2019 campbelltown east public school annual report€¦ · quality teaching and learning purpose to...

Campbelltown East Public School2019 Annual Report

4277

Printed on: 28 May, 2020 of 20 Campbelltown East Public School 4277 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Campbelltown East 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.

School contact details

Campbelltown East Public SchoolWaminda AveCampbelltown, 2560www.campbellte-p.schools.nsw.edu.aucampbellte-p.school@det.nsw.edu.au4626 2022


School background

School vision statement

At Campbelltown East Public School we believe in quality teaching, challenging, innovative and enriching programswithin an inclusive environment, to encourage all students to reach their full potential and become successful, confident,productive lifelong learners and leaders in today's changing world.

School context

Campbelltown East Public School has an enrolment of 339 students. (11% Aboriginal, 35% non–English speakingbackground). Campbelltown East Public School has 13 mainstream classes and 3 Multicategorical support classes.

Campbelltown East Public School is an Early Action for Success school, commencing its participation in 2015. Thestrategy aims to promote improved performance in the early years of school through high quality leadership that focuseson personalised learning and early intervention to ensure students at risk are identified and provided with additionalsupport.

Our teachers are enthusiastic and dedicated professionals who support and promote student development with carefullyplanned, relevant and challenging learning experiences.

Campbelltown East Public School is the base school for the Campbelltown Itinerant Support Teachers – Hearing. TheItinerant Hearing team consists of 8 teachers who support students with hearing loss from birth through to Year 12.


Self-assessment and school achievement

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

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Excelling

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Quality Teaching and Learning

Purpose

To create a future focused learning environment built on a strong foundation of literacy and numeracy. Students andteachers work collaboratively to access deep content knowledge and develop confidence in their ability to learn.

Improvement Measures

Increase in Student Achievement.

Increase in the number of students attaining year/stage benchmarks in Reading.

Improved Student Growth

Improved percentage of students meeting or exceeding minimum growth in NAPLAN for students in Years 5 and 7 inLiteracy.

Improved percentage of students meeting or exceeding minimum growth in NAPLAN for students in Years 5 and 7 inNumeracy.

Staff Professional Development Plans

All staff PDPs will align to both the School Plan and the Professional Standards for Teaching.

Aboriginal Student Priority

Increased number of aboriginal students performing in the top two bands of NAPLAN in Literacy.

Increased number of aboriginal students performing in the top two bands of NAPLAN in Numeracy.

Progress towards achieving improvement measures

Process 1: Assessment and Reporting

Develop whole school assessment and reporting protocols. aligned to all NSW Syllabus documents.

Evaluation Funds Expended(Resources)

All students worked on portfolio assessment samples throughout the yearwhich were used as evidence to support grade allocations on written reportsthat were sent home twice per year. The portfolios were well accepted byparents and used by staff in parent teacher interviews to demonstrate studentunderstanding of concepts and where future learning can occur. Staff havereviewed the consistency in presentation and grading of work samples andwill continue to refine the process throughout next year.

Stage Meetings

Learning Portfolios = $1854.05

Process 2: Quality Teaching Programs

Develop quality teaching programs underpinned by whole school scope and sequences aligned to allNSW Syllabus documents.


Staff dedicated a high percentage of their teacher professional learning timeto develop a new Mathematics scope and sequence aligned to the NSWMathematics syllabus. Executive led staff to pull apart the syllabus to build aclearer understanding of the content to be taught then staff designed learningthat increased student engagement through hands on, real world and numbersense activities. Staff investigated content links within the syllabus andadapted the scope and sequence to reinforce these links with students. The

Professional Learning time

Instructional Leader

Mathematics syllabus



new Mathematics scope and sequence will be trialed next year with staffcontinuing to review and make changes where necessary.

Process 3: Learning Environment

Develop teacher understanding on how the effective use of the learning space has a direct impact onstudent learning.


Many classrooms within the school underwent substantial refurbishing withclassrooms re–carpeted, wet areas established and new furniture purchasedto enable staff to have the facilities needed to provide high, quality engaginglessons for students . Staff feedback reflects that the new flexible furnitureused within the Stage One and Support Unit classrooms have supporteddifferentiated groupings and wet areas enabled staff to more easily providestudents with learning activities particularly those to meet outcomes withinthe NSW Creative Arts syllabus. The overhauling of the museum buildingback into two classroom spaces provided additional classroom spacesrequired for students needing ramp access to their learning space. Futuredirections will focus on improving the learning environments for Stage Twoand Three classrooms.

Classroom Furniture – $25,366

Process 4: Professional Learning

Staff collaborate to build and develop teaching practice and deliver high quality, individualised teachingprograms for all curriculum areas.


As a result of staff feedback at curriculum committee meetings, all staff feltthat the ongoing time dedicated to teacher professional learning in thetimetable to work with their teams to reflect and refine their teaching practicewas highly valued. Stage leaders have provided grade/stage specificprofessional learning to develop staff capacity in response to identified need.During whole school planning for the 2019 budget, staff supported funding 3casual teachers to cover classes to enable time for teacher professionallearning to be embedded within the whole school timetable.

Instructional Leader

Release time from class

PAT testing subscription

SBAR Professional Learning–$30,324

Equity= $30,000 (Cost of 3 casualteachers for 1 day a week)



Wellbeing

Purpose

To ensure staff, students and community have the ability to support each other through constantly changing needs, indifferent situations and circumstances in order to achieve engagement and success in learning.


Manage and develop school wide systems that monitor changes that affect students daily ability to achieve goals.

Develop staff knowledge of strategies that facilitate student resilience so that challenges are embraced and a "have ago" mentality is fostered.


Process 1: Staff provide students with engaging learning experiences that provide motivation to engage in furtherself driven learning.


Overall the year was very successful in developing several new resources toprovide recreational and learning opportunities for teachers and students.Some staff have begun the journey to incorporate the resources intoclassroom planning to enhance learning and provide their classes with "reallife" hands on activities to enhance the teaching of concepts from theMathematics Syllabus.

4 Aluminium Mini Goals/Nets

TPL time to develop new Scope andSequence

Process 2: Staff develop and improve goal setting procedures for students.


* All staff participate in three way goal setting interviews with student andparent/carers in Term 1 to ascertain learning and personal goals to meet theindividual needs of students . A goal setting template was developed for allstaff to use for meetings to provide consistency.

*Individual goals are regularly discussed during weekly PBL lessons.

*Learning Portfolios sent home in Term 2 and Term 4 that provide samples ofgoals being achieved.

Parents / Teachers / Students

Learning Portfolios

Process 3: Students will thrive in a supportive environment which caters to the needs of the whole child.


Activities and programs were implemented throughout the year to ensure thatthe needs of the whole child were being met. Speech and Occupationaltherapist were employed to improve fine motor, gross motor and speechskills. This lead to more positive results in learning. Resilience programswere introduced

Speech Pathologist engaged 1 day aweek (2$475 a day) for 40 weeks =$19,000

Occupational Therapist engaged 1 daya week (2$475 a day) for 40 weeks =$19,000



Partnerships

Purpose

To promote effective community partnerships through strong collaboration between stakeholders to support and engagewith students and the school.


Increased partnerships with the wider school community.

Increased parent attendance at school events.

Increased sense of support at points of transition by all stakeholders.

Increased number of opportunities for staff to connect across schools.


Process 1: Strengthen relationships with the community through partnership initiatives.


The role of CLO was filled for one day per week to facilitate communityconnections with the school. The CLO worked in association with 'AbilityLinks', a service of St Vincent de Paul, in semester One to support studentswith disability, their families and carers to link with appropriate services in thecommunity. The services of Lomandra Community Project were accessed bythe CLO to supply fresh food hampers and new clothing to families in needas well as food supplies for the twice weekly breakfast club. The CLOsurveyed parents to determine areas of interest in order to establish weeklyparent activity groups. A crochet club was held while there was interest. A'drop in' morning tea and chat

Engaged a CLO for 1 day a week for40 weeks = $17,000

Lomandra Community Project = $4000

Process 2: Provide purposeful opportunities for parents and carers to establish partnerships and increaseengagement in learning and school events.


Throughout 2019, Campbelltown East Public School focused onstrengthening and further developing partnerships by establishing andmaintaining strong collaboration between parents, carers, staff, students. andother stakeholders. This was achieved by engaging in various programs thataimed to encourage increased community and parental involvement andconnecting families. We also employed a Community Liaison Officer (CLO)one day a week to support these endeavours.

CEPS Playgroup for 0–5 year olds was continued in 2019 and proved to bebeneficial in building stronger partnerships between our school, parents,carers, prospective parents and children in our local community. Feedbackfrom parents saw playgroup sessions continuing to operate one day a week,taking place every Monday from 9:00 to 11:00am. After the sensory roombecoming our regular space in 2018, we were also able to introduce andutilise the space in our fully fenced supported playground area, complete witha sandpit, road and undercover play area.

CEPS Connect continued in 2019 with the CLO being available forparents/carers to drop in and also running sessions based on communityneed, such as Crochet Club. This enabled parents, carers and grandparentsof all children the opportunity to meet in a relaxed environment, as well as toshare concerns, knowledge, ideas and experiences. In these times, the CLO

Engaged a CLO for 1 day a week for40 weeks = $17,000

SLSO allocated to facilitate Playgroup2 hours per week

Teacher time allocated to facilitateorganisation of community events



could informally connect with families and link them to local services in ourlocal community.

During the 2019 school year, we hosted many worthwhile and successfulwhole school events, such as the Mother's Day Breakfast, Father's Day FunNight, Easter Hat Parade, Harmony Day, Grandparents Day, MulticulturalDay, Parent/Carer Helper Thank You Morning Tea, Education Week and theCommunity Expo.

Breakfast Club was continued in 2019 as a means of providing a healthybreakfast to our students each week and encouraged them to eat breakfaston a regular basis. This operated every Monday and Friday morning.

Our annual Community Expo was hosted by our school for a forth time and2019 saw us continue the sporting focus. This again involved externalagencies and organisations from our local community attending to showcasetheir area of expertise and offer services of a sporting nature to parents andfamilies connected to our school. These agencies and organisations includedtennis, hockey, soccer, karate, swimming, dance and cricket. This event washeld in conjunction with our Summer Fair to increase parental and communityinvolvement, and maximise partnerships previously established.

Process 3: Provide students with opportunities to create connections and establish strong links to support them attransition points.


During 2019, various transition programs were implemented and accessed toprovide additional supports to students in preparing for the start of school, aswell as moving on to high school.

As part of our school's orientation to Kindergarten, we implemented ourannual Little Kindy program. This program enabled staff to meet 2020Kindergarten students and their families, as well as support them to engagein school routines and learning experiences. This weekly program took placein Term 4 and gave staff the opportunity to ascertain any upcoming studentswith additional needs to prepare support accordingly.

For those students in Year 6, we were able to partner with local high schoolsto establish and implement transition programs for students in both thesupport unit classes and mainstream classes. For those Year 6 students withlearning needs, they were provided opportunities to access additionaltransition days to better equip them for the routines and environment in thehigh school. In addition, students in the support unit were provided with atransition program that was individualised to their high support needs. Thiswas a result of collaboration and communication between our school and therelevant high schools in the area.

Teacher and SLSO time allocated tofacilitate Little Kindy program

SLSO time provided to support Yr 6students attending high schoolorientation programs in high schoolsupport units


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $43,363 in 2019 Aboriginal students have been offeredthe opportunity to engage in a number ofexperiences and enrichment opportunitiesincluding Yarn Up, Heatbeat, leadership days,cultural activities and challenge days.Students benefited from the support of anInstructional Leader focussed on working withstudents from Years 2 – 6.

100% of Aboriginal students and their familiesparticipated in developing PersonalisedLearning Pathways (PLPs) with theirteachers. The process was highly valued byall stakeholders as it strengthened andcreated individual goals and a shared focusfor all students whilst encouraging andcelebrating a partnership between home andschool..

English language proficiency Funding Sources: • Flexible ($39 922.00) • Staffing ($64 030.00)

The EAL/D teacher prioritised newly arrivedstudents under the New Arrivals Program(NAP) and beginning EAL/D students toprovide support in developing their Englishlanguage proficiency. This was achieved bycollaborative planning and programming toeffectively prioritise learning needs forindividual students, ascertain studentprogression throughout the year anddetermine the support required across theschool. The EAL/D teacher was able toeffectively prioritise learning needs, ascertainstudent progression throughout the year anddetermine the support required for EAL/Dstudents across the school K–6. Thisinformation was used to identify students whowould be targeted for support at the beginningof 2019. Students from LanguageBackgrounds other Than English form 30% ofthe school population. Our main English as anAdditional Language and/or Dialect teacherwas an active member of the Learning andSupport Team. Students are supported in theclassrooms with extra resources to improvetheir oral language and literacy skills. TheEAL/D students received specific, targetedinstruction through individual or small groupintervention. The content of the programswere aligned with the literacy continuum tosupport students in reaching their personalgoals.

Low level adjustment for disability Staffing = $98 446

Flexible = $58 919

Funding Sources: • Low level adjustment fordisability ($0.00)

Funds have been used to support targetedstudents both in the classroom and theplayground by engaging additional SchoolLearning Support Officers. These staffmembers support students in theimplementation of Personalised LearningPlans. SLSO's work individually with studentsand with small groups on areas identified byteachers.

Quality Teaching, SuccessfulStudents (QTSS)

$66, 804 Quality Teaching, Successful Students fundshave been applied in numerous ways toimprove the quality of classroom teachingpractice, and benefit all students and staff.


Quality Teaching, SuccessfulStudents (QTSS)

$66, 804 QTSS funds have provided time for:

– Differentiated professional learning basedon evidence and data

– Observation of teachers in their classrooms

– A collaborative approach to monitoringstudent performance data

We have provided release time for schoolexecutive to initiate collaborative practices inthe school, this has allowed teams toregularly work together to learn, plan,implement and reflect to inform teachingpractice.

Socio–economic background Staffing = $32, 015

Flexible = $286, 126

SLSO's = $355, 751

CLO = $17, 161

The equity funding for socio–economicbackground was used to provide additionallearning support for all students atCampbelltown East PS.

Funds were used to– • engage additional teaching staff to provideadditional learning support to all classes • engage additional school learning supportofficers to provide in class behavioural andacademic interventions to students identifiedthrough internal school data • engage a Community Liaison Officer (0.2)to strengthen, promote and facilitate effectiveconnections across the school staff, students,parents and community to improve the social,emotional, health and educational outcomesof our students.Funds were allocated to– • provide greater opportunity for students toaccess interventions • provide targeted academic and behaviouralsupport to identified students • provide resources

Support for beginning teachers Beginning Teacher funds =$28,260

Beginning teachers were given additional timeto assist in professional development andprovided with support to achieve goals asidentified in PDP's.

Beginning teachers were guided by a mentorand were given opportunities to observelessons by colleagues. They took part in awide range of TPL as well as being assistedin obtaining evidence for completingaccreditation documents.

Early Action for Success EAfS Instructional Leader =$163,254

In 2019, staff had the opportunity to engage ina variety of professional learning activitiesthrough the Early Action for Success strategy.

3 staff members attended ongoingprofessional learning in Building NumeracyLeadership (BNL) to upskill staff and refineteaching practices within the classroom. TheBNL team led number sense staff meetingsfor staff and supported staff in teaching ofnumber sense.

Staff continued to refine their understandingof utilising the National Literacy and


Early Action for Success EAfS Instructional Leader =$163,254

Numeracy Progressions to record studentachievement in a variety of elements acrossthe two curriculum areas. Staff entered datainto PLAN 2 on a regular basis and used thedata to inform teaching and learningprograms.

Successful identification of students at risk ofnot meeting grade benchmarks and theallocation of targeted learning support greatlyreduced the number of students at significantrisk of not meeting stage expectations tobelow 20% in Kindergarten and Year 2.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 146 157 180 184

Girls 151 149 154 162

Student attendance profile

School

Year 2016 2017 2018 2019

K 92.6 89.5 92 89.4

1 93.6 92.2 90.3 89.9

2 93.2 92.1 91.2 88.3

3 91.8 92.8 92.3 88.7

4 87.3 91.7 91.8 90.2

5 93.1 90.8 91.4 90.8

6 91.2 91.4 90.3 89.7

All Years 91.9 91.5 91.4 89.5

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

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

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


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 5

Classroom Teacher(s) 19.49

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.8

Teacher ESL 0.6

School Administration and Support Staff 6.87

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

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

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

Teacher qualifications

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

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.

Professional learning and teacher accreditation

Professional learning has continued to be a focus in 2019. Regular, authentic, contextualised professional learning wasidentified by all staff as an area to commit additional funding. "Professional Learning Wednesdays" began with theengagement of 3 additional teachers to enable teams of teachers to engage in professional learning on identified areas.


All teachers have completed a Performance and Development Plan in consultation with support from their stagesupervisor.

Staff participated in a variety of online training sessions, face–to–face PL and external courses. These coursessupported the school's strategic directions and personal professional needs and interests.

Teachers maintain their accreditation through ongoing professional learning and regularly reflecting on professionalstandards. This year, 2 classroom teachers were accredited at proficient.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 637,941

Revenue 5,410,299

Appropriation 5,315,329

Sale of Goods and Services 23,905

Grants and contributions 67,843

Investment income 3,122

Other revenue 100

Expenses -5,444,861

Employee related -4,604,935

Operating expenses -839,926

Surplus / deficit for the year -34,562

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


Financial summary - Equity loadings

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

2019 Approved SBA ($)

Targeted Total 892,713

Equity Total 614,481

Equity - Aboriginal 43,363

Equity - Socio-economic 318,140

Equity - Language 103,951

Equity - Disability 149,026

Base Total 2,399,905

Base - Per Capita 82,607

Base - Location 0

Base - Other 2,317,298

Other Total 946,812

Grand Total 4,853,910

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


School performance - NAPLAN

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

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

At Campbelltown East Public School we value parents and welcome their feedback.

We have a Parents and Citizens Association who regularly contribute to the school. The P&C meet once a month. TheSub–Branch of the P&C that ran the Soldiers Settlement Museum and monthly markets ceased operation mid 2019.

Tell Them From Me survey–

Throughout the year we held parent forums to provide parents with the opportunity to give feedback on existing programsand future initiatives. This year we participated in the Tell Them From Me Survey for both students and parents /community.

Parent / Community Survey results– On a a 10–point scale (0 indicating strong disagreement and 10 indicating strongagreement) parents rated the school mean as–

8.4 I can easily speak with my child's teachers

8.5 Reports on my child's progress are written in terms I understand

8.8 Written information from the school is in clear, plain language

8.9 My child is encouraged to do his or her best work

9.1 Teachers expect my child to pay attention in class

Over 80% of parents indicated that they found both informal meetings and formal interviews to be Very Useful

92% of parent indicated that they found the school environment to be welcoming.

Feedback regarding Learning Portfolios

At CEPS we introduced Learning Portfolios to accompany School Reports. The Learning Portfolios provide evidence oflearning to support the report. Parent Feedback of the Learning Portfolios indicated that–

100% of parents found the portfolio samples to be helpful in understanding what their child can do or needs help with

100% of parents indicated that they enjoyed looking through their child's Learning Portfolio


Policy requirements

Aboriginal Education Policy

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

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

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

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

expectations.

Anti-Racism Policy

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

Multicultural Education Policy

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


2019 campbelltown east public school annual report€¦ · quality teaching and learning purpose to...

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