLAN.

Practice NAPLAN papersSLSO and LaST support

Next Steps


As part of the Castlereagh Public School annual review and planning into 2017 and beyond, the following areas acrossthe strategic direction 'Engaged Learning' will be implemented to ensure that the 2015–2017 School Management Planremains on target.

90% of Students Achieve above or Minimal Standards in NAPLAN • Continued support of Literacy programs will be utilised for all students to reach their full potential. • Castlereagh Public School is committed to move the middle and achieve higher results through a more

personalised learning approach and providing differentiation of the curriculum for all students across the school.Student Wellbeing – Positive Behaviour for Learning

• Monitor the PPL process and refine where needed. • Staff to design, develop and implement lessons associated with PBL at Castlereagh Public School. • Castlereagh Public School to be externally formally evaluated on the implementation and effectiveness of PBL

within the school.Improvement in Reading Levels

• Continued Literacy and Numeracy based activities/programs to increase all Literacy and Numeracy levels of allstudents across the school.



Collaborative Community Partnership

Purpose

Building and sustaining school and wider community partnerships to enhance educational engagement andachievement.Implementation of effective partnerships that support the transition of students into Kindergarten and HighSchool. Through quality community projects and the development of an inclusive learning environment, all stakeholdersare encouraged and actively participate in the building of networks for all students who attend Castlereagh Public School.


Throughout 2016, Castlereagh PublicSchool has provided many opportunities to open the school to the parents,relatives, friends and wider community and encouraged involvement. With the support of the P&C, parent volunteers andoutside agencies, the closed off culture of the school has made valuable growth in becoming more of a hub for thecommunity of Castlereagh. Communication between the school and the community has been improved with thedistribution of a school promotional flyer and the introduction to the 'SkoolBag' App.

In 2016,Castlereagh Public School maintained and built relationships that closely link us to the community. The P&Cteam has seen consistent parent participation with many more parents volunteering to assist with P&C projects.

In 2016, all Year Six students have successfully transitioned into High School. Transition programs with Richmond HighSchool ensured that the students who attended became familiar with the school, staff and routines before the beginningof 2016. The 2017 Kindergarten group transitioned to school well from Pre School and with an increased number ofopportunities for them to come into the school.




All school based open dayseffectively implemented acrossthe school year and efficientlyadvertised to the widercommunity with improvedcommunication to all parents.

Throughout the year there were many opportunitiesto engage with the school and wider communitywith excellent participation statistics. Adult chairswere purchased to make the assembly experiencemore comfortable., along with trestle tables forpresentation use. Additionally, to improvecommunication with the community CastlereaghPublic School purchased the 'SkoolBag' app forimplementation in 2017.

A great deal of humanresources were utilisedthroughout the year toaction the communityevents that were plannedand run. Additionallybudgeted expenses wereutilised. • Community Funding –Furniture ($3011.25) • Community Funding –SkoolBag App ($330.00) • School Advertising –Photocopying of Flyers($55.00)

Effective transition programsdeveloped for children enteringKindergarten and studentsleaving Primary for High School.Quality partnerships developedand maintained across the localPrimary Schools and HawkesburySmall School Community.

A three day transition program to Kindergarten wasimplemented throughout Term 4. This allowed theteacher and the students greater time to becomefamiliar with one another. Year 6 studentsparticipated in several activities that assisted in thetransition to High School program. Informationbetween Primary and High School was sharedregarding the academic and social needs of thechildren transitioning to Richmond High School.

Transitional programs wereput in place for bothKindergarten and Year 72017 students. Additionalstaff were employed tocover the release for theKindergarten teacher toimplement the transitionalprogram.

Next Steps

As part of the Castlereagh PublicSchool annual review and planning into 2016 and beyond the following areas across


the strategic direction ‘Collaborative Community Partnership’ will beimplemented to ensure that the 2015–17 SchoolManagement Plan remains ontarget.

Participation and Promotion of the School • Continue to provide opportunities for the community to access our school through open days and P&C

based activities. • Actively encourage the Castlereagh community members to participate in activities within our school regardless if

they have children attending the school. • Enlist the support of local newspapers, both Penrith and Richmond, to promote special events that are taking place

within Castlereagh Public School. • Update and circulate the school promotional flyer to the community, Pre Schools and businesses throughout the

local area.Parent and Citizen Participation

• Encourage participation of the P&C team through positive messages within the school newsletter and digitalresources.

• Provide parents of children from across all grades with opportunities to support P&C driven events and fundraisers.

• Invite the local businesses and members of the Bush Fire Brigade to become part of the P&C team.Effective Transition Programs

• Castlereagh Public School will maintain transitional programs with Richmond High School and develop furthertransition opportunities with Cranebrook High School.

• Additional partnership between the local private schools and Castlereagh Public School to support students whoare at risk socially, emotionally and educationally.

• Modify the Kindergarten transition program from one session to three sessions held in Term Four. Students whohave been identified as in need of additional support transitioning to school will be encouraged to participate infurther transitional sessions in a variety of activities.

• Linkages to be further developed and maintained between the local Pre Schools and Castlereagh Public School.Development of excursions from the Pre School to Castlereagh Public School to enhance the manner in which thepotential Kindergarten students transition to school.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Whole school Muru Mittiga AboriginalAwareness Day.

Due to our low percentage of Aboriginalstudents and their high functioning ability thewhole school awareness program wasdeveloped.

The impact was very well received with allchildren gaining a deeper understanding ofthe cultural significance of the land to theDarug people.

This cultural awareness daywas fully budgeted andcome from the Aboriginalbackground loading.

• Aboriginal backgroundloading ($1 666.50)

English language proficiency Students identified within our school fromPolish background and who recently arrivedin Australia were targeted on an intensivelanguage program.

Students received 2.5 hours of individualSchool Learning Support Officer time perweek throughout Semester 1.

The students are now functioning at near to orgrade level in all Key Learning Areas.

Allocated flexible fundingwas utilised from EnglishLanguage

• English languageproficiency ($3 421.64)

Socio–economic background Socio–economic funding support was utilisedthroughout the year for the School LearningSupport Officer to engage in individual andsmall group support of students who wereidentified by the Learning Support Team asneeding additional support.

The additional School Learning SupportOfficer assistance proved to be extremelybeneficial. The school Learning and SupportTeacher and School Learning Support Officerworked collaboratively to deliver the MultiLitprogram to students identified by the LearningSupport Team. All students delivered growthwith many completing the MultLit program.

Funding was utilised fromthe flexible Socio–economicfunding support.

• Socio–economicbackground ($18 792.72)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 49 54 65 63

Girls 40 47 44 43

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.4 93.1 95 95.6

1 93.7 93.7 94.8 94.3

2 96 94.1 94.6 95.1

3 95.4 96 94.3 92.4

4 93.1 96.5 95 94.1

5 95.1 94.3 95.2 92.1

6 92.5 95.4 93.7 94.6

All Years 94.5 94.7 94.7 94

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

Class sizes

Class Total

KINDER 14

CLASS 1 18

CLASS 2 21

CLASS 3/4 30

CLASS 5/6 27

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 4.41

Learning and Support Teacher(s) 0.3

Teacher Librarian 0.2

School Administration & SupportStaff

1.71

Other Positions 0.04

*Full Time Equivalent

Castlereagh Public School is a small school and assuch has a Teaching Principal. A Relieving AssistantPrincipal was appointed in 2015 due to our numbersexceeding 104 which we have continued to maintain.

Castlereagh Public School staff are very experiencedwith most being employed at the school for many years.

Workforce retention

Throughout 2016 a long term member of staff tookLong Service Leave, half pay, for the duration of theyear. It is her aim to continue this throughout 2017. Thisposition was filled in a temporary capacity.

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

Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by the staff at Castlereagh Public School in2016.

The implementation of the Learning Model BusinessReform (LMBR) saw a great deal of the school budgetspent on professional learning for the SchoolAdministration Manager, School Administration Officerand Principal.

Staff regularly undertook professional learning toenhance their skills and knowledge.


Activities included; • Child Protection • Anaphylaxis • First Aid/CPR • Live Life Well@School • Positive Behaviour for Learning Training (PBL) • Curriculum Training in Geography • Whole school Scope & Sequence development in

Geography • Autism Spectrum Disorder • ICT Interactive Whiteboard development • Student Management EBs4 • Plotting Literacy and Numeracy Continuum • OLIVER Library Training

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

Financial information

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

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

Income $

Balance brought forward 74 763.68

Global funds 95 402.71

Tied funds 49 826.47

School & community sources 36 835.91

Interest 1 010.13

Trust receipts 5 155.85

Canteen 0.00

Total income 262 994.75

Expenditure

Teaching & learning

Key learning areas 6 004.32

Excursions 19 008.18

Extracurricular dissections 13 128.92

Library 1 011.41

Training & development 0.00

Tied funds 40 404.45

Short term relief 12 101.21

Administration & office 41 284.90

School-operated canteen 0.00

Utilities 13 192.49

Maintenance 6 755.64

Trust accounts 6 217.55

Capital programs 0.00

Total expenditure 159 109.07

Balance carried forward 103 885.68

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


2016 Actual ($)

Opening Balance 0.00

Revenue 102 239.83

(2a) Appropriation 94 251.04

(2b) Sale of Goods andServices

607.70

(2c) Grants and Contributions 7 249.16

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 131.93

Expenses -71 745.80

Recurrent Expenses -71 745.80

(3a) Employee Related -42 035.59

(3b) Operating Expenses -29 710.21

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

30 494.03

Balance Carried Forward 30 494.03

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 financial summary of school income broken downby funding source and is delivered from the schoolAnnual Financial Statement.

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 830 974.02

Base Per Capita 5 926.85

Base Location 0.00

Other Base 825 047.17

Equity Total 53 315.21

Equity Aboriginal 2 662.13

Equity Socio economic 8 281.16

Equity Language 3 421.65

Equity Disability 38 950.26

Targeted Total 0.00

Other Total 33 816.09

Grand Total 918 105.31

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills and understandings demonstrated in these assessments.


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

• Each year schools are required to seek theopinion of parents, students and teachers aboutthe school.

Their responses are presented below.

Parents

Parents had the opportunity to complete the TellThem From Me survey. The following informationwas taken directly from the completed survey.

97% of surveyed parents feel welcome atCastlereagh Public School

93% of surveyed parents are informed atCastlereagh Public School

78% of surveyed parents at Castlereagh PublicSchool support learning at home

96% of surveyed parents support the learning atCastlereagh Public School

93% of surveyed parents support positivebehaviour at Castlereagh Public School

92% of surveyed parents feel that safety concernsare addressed at Castlereagh Public School

93% of surveyed parents feel that CastlereaghPublic School is an inclusive school

Students

Students from Year 4 to Year 6 had theopportunity to complete the Tell Them From Mesurvey twice throughout 2016. The followingresults are taken from the completed surveys.

Students with a positive sense of belonging

Students feel accepted and valued by their peersand by others at their school.

69% of students in this school had a high senseof belonging.

71% of the girls and 68% of the boys in thisschool had a high sense of belonging.

Students with positive relationships

Students have friends at school they can trust andwho encourage them to make positive choices.

• In this school, 94% of students had positiverelationships.

• 93% of the girls and 95% of the boys in thisschool had positive relationships.

Student participation in extracurricular activities

Students take part in art, drama, or music groups;


extracurricular school activities; or a school committee. • 10% of students in this school had a high rate of

Participation in Extracurricular activities. • 17% of the girls and 5% of the boys in this school

had a high rate of Participation in Extracurricularactivities.

Student participation in school sports

Students play sports with an instructor at school, otherthan in a gym class. • 76% of students in this school had a high rate of

Participation in Sports. • 64% of the girls and 85% of the boys in this

school had a high rate of Participation in Sports.Students that value schooling outcomes

Students believe that education will benefit thempersonally and economically, and will have a strongbearing on their future. • 97% of students in this school valued School

Outcomes. • 93% of the girls and 100% of the boys in this

school valued School Outcomes.Students with positive homework behaviours

Students do homework for their classes with a positiveattitude and in a timely manner. • In this school, 67% of students had positive

homework behaviours. • 71%of the girls and 64% of the boys in this school

had positive homework behaviours.Students with positive behaviour at school

Students that do not get in trouble at school for disruptive or inappropriate behaviour. • In this school, 92% of students had positive

behaviour. • 86% of the girls and 95% of the boys in this

school with positive student behaviour at school.Students who are interested and motivated

Students are interested and motivated in their learning. • 83%of students in this school were interested and

motivated. • 85%of the girls and 82% of the boys in this school

were interested and motivated.Effort

Students try hard to succeed in their learning. • 100% of students in this school tried hard to

succeed. • 100% of the girls and 100% of the boys in this

school tried hard to succeed.Skills–challenge

Students feel challenged in their English and Mathsclasses and feel confident of their skills in thesesubjects. • 33% of students in the school had scores that

placed them in the desirable quadrant with highskills and high challenge.

• 33% of students were confident of their skills but

did not find classes challenging. • 34% of students were not confident of their skills

and found English or Maths challenging. • 0% of students lacked confidence in their skills

and did not feel they were challenged.Students who are victims of bullying

Students are subjected to physical, social, or verbalbullying, or are bullied over the Internet. • 11% of students in this school were victims of

moderate to severe Bullying in the previousmonth.

• 7%of the girls and 14% of the boys in this schoolwere victims of moderate to severe Bullying in theprevious month.

Advocacy at school

Students feel they have someone at school who consistently provides encouragement and can beturned to for advice. • In this school, students rated advocacy at school

8.3 out of 10. • In this school, advocacy at school was rated 8.7

out of 10 by girls and 8 out of 10by boys.Teachers

Teachers at the school were also surveyed using TellThem From Me and the following outcomes werefound. • 100% of teachers felt that School leaders have

helped them create new learning opportunities forstudents. 97% felt that School leaders helpedthem establish challenging and visible learninggoals for students.

• 97% of teachers have given helpful feedbackabout teaching to colleagues. Teachers in ourschool share their lesson plans and othermaterials with each other and discuss learningproblems of particular students with otherteachers.

• 94% of teachers feel that students haveopportunities to use computers or otherinteractive technology for describing relationshipsamong ideas or concepts.

• 100% felt they made an effort to include studentswith special learning needs in class activities.

Policy requirements

Aboriginal education

The education of Aboriginal students and education ofthe Aboriginal culture is a priority across CastlereaghPublic School. Students regardless of their backgroundhave an opportunity to appreciate the contributionsAboriginal heritage has made in shaping ourAustralian identity.

During 2016 all students identified with Aboriginalbackground had a Personalised Learning Pathway


(PLP) developed with the input of parents, teachers andstudents taking to achieve personal goals and improvethe learning levels of those children.

On 24th June 2016 the whole school communityparticipated in an Aboriginal cultural awareness dayheld to represent and signify NAIDOC week. Allstudents across the school participated in activities runand developed from Muru Mittiga focusing on the tellingof Dreamtime stories, traditional art techniques, bushtucker and boomerang throwing. The day was verywell received with all children developing a deeperunderstanding of the cultural significance ofCastlereagh and the Darug people.

All infant grades at Castlereagh Public School attendedan excursion to Brewongle Environmental EducationCentre. The purpose of this excursion was to reinforcethe message regarding the Aboriginal culture and linksto the land from the whole school cultural awarenessday the previous term. Students gained furtherknowledge and a deeper sense of what the land meantto the Aboriginal people.

Multicultural and anti-racism education

The school has maintained a focus on multiculturaleducation in all areas of the curriculum by providingprograms which develop the knowledge, skills andattitudes required for a culturally diverse society.

Our school celebrated Harmony Day this year. A varietyof classroom, stage and whole school activities weredesigned to encourage acceptance, teamwork,cooperation and cultural diversity. Students gained adeeper knowledge and acceptance of different cultures,religions and special ceremonies that help to make thecommunity of Castlereagh a truly multiculturalenvironment.

Through out the year their were no reported incidents ofracist behaviour with which the ARCO had to address.All staff continued to be vigilant in promoting themessage of acceptance of all people with three staffmembers being fully trained as Anti Racism ContactOfficers.


2016 castlereagh public school annual report€¦ · through 4 very enjoyable activities including;...

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