2016 middleton grange public school annual report grange public school annual report 2016 4647 page...

Middleton Grange Public SchoolAnnual Report

2016

4647

Printed on: 5 June, 2017 of 20 Middleton Grange Public School 4647 (2016)

Introduction

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

Hallie–Ann Baxter

Principal

School contact details

Middleton Grange Public School50 Hall CircuitMiddleton Grange, 2171www.middletongr-p.schools.nsw.edu.aumiddletongr-p.school@det.nsw.edu.au9607 9661

Message from the Principal

2016, in particular, has been a credit to the spirit and talent of our entire school community.

I am a proud principal – our students daily greet learning with enthusiasm and commitment; and daily show care andconsideration for others. Thank you to the students for each bringing your own unique puzzle piece to our MiddletonGrange Public School jigsaw … each and every one of you is a superstar, and we are a better school for each of youbeing a student here!

I continue to be very lucky – the staff at Middleton Grange Public School is a group of individuals whose collectivewisdom both inspires and teaches me. The staff each have my heartfelt thanks and love – this year has only beenpossible because of every one of you alongside me. Individually and collectively the staff are hardworking, talented andgenuine in their commitment to our school and our students – they imagine better for each and every one of our studentsand accomplish amazing things in learning each and every day.

I would also like to warmly acknowledge the parents, caregivers and community of our school. The partnership we shareis vital – and deeply appreciated ….. thank you for allowing us to share our days here at Middleton Grange Public Schoolwith your children – we are allowed the privilege of touching the future through your children, and for that we are blessed.

I express my deepest gratitude to each and every one of you – Hallie Baxter


School background

School vision statement

Middleton Grange Public School, its students, staff and community are proud advocates for public education.

The school is committed to providing a safe and happy learning environment.

We recognise the vital partnership between home and school in achieving growth and development for all individuals.

All our staff meet the professional requirements for teaching in NSW Public Schools. Staff are enthusiastic, experiencedand dedicated to supporting each student to achieve positive learning outcomes through quality teaching, and to beequipped for their future learning.

Our school purpose is to foster interdependent, hopeful and empowered citizens.

School context

Middleton Grange Public School is in the Macarthur Network of schools within the Ultimo Region of DoE. The schoolopened in 2009 in a new and still developing suburb of the Liverpool Local Government Area and is part of the NewSchools Public Private Partnership Program. The school has an increasing mainstream population in addition to threespecial education support classes for students with Autism and/ or Moderate Intellectual Disability.

Middleton Grange Public School founded on proud Aboriginal (The Cabrogal Clan of the Darug Nation) and Australian(particularly in the area of aviation) history and achievement. Diversity of cultural heritage is acknowledged andrespected and 66% of students enrolled come from a language background other than English. Thirty–eight differentlanguages are spoken, with Arabic and Assyrian being predominant.

The community is actively involved and inclusive.

The school’s wellbeing policy encourages and supports students to be safe and respectful learners and citizens. We useimportant elements of Restorative Justice; an approach that emphasises relationships at the core and that restorativegestures, practice and undertakings are student–oriented.

Comprehensive programs in literacy, numeracy, technology, the arts and the environment form an integral part of theteaching and learning cycle at Middleton Grange Public School. Varied cultural and sporting endeavours are also afeature.

Middleton Grange Public School is an active member of the Cowpasture Community of Schools with six other local publicschools (Austral, Bringelly, Horsley Park, Kemps Creek, Leppington and Rossmore). The schools work together toprovide support and greater diversity of opportunities for students and staff. Shared activities across the community ofschools include performing arts and sports events, student leadership activities and combined teacher professionaldevelopment.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

In 2016, Middleton Grange Public School used the School Excellence Framework to guide the implementation andrefinement of the three–year school improvement plan.

In the domain of learning, our school focussed on Wellbeing, Curriculum and Learning and Assessment and Reporting.

Based on data collected in 2015, we focussed our efforts on continuing to build strong, meaningful relationships with


students to support their cognitive, emotional, social and physical wellbeing. We invested time in training staff tosuccessfully incorporate Circles into regular classroom practice to give students voice.

A staff member was trained to initiate the Peer Support program for all students, including selected students withdiagnosed disabilities. Stage 3 students were trained to facilitate the program in small groups. The focus areas ofKeeping Friends and Perseverance were carefully selected to align with the School Plan and reflect the greatest areas ofneed as negotiated by staff and students.

Executive staff created and implemented Progressions of Learning to assist staff in identifying the learning needs of theirstudents based on curriculum expectations. School–based professional learning in stage teams was conducted to assistteachers in creating and delivering high quality, differentiated learning that targeted students at their zone of proximaldevelopment. Staff participated in workshops about integrating curriculum and developed teams to create a ConnectedCurriculum scope and sequence to teach History, Geography and Science.

In Assessing and Reporting, we focussed on developing explicit processes to collect, analyse and report on studentachievement. We created systems and processes to support students identified through the Learning Support Team. Asa result, 100% of students who were identified through the LST were provided with a PLASP that was created withparent/caregiver consultation and was monitored by stage supervisors and classroom teachers.

Building upon data received from students, parents/carergivers and teachers in 2015, a new School Report format wascreated by leaders and aspiring leaders. Changes were negotiated by all staff members and final changes werecommunicated through a parent/caregiver forum.

In the domain of teaching, our school focussed on Effective Classroom Practice, Collaborative Practice and Learning andDevelopment.

All teachers were provided with time off class with their supervisor to routinely review and revise teaching and learningprograms. New Scheme teachers had the opportunity to further develop their teaching skills in a collaborative mannerthat was targeted according to their identified needs.

A Formative Assessment Team was formed to learn about, trial and initiate Formative Assessment across the school.The FAT linked with other schools in the area to research best practice and create a timeline for 2016 and 2017implementation across the whole school.

Stage meetings were used to review the curriculum and build upon teaching and learning programs through collaborativediscussions. Staff negotiated their PDP’s and, with the assistance of stage supervisors, sourced relevant professionaldevelopment and learning opportunities to achieve their goals and improve their performance. We have been successfulin embedding explicit systems of collaboration, classroom observation, modelling of effective practice and feedback todrive and sustain ongoing, school wide improvement in teaching practice and student outcomes.

In 2016, Middleton Grange Public School continued to be associated with the Cowpasture Community of Schools. Allteaching staff participated in the Cowpasture Connections program and Staff Development Day where they wereprovided with opportunities to learn from models of successful pedagogical approaches to curriculum delivery andwellbeing practises. This has resulted in strong collegial connections across seven schools.

In the domain of leading, our school focussed on Leadership.

Extended Executive meetings were opened to all aspiring leaders. This was an opportunity to learn leadership systemsand management practices. We had six additional staff participate in these weekly meetings with executive staff and allwere provided with opportunities to co–lead professional learning workshops and manage events throughout the year.The Cowpasture Executive meetings were open to all executive and aspiring leaders. This collective network hasreached beyond the school and has supported staff in the design and implementation of programs throughout theCowpasture schools in 2016. As a result, we have seen an increase of non–executive staff leading, participating andimplementing whole school and Cowpasture events.

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

Learning: Create relationships, curiosity, resilience and success for all students.

Purpose

To foster and inspire learning.

Overall summary of progress

In 2016, we continued the implementation of student wellbeing practices, where trusting relationships formed the core ofour Wellbeing Policy.

Staff were provided with professional learning and support to ensure the integral components, language and principlesfrom restorative justice are incorporated into wellbeing practices. Further, following professional learning opportunities,Growth Mindset and Peer Support programs were implemented across the school. This resulted in all mainstreamclasses incorporating weekly Circles and restitution conversations; and a structured K to 6 Peer Support program beingimplemented across three terms.

Student voice in confidently expressing their individuality and resolving conflict was evident. Students are able to bereflective when discussing what happened, and their associated thoughts and feelings. Students are then proactive indeveloping a restitution plan with a focus on repairing relationships in a respectful and safe way.

Personalised learning and support plans were collaboratively created and monitored through the school's LearningSupport Team for identified students in the following areas: literacy, numeracy, social skills, behaviour, and health.

A school Formative Assessment Team (FAT) was established in 2016. Following intensive professional learning, theFAT trialled the implementation of Learning Intentions and Success Criteria in their classrooms. Identified students areable to be more descriptive in articulating why and where to next in their learning.

Following consultation, the school Semester Report was modified to incorporate student effort and self–reflection alignedto the school's Wellbeing Policy of Safe, Respectful Learners.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

1.1 Increase the number ofstudents who are able toarticulate why and where to nextin their learning

8.2 out of 10 primary students find relevance in theirlearning.

8.5 out of 10 primary students find their learninghas a clear purpose with helpful feedback toprogress their learning.

50% of primary students feel confident of theirliteracy and numeracy skills because the classroomis a place of high challenge and high skill.

100% of students from Kindergarten to Year 6 wereable to identify an area they had improved in, aswell as a future learning goal.

$1, 787.46

1.2 Increase results in relevantaspects of TTFM surveys andschool Wellbeing andEngagement Interviews

Over 90% of primary students can name two adultswithin the school who believe they will besuccessful, and can articulate this relationshipembodies honesty, care and a sense of safety.

All infants students can name their classroomteacher as an adult who believes they will besuccessful.

8.7 out of 10 primary students indicate that teachersare responsive to their needs and that

$798.62





1.2 Increase results in relevantaspects of TTFM surveys andschool Wellbeing andEngagement Interviews

learning holds high expectations for them tosucceed.

Next Steps

In 2017, the school will implement a Wellbeing Strategy that includes a Mindfulness Project and values education. Teachers will explicitly teach social–emotional tools to develop and embed a common language and consistent positivebehaviours across the school community. Restorative principles and a Growth Mindset will remain integral to thislearning to develop resilience and perseverance in students.

Following the successful implementation of Tell Them From Me Surveys for students, we will be extending the survey toparents and caregivers in 2017.

In 2017, the Formative Assessment Team will provide targeted professional learning to all staff about Visible Learningpractices. Learning Intentions, Success Criteria, student goals and data walls will form an integral part of the teachingand learning, empowering students to reflect on their own learning journeys.



Teaching: Develop equity, connectedness, collaboration and choice for students.

Purpose

To provide quality, inclusive and nurturing teaching.


In 2016, the Learning Support Team reviewed practices resulting in staff working more collaboratively with specialistteachers to set, refine and reflect on student goal attainment. The collaborative nature of developing and implementingpersonalised learning and support plans facilitated teachers being able to effectively meet the needs of individualstudents.

Teachers were placed into stage teams and received weekly mentoring and coaching from an Executive staff member orexperienced colleague. Collaborative practices, including collegial programming and team teaching, enabled teachersto reflect on the impact of their teaching on student learning outcomes.

A Progression of Learning from Kindergarten to Year 6 in English and Mathematics was developed. Staff felt confidentto engage in regular sustained analytical conversations and indicated that consistency of teacher judgement wasenhanced.




Australian Curriculum isembedded K to 6 in quality Unitsof Learning

All staff are embedding Australian Curriculum intoquality English, Mathematics and Science units oflearning.

Staff engaged with the Australian History, Scienceand Geography Curriculum through professionallearning; resulting in Stage Teams creating units ofwork incorporating the three curriculum areas, witha focus on acquiring skills through content.

A bi–annual Scope and Sequence was alsocreated.

N/A

100% of classrooms haveevidence of fluid and flexiblegroupings and differentiatedcurriculum

All students from Kindergarten to Year 6 aremapped on PLAN in Literacy and Numeracy. This isreviewed regularly to adjust groupings and toensure students are provided with targeted,differentiated learning.

Executive staff provide individual and teamguidance of how to create a differentiated programfor all learners. Documentation provides evidenceof fluid and flexible groupings.

All staff use the English and MathematicsProgressions of Learning to identify the essentialmilestones that students need to achieve successin acquisition of the curriculum. Consistency inunderstanding and assessment and reportingacross the school has improved.

$13, 012

Next Steps

To continue to build staff capacity, an explicit focus on visible learning will be integrated into literacy and numeracyimprovements and to strengthen the links between teaching and student learning.


In 2017, the staff will begin a focus on collective efficacy through Spirals of Inquiry. Empowering teachers with the beliefthat they can drive positive student learning outcomes will be through rigorous data analysis. Teachers will collectivelyreflect on the school's impact and take responsibility on all student learning across the school. Data walls will alsofeature.

Following the successful implementation of Australian Curriculum in English, Mathematics and Science; this model ofprofessional learning will continue in 2017. Learning will be integrated and relevant to the real world in Science,Geography and History connected curriculum units.



Leading: Foster improvement, innovation, development and community.

Purpose

To promote belonging and engagement.


Community involvement and attendance at whole school special events remains high; although there is a more limitedparticipation in formalised school planning and engagement processes. However, parent feedback annually continues torate and recommend the school at between 8 and 10 out of 10.

The use of an online newsletter and APP notifications service has significantly improved the communication betweenschool and home, in a timely and specific way. A showcase of student learning is an embedded regular feature of ournewsletter. The school's P&C also initiated a Facebook page, which has been positively received.

The Tell Them From Me survey was implemented with primary students for the first time in 2016. Technology issues didnot allow extension to parents/ caregivers of the TTFM survey; this will require ongoing reflection. We are in the earlystages of trialling alternative communication and evaluation strategies with the community.




Parental engagement andsatisfaction results trend upwardsover time

A new Semester Report format was introduced in2016. This has been well–received and providedan opportunity for focused dialogue around studentsuccess and improvement.

The P&C grew in numbers from 5 families to 9families in 2016. The P&C raised moniesthat enabled technology and associated programsto be enhanced within the school. Reading Eggsand Mathletics were subsidised by the P&C, withoverwhelming community support for this newaspect of the Homework Policy.

$7, 561

100% of staff are involved in thecoordination of a school–specificlearning and wellbeing role andresponsibility

100% of staff actively coordinate an annualcurriculum or extra–curricular event. Creative Arts,sport, Choir, public speaking, debating, theenvironment, cultural diversity, and leadership areall areas of focus.

Staff are committed to collegial processes toenhance learning and wellbeing.

N/A

100% of staff provide evidence oftheir reflective practices alignedto the School Plan

An Extended Executive Team was established, withan additional six members of staff attending. Leadership capacity was enhanced throughfortnightly professional development sessions, andstrategic direction meetings.

100% of staff are involved in reflective practicesaligned to the School Plan; such as Exit Slips afterall professional learning.

N/A

Next Steps

In 2017, staff will engage in ongoing sustained and analytical conversations through lesson studies and peer


observation. This will complement our framework of Spirals of Inquiry as the key driver of professional learning andcollective efficacy endeavours.

Increased parental engagement and home–school connections will be strengthened by building links for parents tocollaborate in the planning of school policy and evaluation processes. Parent understanding will be cultivated through ashared vision of curriculum development, stages of learning and school practices.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Personalised Learning Pathways wereplanned and implemented for all ATSIstudents at Middleton Grange Public School. Parent/ caregiver and student involvement inthe consultation and goal setting process wasincluded.

Aboriginal students participated in the annualCowpasture Community of Schools’ NAIDOCDay celebration and excursion to BentsBasin. These rich cultural experiencesprovided the opportunity to learn about theirculture alongside Aboriginal communitymembers. Students reported pride in theircultural heritage.

Funds were also used to purchase culturallyappropriate resources, such as yarning matsand artwork, to enrich all students’ learningopportunities.

$3, 961

English language proficiency An English as an Additional Language/Dialect (EAL/D) teacher was employed forthree days a week to ensure the provision ofeffective strategies to support differentiatedlearning for identified students.

Our EAL/D teacher is an integral part of theschool’s Learning Support Team andprovided professional development andcollegial programming support for classteachers. A Student Learning Support Officer(SLSO) implemented programs with students,with the direction of the EAL/D teacher. EAL/D programs were reviewed andresponsive each term, based on identifiedstudent PS were met through a variety oftiered intervention strategies (in–class teamteaching, small group literacy and numeracygroups, and withdrawal support).

0.6 full–time equivalentstaffing allocation ($61,213)

$16, 330

Low level adjustment for disability 100% of students requiring adjustments andlearning support have personalised learningand support plans collaboratively developedwith parents/ caregivers and the student.

Students with diagnosed disabilities andlearning difficulties within the mainstreamreceived additional in–class support thatassisted them to achieve goals outlined intheir personalised learning and support plans.

The Learning Support Team provided weeklymonitoring, support and accommodations toidentified students.

The LST also provided the timetable for twomainstream–based School Learning SupportOfficers to support students requiring lowlevel adjustments for disability.

0.7 full–time equivalentstaffing allocation ($71,415)

$22, 344

Quality Teaching, SuccessfulStudents (QTSS)

Executive staff provided mentoring andcoaching to all staff in the areas of teachingand learning and classroom management. This was provided through

0.3 full–time equivalentstaffing allocation


Quality Teaching, SuccessfulStudents (QTSS)

weekly planning and feedback sessionsbetween teacher and supervisor. A focus oncollaborative practice to impact studentlearning was communicated.

Executive staff led Consistency of TeacherJudgement conversations in stage teams withan emphasis on evidence. The Executivedeveloped Progressions of Learning resultedin a deeper understanding of the teaching andlearning cycle.

0.3 full–time equivalentstaffing allocation

Socio–economic background In 2016, a Speech Pathologist from RainbowCottage, Liverpool Hospital was employedone day a week with a focus on the deliveryof language–rich learning experiences. Allclassroom teachers team taught with theSpeech Pathologist for an intensive,term–block and as a result developed greaterconfidence in identifying and providing fortargeted language development. Further, allcurrent and transitioning Kindergartenstudents were screened for additionalsupport. Parents were an active part of thisidentification and school–readiness program. The school’s Learning Support Team (LST)was provided with intensive professionaldevelopment to successfully implement aSpeech Sound Clinic and small group writingprograms to address the individual diverserange of student needs. To sustain thisinitiative beyond the direct involvement of aSpeech Pathologist, school–wide resources(including stage–based units of learning) havebeen developed, and significant professionallearning has been provided to key personnelof the LST.

Student assistance was provided across theyear to supplement the cost of excursions,events and uniforms to ensure theparticipation and inclusion of all students.

$17, 548

Support for beginning teachers Three permanent beginning teachersreceived funding in 2016. Each teacherworked closely with a chosen mentor toreceive additional support and release time. A plan for targeted professional learning (asper their PDP) was developed.

All three teachers received accreditation atProficient level.

An experienced teacher provided astrengthened understanding of how the NSWQuality Teaching Model of pedagogy and theProfessional Standards for Teachers isimplemented into quality classroom practice. This was achieved through supervisorymeetings, regular reflection, programmingsupport, and demonstration, observation andteam teaching lessons. A focus oncollaboration and instructional feedback wasachieved.

$43, 964

Targeted student support forrefugees and new arrivals

Refugee and newly arrived studentsaccessed immediate support by a specialistteacher. Immersion in English language and

$1, 577


Targeted student support forrefugees and new arrivals

social skills formed the core of this support. Acombined model of in–class and withdrawalprograms was designed and implemented.

Our Refugee students were involved in theBooks in Homes Program, where qualityliterature was funded to increase homeaccess to shared reading experiences. Guestspeakers (authors and prominent communitymembers) also exposed Refugee and newlyarrived students to new learningopportunities. At a presentation assemblyeach term, 80% of Refugee and newly arrivedparents attended to share in their child’sEAL/D progress and development.

Funds were also used to purchase bilingualtexts for the Library. These texts were in thehome languages of our Refugee and newlyarrived students (predominately Arabic andAsian languages).

$1, 577


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 85 116 144 169

Girls 91 116 135 156

Our total school population in 2016 was 325. This is anincrease from 279 students in 2015.

For the past few years, on average, we increase by aminimum of two classes annually. This is a result of theongoing housing development and significant growth inthe suburb.

Our enrolment numbers fluctuate across the year;however, they continue to increase each year. Thisupwards trend is expected for the future.

Student attendance profile

School

Year 2013 2014 2015 2016

K 97.3 93.5 95.3 94.7

1 96.1 96.3 93.1 95

2 94.1 96 95.7 93.5

3 92.9 94.8 93.5 93.9

4 89.9 95.6 93.8 95.8

5 92.5 90.4 93.8 91.7

6 97 93.4 91.8 91.4

All Years 94.4 94.6 94.2 93.9

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

Middleton Grange Public School is proactive in theregular monitoring of student attendance through the

school’s Learning Support Team.

Overall there has been a slight decrease in attendancefrom 2015 to 2016. Our school’s attendance profileis just below State average. Of note is that a significantproportion of our culturally diverse community takeextended overseas trips throughout school terms.

Improving student attendance, particularly decreasingpartial absences, is an ongoing focus.

The school works regularly with the Home SchoolLiaison Officer to monitor and support attendance. Inaddition, information of the legal requirements forattendance is regularly communicated to thecommunity, and is an integral part of our annualTransition to Kindergarten Program.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 12.3

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.8

Teacher of ESL 0.6

School Administration & SupportStaff

5.42

Other Positions 0

*Full Time Equivalent

According to the available information, no staff memberat Middleton Grange Public School in 2016 identified asbeing of Aboriginal or Torres Strait Islander descent.

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 6

Professional learning and teacher accreditation


Professional learning is aligned to the school’s strategicdirections of Learning, Teaching and Leading. A focuson evidence–based and reflective practice for improvedstudent learning and wellbeing formed the foundation ofprofessional learning experiences in 2016.

Building the capabilities of all staff (early careerteachers, current teachers, aspiring leaders andexecutive) to deliver quality programs to every studentto enrich their whole development has been providedthrough targeted and individual professional learning.

The school used a range of sources to fundprofessional learning, for a total cost of $27,170.78 withan average of $1,358.54 per teacher. Funds weredrawn from tied professional learning, ResourceAllocation Model, global school budget, and BeginningTeacher funds. Staff also participated in online trainingmodules, staff–delivered courses, flexible timetabling,and community of schools events, which incurred nocost to the school.

In 2016, the professional learning experiencesincluded:

• Participation in five staff development days; includingthe annual Cowpasture Community of Schools’ StaffDevelopment Day and a Mind Brain Education StaffDevelopment Day to improve their own practice tobetter provide for the diverse needs of all students.

• All teaching staff participated in the CowpastureConnections initiative where each staff memberselected and attended two sessions that reflected theirpersonal areas of interest. Further, seven members ofstaff designed and presented professional learning tovisiting colleagues from across the seven schools.

• Members of the Executive and Extended Executiveteams participated in a range of conferences andprofessional learning visits (Mind Brain Education,Redbank School, LEAP, and Spirals of Inquiry) todeepen leadership capacity around student learningand wellbeing.

• Three staff members attended a weekend workshopwith David and Clare Price about Project BasedLearning.

• The School Administrative Manager and a SchoolAdministrative Officer undertook fifteen days ofLearning and Management Business Reform training;and the Principal undertook five days.

• The Principal attended the Primary Principal’sAssociation Liverpool and State Conferences, as wellas other professional learning opportunities alongsideteacher and Executive members of staff.

• The Reading Recovery Teacher engaged in fortnightlyintensive professional learning experiences as part ofyear one of the two–year mandatory course ofprofessional development.

• Four staff members attended professional learningabout Formative Assessment; and designed anImplementation Action Plan for 2016 into 2017.

• A staff member undertook Peer Support Facilitatortraining.

• All Executive staff completed the BusinessIntelligence Professional Learning.

• Staff spent half day sessions each term, working instage teams to develop and plan for improved studentoutcomes; with an explicit focus on deepening theirunderstanding of key literacy and numeracy skills.

• All staff took part in the annual schedule ofcompulsory compliance training; including childprotection, Code of Conduct, Anaphylaxis Awarenessand Emergency Care.

In 2016, Middleton Grange had three permanentbeginning teachers. As per DoE guidelines, all threeteachers were provided with additional support and anexperienced mentor. All three staff achievedaccreditation at proficient level.

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.

The information provided in the financial summaryincludes reporting from 17 October 2016 to 31December 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 443 496.16

(2a) Appropriation 420 339.58

(2b) Sale of Goods andServices

-1 196.79

(2c) Grants and Contributions 24 242.56

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 110.81

Expenses -267 671.50

Recurrent Expenses -267 671.50

(3a) Employee Related -206 146.52

(3b) Operating Expenses -61 524.98

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

175 824.66

Balance Carried Forward 175 824.66

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.

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 2 003 476.01

Base Per Capita 16 048.59

Base Location 0.00

Other Base 1 987 427.42

Equity Total 192 810.41

Equity Aboriginal 3 961.49

Equity Socio economic 17 548.17

Equity Language 77 542.13

Equity Disability 93 758.62

Targeted Total 535 399.11

Other Total 58 695.28

Grand Total 2 790 380.80

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.

At Middleton Grange Public School, we continue tofocus on writing and reading as main priority areasthrough the explicit teaching of comprehension fromFocus On Reading strategies.

Our NAPLAN results in literacy continue to trendupwards over time with 68.19% of students in Year 3achieving bands 4, 5 and 6 in writing. This is anincrease from 2013 with only 50% of Year 3 students inthe top three bands for writing. 43.18% of Year 3students also received scores that placed them in thetop three bands for reading.

Results are similarly as pleasing in Year 5 where26.47% of students achieved scores that placed themin bands 6, 7 and 8 for writing and 28.58% of studentsachieved the top three bands for reading.

Our numeracy results have fallen slightly in Year 3 with36.37% of students achieving the top three bands. Thisis a 5.29% decrease from 2013 data.

In Year 5, 17.65% of students achieved the top threebands which is also a decrease of 23.27% from 2013.

Growth data for Year 5 students in reading has shown


that 28.95% of students achieved above expectedgrowth and 37.84% of students achieved aboveexpected growth in numeracy.


Two students from Middleton Grange Public Schoolidentified as Aboriginal and Torres Strait Islander. Bothstudents were in Year 3 and both students receivedscores that placed them in the top three bands for threedifferent areas including writing, spelling andnumeracy. Both students achieved above school and

national average for spelling with one student achievingband 6 for spelling.

Parent/caregiver, student, teachersatisfaction

In 2016, the school sought the opinions of parents,students and teachers about the school. Tell ThemFrom Me and school–designed staff and communitysurveys were used to collect information about theschool’s progress to improving engagement,communication and learning.

On average, over 90% of primary students have apositive sense of belonging at Middleton Grange PublicSchool. This is indicated by the ability to name atrusting friendship; valuing education with a desire forfuture learning; strong work ethic; and the ability toname two adults within the school who believe they willbe successful.

In all these areas the school average was at, or above,the NSW Government norm.

Staff mirrored these responses, indicating theirsignificant commitment to personal professionallearning that directly influences student learning. Staffare also able to identify a colleague that believes theywill be successful.

Parents continue to gauge their child’s learningprogress via homework. However, the introduction of anew reporting format has been positively received,where parents value the balance of academic andwellbeing information that is provided. Some parentsidentified a deeper understanding of curriculumrequirements and progressions of learning as a resultof engaging with the new report format and targetedconversations with teachers. Staff hold high praise forthe new School Report in providing a comprehensive,honest and accurate snapshot of a child’sdevelopment. Students appreciate theself–assessment and goal–setting element of thereport. Communication with parents will form part ofthe focus for 2017 to improve student learning andwellbeing outcomes.

Overall, all key stakeholders agree that MiddletonGrange Public School is an inclusive environmentwhere individuals and their needs are actively identifiedand supported. There is strong advocacy andrelevance in learning. Further, appreciation for variedopportunities and extra–curricular activities continues tobe expressed by students and parents.

Policy requirements

Aboriginal education

The Middleton Grange Public School community iscommitted to Aboriginal Education. We are an activeand proud member of the Cowpasture Community ofSchools’ Aboriginal Education Committee, whichfocuses on developing inclusive and respectful policiesto the Aboriginal and Torres Strait islander community.


In the Respect domain, Middleton Grange PublicSchool promotes recognition of traditional ownershipand custodianship of country throughAcknowledgement of Country at all assemblies, eventsand meetings. We educate about and acknowledgeSorry Day, Reconciliation Week, and NAIDOCcelebrations.

To foster positive Relationships, we annually hostNAIDOC celebrations for the Cowpasture Communityof Schools; where inter–school and community links areencouraged. ATSI parents and community membersare invited to be active participants in school events;and Indigenous culture is integrated into units oflearning to promote meaningful knowledge andunderstanding for both ATSI and non–Indigenousstudents.

Middleton Grange Public School has developedOpportunities for students through developingpersonalised learning pathways. Student voice in goalsetting is valued; and parents have ongoing input intothe education priorities of our students.

Multicultural and anti-racism education

Multicultural Education is an integral component of theteaching and learning programs at Middleton GrangePublic School. Though our Global EducationCommittee we emphasise the following perspectives:interdependence and globalisation, identify and culturaldiversity, social justice and human rights, peacebuilding and conflict resolution, and sustainable futures.Our aim is to equip all members of the community withthe values and attitudes for harmonious interactions.

Our school has thirty–eight language backgroundsrepresented; including a number of students withlimited English proficiency. Our experienced EALDTeacher works collaboratively across the school toscaffold and support each identified child to improvelearning outcomes.

Annually, our students participate in the MulticulturalPerspectives Public Speaking Competition; wheredelivering informative and interesting points of viewrelated to multiculturalism is encouraged.

As a school community committed to diversity, weannually celebrate harmony Day with our extendedcommunity of grandparents.

Our school has a trained Anti–Racism Contract Officer(ARCO) to ensure any concerns are addressed in anappropriate and timely manner. There were noreported incidents of racism in 2016.


2016 middleton grange public school annual report grange public school annual report 2016 4647 page...

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