2016 huskisson public school annual report · introduction the annual report for€2016 is provided...

Huskisson Public SchoolAnnual Report

2016

2199

Printed on: 24 May, 2017 of 16 Huskisson Public School 2199 (2016)

Introduction

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

Glenn Sansom

Principal

School contact details

Huskisson Public SchoolSydney StHuskisson, 2540www.huskisson-p.schools.nsw.edu.auhuskisson-p.School@det.nsw.edu.au4441 5074

Message from the Principal

It has been another enjoyable year. The school has continued to grow and prosper. This year three new staffmembers joined our lovely school community. Two new classroom teachers and an Assistant Principal. All three newstaff members have commented on what a lovely, positive school environment we have at Huskisson Public School. Ourincreasing enrolments reflect the school's very positive image in the community. In 2016 we started with two newclasses, six in total. Next year our enrolments support another two classes. We will have eight classes and anotherAssistant Principal. Our staff are dedicated and committed to providing the best possible education for each student intheir class and the school. We are well supported by our parents and the wider community.

Our School Plan which focuses on inquiry based learning, exemplary practices in student well being and positive andengaging leadership has enhanced the school's professional image and made it a leader in the Bay and Basin LearningCommunity. As I move into my fourth year of leading Huskisson Public School as Principal I feel very privileged to bepart of such a dynamic, vibrant school community.


School background

School vision statement

To position the school as the 'hub' of a learning community that is built on strong community links and genuinepartnerships with parents. Students will interact with and in the community and the community will be welcomed into theschool. As a learning community our focus will be to provide a rich, comprehensive and inclusive curriculum that inspiresstudents to become confident, connected, actively involved life long learners, empowered to think and act locally andglobally as socially responsible citizens.

Huskisson Public School will be known as a school where everybody is welcomed and supported through broad reachingprograms that celebrate difference and are inclusive in nature.

In all aspects of the school's culture high expectations will be fundamental to students achieving their best and staffcontinually enhancing their professional capacity to provide a rich learning environment characterised by quality teachingand learning.

School context

Huskisson Public School is in the heart of the idyllic coastal village of Huskisson. The school has expansive well–grassedgrounds with air–conditioned classrooms for teachers to provide a safe and nurturing learning environment.

Huskisson Public School is a small school with a big heart that provides a warm welcome to all our visitors. The schooland community pride itself on being very family orientated and involved. The P&C committee is highly committed toworking closely with staff to promote the unique qualities of the school.

Our caring, dedicated and professional staff is committed to providing a positive, safe and stimulating learningenvironment where each child is supported to succeed and achieve their personal best.

The school provides an integrated comprehensive curriculum that recognises the need for each student to be literate andnumerate. It embraces technology in student learning and the need to ensure students gain the skills and capacity to beactive and informed citizens in a rapidly changing world. Student leadership is widely promoted in the school developingresilience and initiative.

Our school values the Husky Stars – Be Safe, Be Tolerant, Be active and Be Responsible learners promote excellence instudent behaviour and achievement.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This year, Huskisson Public School undertook self–assessment using the School Excellence Framework –

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

The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description ofhigh quality practice across the three domains of Learning, Teaching and Leading.

The self–assessment process will assist the school to further refine the strategic priorities in our School Plan, leading tofurther improvements in the delivery of education to our students.

What staff and executive found, with input from parents, was that the school had made real progress in all elements ofthe three domains. We had moved forward from primarily delivering in most elements of the three domains to primarilysustaining and growing in most elements of the three domains. In some elements we have assessed the schoolas excelling. This is in the domain of Learning – Curriculum and Leading, Teaching – Professional Standards andLeading – Leadership.

Our original self assessment was in the early stages of our 2015 – 2017 School Plan. In 2016 a rigorous and focussedapproach to professional learning and networking with other schools, has lead to the school improvement in all areas ofthe three domains. In particular the focus on building the capacity of our teachers to become leaders of inquiry basedlearning in their classrooms, the embedding of Stronger Smarter into school policy and practices and the school priorityto develop leadership density and succession.


In 2017 the school will be externally validated by a panel consisting of Principals from outside the area. It will provide anindependent assessment of the school's progress and direction for the 2018 – 2020 School Plan. The school will set up avalidation team to gather and analyse current school and external data.


Strategic Direction 1

Empowering students to be socially responsible engaged citizens and learners

Purpose

Empowering students to engage successfully in the rapidly shifting world of the 21st century is essential. As a school weneed to build the capacity of our students to think and act locally and globally as socially responsible, engaged citizensand learners. To do this we need to develop in every student:

Ways of thinking – creativity, critical thinking, problem solving and decision making.

Ways of working – communication and collaboration – working together to solve challenges and reach a goal throughsharing of ideas, knowledge or resources.

Tools of working – information and communication technology – learning through digital means such as socialnetworking and information literacy.

Skills for engaging in the world – citizenship, personal and social responsibility.

Overall summary of progress

Inquiry based learning (IBL) has been a focus at Huskisson Public School throughout the 2015 – 2017 School Plan. Wehave been on a journey of investigation and discovery. Teachers have included Inquiry Based Learning intheir Professional Development Plan. All teachers have been leaders of an action research project to embed IBL intotheir classroom curriculum and pedagogy. We have networked with others schools in the Bay and Basin LearningCommunity, as well as Parklea Public School in Sydney and Hobsonville Point School in Auckland New Zealand. Professional Learning has included Bring Your Own Device (BYOD), Future Focussed Learning Spaces,Peer Classroom Observations, Daniel Birch – Inquiry Based Learning, Assessment for and of Learning including learningintentions and success criteria (Dylan Wiliam). We have focused on the Kath Murdoch model. Inquiry based learning isevident in all classrooms. Students are increasingly taking more ownership of their learning content and direction.Curriculum content and pedagogy is IBL focussed. Teachers are increasingly facilitating learning rather than controllinglearning. Classroom environments reflect IBL with future focussed learning spaces. A professional culture supports anongoing transition to IBL.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

100% of teachers have theprofessional expertise to embedIBL in their classroom. Evident byclass programs, PDPs, Scope &Sequences, assessments andreports.

All teachers demonstrate the confidence andprofessional expertise to embed inquiry basedlearning into their classrooms.

Initiatives –

Professional Learning

Literacy/ Numeracy,

RAM Funding –

QTSS Release

Socio Economic

100% of teachers engagingstudents in Inquiry BasedLearning. Evident byobservations in classrooms,student work samples andprofessional dialogue

All teachers are committed and engaging studentsin inquiry based learning.

Initiatives –


Literacy/ Numeracy,

RAM Funding –

QTSS Release

Socio Economic





Strong professional learningculture and networks withinschool and with other schools.

The school has established joint partnerships withParklea PS, Gerringong PS, Hobsonville PointSchool NZ. All teachers demonstrate commitmentto inquiry based learning and contribute extensivelyto staff discussions/ workshops.

Initiatives –


Literacy/ Numeracy,

RAM Funding –

QTSS Release

Socio Economic

Students demonstrate thecapacity, ownership and ability toarticulate their learning. Evidentin student teacher discussions,presentations and projects

Students have moved along the continuum towardsbeing inquiry based learners. Grouping strategies inclassrooms empower students as leaders of theirlearning and teachers facilitating learning.

Initiatives –


Literacy/ Numeracy,

RAM Funding –

QTSS Release

Socio Economic

Next Steps

Our journey of inquiry based learning will continue throughout 2017. The school will participate in a project focusing onengagement and growth mindset – Dan Haesler. This will be with all schools in the Bay and Basin Learning Community.Bring Your Own Device will be extended to include all classrooms 3 – 6. A continued focus on formative assessment willlead to a reviewed reporting format and new forms of assessment embedded in an assessment framework.



Leading exemplary practice in promoting positive mental health and wellbeing

Purpose

Mental health and wellbeing is vital for learning and life. Children who are mentally healthy learn better, benefit from lifeexperiences and have stronger relationships with family members, school staff and peers. Good mental health inchildhood also provides a solid foundation for

• Engaging successfully in education • Making a meaningful contribution to society

Huskisson Public School is a KidsMatter school. As a KidsMatter school we will undertake a three year cyclical processthat will build on existing practice to continue to promote a positive school community, one that is founded on respectfulrelationships and a sense of belonging and inclusion. As a school we will be known as an exemplar in promoting positivemental health and wellbeing..


The school embraces many initiatives that promote positive mental health and wellbeing under the framework ofKidsMatters. This year after 12 months of implementation, we reviewed our new Student Welfare Policy. We monitoredthe progress of students through the reward system to ensure high expectations of behaviour and academicachievement were being maintained and acknowledged and to ensure the reward system was setting realisticbenchmarks. We broadened the extent Stronger and Smarter language and practices were embedded into policy andpractices throughout the school. This included looking at our values matrix and linking it to Stronger Smarter. BYOD wassuccessfully piloted in Year 3 as an aid to learning and supporting future focussed classrooms and curricula We provideda range of extra curricula activities that academically challenged our students. This included Tournament of the Minds,'Shark Project' in joint partnership with Taronga Park Zoo, The Bay and Basin Film Festival, Chess Cahallenge,Premier's Reading and Spelling, a school wide debating competition and a range of writing competitions. Extracurriculum also included well being and resilience activities such as a school wide Peer Support Program, CircusArts, Student Leadership opportunities that extended from Years 2 – 6 and a gardening and cooking program. Theschool re–entered State PSSA Knockouts for the first time in many years in the sports of basketball, touch football,soccer and netball. We continue to be an active participant in the local PSSA Gala Days and carnivals, as well as awelcoming a range of sports development officers into the school to provide skills development workshops. We have aclose partnership with the St George Dragons, who also provide a well–being program.




Student Welfare Policy will bereviewed and rewritten consistentwith Positive Behaviour forLearning.

Student Welfare Policy updated to reflect analysisof student progress through the reward system.Positive Behaviour for learning principles evidentthroughout school.

Staff, parents and students.

RAM funding – Per Capita,Aboriginal, Socio Economic

The school will useKidsMatters to underpin allwellbeing policies and practices.

School has embraced KidsMatters. All policies andpractice are consistent with the underlyingprinciples of KidsMatters

RAM funding – Per Capita,Aboriginal, Socio Economic

Stronger Smarter will beembedded into all policies andpractices at Huskisson PublicSchool

Stronger Smarter is evident throughout the schoolin polices, practices and pedagogy.

Initiatives


Aboriginal

The school will enrich thelearning of students throughsporting, academic, creative andcultural opportunities offered bythe local and wider community.

Students each year enjoy a range of sporting,cultural, academic and creative extra curriculaactivities and programs.

RAM Funding

Per Capita

Socio Economic & Location

Initiatives





The school will enrich thelearning of students throughsporting, academic, creative andcultural opportunities offered bythe local and wider community.

Students each year enjoy a range of sporting,cultural, academic and creative extra curriculaactivities and programs.

Literacy & Numeracy

Aboriginal

Next Steps

In 2017 we will continue to promote the school's culture under the framework of KidsMatters –A positive and inclusiveschool culture. The Student Welfare Policy will continue to be monitored and improved in response to staff, student andcommunity feedback. Stronger Smarter will be broadened through staff training including facilitator training by thePrincipal. All teachers K – 6 will incorporate Stronger Smarter strategies into their classrooms. BYOD will be extended toat least include all Primary students. Ethics as an option to scripture and non–scripture will be offered to all students K–6.Peer Support will again be a cornerstone program to support student well being. Surf Camp will be trialled for the firsttime as a major excursion for Year 4 – 6. It will focus on leadership development, healthy life style choices, learning anew skill and developing cohesiveness amongst our students.



Maximising potential through positive and engaging leadership.

Purpose

Quality leadership and quality teachers are fundamental to a quality school.. Four broad interdependent factors underpinstudent improvement and thus a successful school.

• A central and rigorous focus on students both as learners and people. • Quality teaching • Professional learning • Educational leadership

Leadership is seen as central and essential to delivering changes, improvement and performance in schools" – SteveDinham. Enhance school leadership skills, density and succession to lead and manage a school will build the capacity todrive the strategic directions of the School Plan.


The school prioritises leadership density as a key element of school improvement. We provide opportunities for students,staff and parents to develop leadership qualities and skills to enrich and enhance the learning environment of the school.All staff in 2016 incorporated leadership roles that identified areas of expertise and interests in their ProfessionalDevelopment Plans (PDPs) that also aligned with the strategic directions of the School Plan 2015 –17. These includedBYOD, circus Arts, leadership credentials, learning intentions and success criteria, the pedagogy of numeracy, literacycircles and technology. The Professional Learning schedule enabled staff to lead their peers in their areas of expertiseand professional interest that contributed to the School Plan and its success. Student Leadership remained a feature ofthe school. Elected student Leaders were highly visible around the school particularly at assemblies and communityevents. An active Student Representative Council which included two representatives from each class Years 2 – 6 andall elected Student Leaders planned and supported school events and fund raisers. Throughout the year all Year 6students were promoted as a role model and leader of the school. Roles and responsibilities were identified andorganised for all Year 6 students. This included our highly popular and valued Buddy Program which matches Year 6students with Kindergarten students.

Parents partnered the school in many initiatives nominating for committees, merit selection panels and advisory roles.The school continues to have an active and effective P&C.




PDPs will provide the opportunityfor all teachers to negotiate andplan leadership opportunities thatutilise staff expertise and aresupported by the school.

All teachers have negotiated PDP goals that includeaspects of leadership – Chairperson, ProjectLeader, Leadership courses

Initiative–


Aspiring leaders andexecutive will be supportedto develop their leadership skillsas a pathway to promotion.

Aspiring Leaders/executive have been providedwith roles and responsibilities that develop essentialleadership skills

Initiative–


Leadership density andsuccession will contribute to theprogress of the 2015 – 2017School Plan.

Potential leaders have been identified throughPDPs. Executive have been provided withopportunities for higher duties. School Plan hasprovided many opportunities for staff todemonstrate expertise and leadership.

Initiative–


Student Leadership will be afeature of the school providing arange of genuine leadershipopportunities.

The school provides genuine students leadershipopportunities as Captains, Vice Captains, StudentRepresentative Council, Sports House Captains,Kindergarten Mentors, Peer Support Leaders andthe Buddies Program.

RAM Funding

Per Capita

Socio Economic





Student Leadership will be afeature of the school providing arange of genuine leadershipopportunities.

The school provides genuine students leadershipopportunities as Captains, Vice Captains, StudentRepresentative Council, Sports House Captains,Kindergarten Mentors, Peer Support Leaders andthe Buddies Program.

Location

Initiative–

Aboriginal

Next Steps

Staff Professional Development Plans (PDPs) in 2017 will continue to be a key element of leadership developmentacross the school following their success this year. All staff had the opportunity to lead and actively contribute to schoolimprovement.

Executives and aspiring executives will be encouraged to complete the new Principal's Credential Program as well asjoin executive and aspiring executive networks.

Stronger Smarter will become the cornerstone of the school's leadership programs, as well as engendering leadership inall students. Students will continue to have the opportunity to represent their class at SRC meetings and as well assharing their own ideas.

Staff and parents will jointly plan, organise and deliver a major fundraiser known as 'Art Trail'


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Assessment & ReportingAnnual Presentation AwardsPersonalised Learning PlanClassroom observations

Low level adjustment for disability

Quality Teaching, SuccessfulStudents (QTSS)

Classroom observations program has built thecapacity of teachers to embed IBL pedagogyinto their classroom. Professional dialogueexchange and culture is evident amongstteachers.

QTSS funding 0.05 staffingallocation.

Socio–economic background All students at Huskisson Public School havethe opportunity to participate in curriculumand extra curriculum activities. All students/teachers have access to quality teachingresources.

Equity funding – Socioeconomic background –$9070

Support for beginning teachers PDP goals have been achieved. Beginningteachers actively contribute to strategicdirections of school plan. Beginning teachersclassroom learning environment is wellorganised, managed and caters for thelearning of all students.

Beginning teachers funding.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 56 54 67 80

Girls 44 39 67 75

Enrolments have continued to grow over the past fouryears. In 2016 enrolments supported six classes.The increasing trend in enrolments is due to a verypositive image in our school community, promotedlargely by our parents.

Student attendance profile

School

Year 2013 2014 2015 2016

K 91.9 95 95.9 94.1

1 95.2 91.9 94.7 94.4

2 93.3 93.4 90.5 92.7

3 91.7 90.6 95.4 92

4 95 94.6 93.2 93.4

5 92.6 95.4 95.2 88.2

6 93.6 88.7 95.5 94.7

All Years 93.4 93.1 94.3 92.9

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

Management of non-attendance

Our attendance percentage is just below the NSWState DOE. Huskisson Public School actively promotesthe importance of regular school attendance throughthe newsletter articles, school reports and classroomactivities. In 2016 our attendance percentages wereimpacted by a severe virus in the local community.

Class sizes

Class Total

K WAVEY 21

1 BLUEY 21

1/2 YODA 27

3 BRUNO 25

4/5 TIDE 28

5/6EMERALD 26

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 1

Classroom Teacher(s) 5.55

Teacher of Reading Recovery 0.5

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.4

School Administration & SupportStaff

1.61

Other Positions 0

*Full Time Equivalent

Huskisson Public has no permanent employees whoidentify as Aboriginal. We have two indigenous seniorhigh school students participating in teacher pathwayprogram.

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 20

Professional learning and teacher accreditation

Staff professional learning throughout 2016 had astrong focus on supporting the three strategic directionsof the School Plan. This included extensiveprofessional learning in inquiry based learning through


partnerships with Parklea Public School (South WestSydney) and a mentorship by Daniel Birch (HobsonvillePoint School Auckland NZ). It also included all staffcompleting "Taking Off with Numeracy" followinganalysis of NAPLAN performance. Several staff workedtowards accreditation at proficiency level. All staffcompleted mandatory training in anaphylaxis,emergency care and child protection.

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.

<You may use this text box to comment on: • voluntary school contributions • any significant variation between income and

expenditure • high levels of retained income and retained

income held in trust • significant expenditure on student curriculum

materials, resources and technology.>Delete text not required.

Income $

Balance brought forward 99 196.66

Global funds 104 421.40

Tied funds 153 389.38

School & community sources 25 666.57

Interest 2 684.19

Trust receipts 10 265.80

Canteen 0.00

Total income 395 624.00

Expenditure

Teaching & learning

Key learning areas 15 209.91

Excursions 8 720.10

Extracurricular dissections 16 366.33

Library 4 734.39

Training & development 2 502.55

Tied funds 117 331.07

Short term relief 22 822.93

Administration & office 35 088.47

School-operated canteen 0.00

Utilities 17 320.39

Maintenance 10 088.15

Trust accounts 6 803.32

Capital programs 0.00

Total expenditure 256 987.61

Balance carried forward 138 636.39

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


2016 Actual ($)

Opening Balance 0.00

Revenue 191 921.40

(2a) Appropriation 181 602.29

(2b) Sale of Goods andServices

0.00

(2c) Grants and Contributions 10 233.22

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 85.89

Expenses -87 387.78

Recurrent Expenses -87 387.78

(3a) Employee Related -62 880.82

(3b) Operating Expenses -24 506.96

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

104 533.62

Balance Carried Forward 104 533.62

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.

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

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 1 100 229.02

Base Per Capita 7 274.81

Base Location 2 183.00

Other Base 1 090 771.21

Equity Total 41 470.09

Equity Aboriginal 3 212.07

Equity Socio economic 9 069.84

Equity Language 0.00

Equity Disability 29 188.18

Targeted Total 84 380.01

Other Total 56 157.48

Grand Total 1 282 236.61

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

School performance

NAPLAN

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

In 2016 the majority of our students placed in Bands 4and 5. This has been a trend since 2012. Theschool has been identified as a 'Bump It Up' School bythe Department of Education. Our data shows we havegreat capacity to meet the Premier's Priority ofincreasing students performance in the top two bandsby 8%. Our school will be supported bylocally–developed initiatives that sharpen the focus onthe reading comprehension of students in the middlebands with the goal of taking them to the next level.

The school has embarked on a rigorous analysis ofcurrent pedagogy in classrooms and school resources .This has led to the purchase of literacy resources suchas Cars and Stars a highly structured assessment andcomprehension program, Springboards intoComprehension that provides an explicit teachingframework for primary students to develop andconsolidate their comprehension skills and strategies.

In 2016 the majority of our students placed in Bands 4and 5. This has been a trend since 2012. The school


embarked on a rigorous analysis of current pedagogy inclassrooms and school resources . This led staff tocomplete "Taking Off with Numeracy" an online coursefocusing on the teaching of numeracy and number.New resources were purchased and staff engaged inpeer observations and feedback of numeracy lessons.All staff included numeracy as a goal in theirprofessional development plans, demonstrating a wholestaff commitment to the improvement of numeracyacross our school.

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 the opinions ofparents, students and teachers about the school.

At Huskisson Public School we used elements from theSchool Excellence Framework as a basis for surveys

100% of staff understand and agree studentengagement and learning are very closely linked.

100% of staff reported they regularly review and reviseteaching and learning programs.

100% of staff felt positive, respectful relationships existamongst students, staff and parents.

92% of parents agreed the school communityworks collectively to enrich student learning andsuccess with high levels of student staff and communityengagement .

91% of parents agreed the school provides a range ofextra–curricular offerings for student development thatare consistent with the school's priorities.

90% of parents agreed Student Reports containdetailed information about individual student learningachievement and areas of growth that are easily readand are useful fro parent/ teacher interviews.

89% of students agreed the school provides a range ofopportunities for students to connect, succeed andthrive in their classroom learning environment.

85% of students agreed the school encouragesstudents to recognise and respect cultural identity anddiversity.

90% of students could state the school's PBL valuesthe Husky Stars – Safe, Tolerant, Achieving andResponsible.

The opinions of staff, parents and students were

gathered through staff meetings, parent focus groups,student forums and straw polls.

Policy requirements

Aboriginal education

Huskisson Public School is a Stronger Smarter School.We have staff trained in the Stronger SmarterLeadership Program, which focuses on building theleadership capacity of teachers and principals to deliverquality educational outcomes to indigenous andlow SES school students. The Stronger Smarterphilosophy promotes a strength based approach toimproving school and community outcomes. It iscommitted to fostering understandings of how to createhigh expectations relationships, wherein leaders aremotivated to strengthen their connections with staff,students and their families and further engage with theirlocal communities.

Stronger Smarter is embedded in the policy andpractices of the school. In our Student Welfare Policy,in posters that display our STAR values – Safe,Tolerant, Achieving Responsible students and inassemblies and functions.

All indigenous students (6.5% of enrolment) have aPersonalised Learning Plan.

Aboriginal perspectives are taught in every KeyLearning Area.

NAIDOC Week is celebrated annually with elders fromthe local community invited to participate in the week ofactivities and celebrations.

Multicultural and anti-racism education

Huskisson Public School continues to promotemulti–cultural education and to celebrate diversitythrough a range of initiatives. Our STAR Valuesincorporate tolerance and promote understanding andappreciation of differences and the unique culturalheritage each student brings to the school. Ourteaching and learning programs reinforcemulticulturalism and Australia's global connectionsthroughout the world.. Each year along with many otherschools in the Bay and BAsin Learning Community weparticipate in Harmony Day. Over the week studentsare encouraged to connect with their family heritage.Students are invited to dress in costumes that reflecttheir own heritage or the heritage of a country that is ofinterest to them. Our assemblies throughout the yearfeature the celebrations and customs from ourown indigenous culture and from other countriesaround the world. They linked to units of work ingeography that the class is currently studying. Eachteacher K– 6 incorporates global connections into theirclassroom curriculum taken from the scope andsequence in the new Australian Curriculum.

Two staff members are currently trained as Anti RacismContact Officers. The school has zero tolerance of anyracism and is committed to the elimination of racist


discrimination through our school's curriculum, policiesand working environment.


2016 huskisson public school annual report · introduction the annual report for€2016 is provided...

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