2019 seven hills public school annual report...seven hills public school 2a lucas road seven hills,...

Seven Hills Public School2019 Annual Report

3931

Printed on: 22 May, 2020 of 22 Seven Hills Public School 3931 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Seven Hills 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.

School contact details

Seven Hills Public School2A Lucas RoadSEVEN HILLS, 2147www.sevenhills-p.schools.nsw.edu.ausevenhills-p.school@det.nsw.edu.au9624 3441


School background

School vision statement

Seven Hills Public School provides high quality teaching and learning to enable students to achieve success acrossacademic, social, cultural and sporting pursuits. Our school promotes equity and excellence to ensure every child isknown, valued and cared for. We empower students to become globally engaged lifelong learners.

School context

Seven Hills Public School is a small school with 134 students situated in the Western Suburbs of Sydney. It islocated between an industrial area and a residential zone. Seven Hills PublicSchool shares a site with William Rose SP School. The school is part of theNirimba Network of schools and is a member of the Blacktown Learning Community.Seven Hills Public School has a culturally diverse community with 53% ofstudents from a non–English speaking background and 6% who areAboriginal and/or Torres Strait Islander.

Seven Hills Public School is dedicated to providing high quality educational programs with an emphasis onimproving literacy and numeracy outcomes, increasing student engagement andstrengthening community partnerships. The school has a strong focus on meetingthe needs of all students and maximising their potential both academically andsocially. Our school embeds the Positive Behaviour for Learning (PBL) frameworkacross all school systems to enhance academic, social and behaviour outcomes forstudents. There is also a focus on developing reflective teaching practice andintegrating technology across all Key Learning Areas. The students, staff andparents are committed to celebrating the diversity and inclusion of allstudents in all aspects of school life includingacademic, social, cultural and sporting endeavours.

The school staff is comprised of both early career and experienced teachers with a variety of strengths andspecialisations, who work collaboratively to deliver differentiated learning programs. The school provides a nurturing andcaring environment that promotes positive relationships and encourages students to achieve their full potential. Theschool has established a strong sense of community, where parent and community partnerships are valued. Seven HillsPublic School enjoys strong community support and has an onsite "out of school hours" care centre (OOSH) managedby the Parents and Citizens' Association (P&C).


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 Delivering

LEARNING: Assessment Working towards Delivering

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Working towards Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Delivering

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 Excelling


Strategic Direction 1

Excellence in Learning

Purpose

To improve individual student capabilities through the use of formative assessment to deliver high quality curriculum,differentiated learning and future–focussed teaching practices.

Students at Seven Hills Public School will be supported to connect, succeed and thrive in meaningful and challenginglearning experiences.

Improvement Measures

• At least 35% of students achieve in the top two bands for NAPLAN reading, writing and numeracy. • Most students showing expected growth on internal and external school progress and achievement data,includingPLAN 2 and NAPLAN. • Increased number of students showing positive behaviours for effective learning.

Progress towards achieving improvement measures

Process 1: • Assessment for Learning: Implement whole school approaches to evidence–based assessmentpractices, including; Learning progressions, data analysis, tiered interventions, data–driven practices,formative assessment, high quality feedback and student self–regulation.

Evaluation Funds Expended(Resources)

Learning Intentions and Success Criteria (LISC) have been embedded into3–6 writing programs. The Instructional Leader has worked with staffmembers to embed these and use 'bump it up' charts linked to the NSWliteracy sub–element creating texts, in order to provide feedback to studentsduring writing conferences.

Instructional Leader through theutilisation of Quality TeachingSuccessful Students (QTSS) flexiblefunding, Literacy and numeracyintervention funds, equity funds $ 30000

Process 2: • Future Focussed Learning: Building staff capacity to implement inquiry–based learning, STEAM,Visible Learning practices and technology to build student ability to communicate, collaborate and thinkcritically and creatively.


Rigorous professional learning was undertaken by staff in 2019. Leaders ofthis initiative undertook professional learning at the Futures LearningConference, including a STEM Masterclass, as well as completing the'flexible learning spaces by design' unit delivered by the Futures unit in theDepartment of Education. STEM was established as an RFF program acrossthe school and 3D Printers, Dashbots, Blue bots and a number of laptopswere purchased to facilitate this new learning journey. A dedicated MakerSpace room was established and flexible furniture was purchased thatallowed students to work more conducively in collaborative settings. Staff thatundertook the professional learning around the use of flexible furniture led therest of the staff through the research and evidence–based practice in thisarea to develop a collective understanding across the school. Technology isnow being used in innovative ways to build creative and critical thinking skills.A STEAM Team was established and represented Seven Hills Public Schoolat the Vivid Festival and Blacktown Learning Community's STEAMShowcase.

Professional Learning for staff $6 000

STEAM Team Initiative $5 000

Maker Space refurbishment $14 000

Dashbots and Bluebots $5 000

3D printers $2 000

Laptops purchased for classroom useK–6 $20 000

Process 3: • Wellbeing: All staff will engage the systems and practices of Positive Behaviour for Learning in theirclassroom and playground relevant to student needs, including; universal programs, targeted academicsocial skills, resilience skills and personalised support plans.




Based on student designs and school community voting, a graphic designerdeveloped a school mascot to re–brand Positive Behaviour for Learning(PBL) at Seven Hills Public School. Our school's Positive Behaviour forLearning Policy was refined and conveyed to students. All staff have hadinput into this process and streamlined the process for dealing with bothpositive and negative behaviour. Based on parent feedback, the achievementsystem was redesigned and simplified. Calculations were made to ensurethat all students can realistically achieve the highest level of merit throughouttheir primary school journey. The school applied and was successful inreceiving a $20 000 grant per annum for the next three years to employ aschool chaplain two days per week to work with staff and students aroundwellbeing.

Graphic Designer– mascot design andthe design and printing of new meritawards and pin badges $5 000

New school leader badgesincorporating new mascot $5 00

Next Steps

• Learning Intentions and Success Criteria in writing lessons to be embedded across K–2 • Evidence of students being able to verbalise their 'where to next?' in writing • Regular data input (after each writing cycle) of student performance against the Creating Texts sub–element for all

students in K–6 • New PBL signage to be developed and displayed around the school • Parent workshops on PBL to enhance community understanding and support of this practice • The appointment of a school chaplain to develop and implement a range of social skills programs with the students

around conflict resolution and resilience



Excellence in Teaching

Purpose

To build teacher capacity to implement innovative teaching practices and high quality personalised learning programs forall students.

Staff at Seven Hills Public School will engage in dynamic professional learning. A culture of leadership and collectiveefficacy will be inspired and supported at all levels.


• 100% of teachers will provide evidence of their performance against the Australian Professional Standards forTeachers. • 100% of staff will employ evidence–based teaching practices and actively engage in collaboration with theircolleagues. • An increased number of teachers accredited by the NSW Teacher Education Standards Authority (NESA) atProficient and higher levels. • Students identified as requiring additional support receive appropriate intervention to support their needs resulting inimproved outcomes.


Process 1: • Dynamic PL Practices: Staff engage in collaborative practices, including Spirals of Inquiry,Instructional Leadership, Growth Coaching, Learning Walks, peer observations to deliver improvementin school performance.


Staff undertook weekly spirals of inquiry sessions, where they familiarisedthemselves with the literacy learning progressions in the areas of reading andwriting. Staff regularly tracked student progress against the progressions inthese areas and undertook research around evidence–based quality teachingpractices in these areas. As a result, staff in 3–6 follow the writing processand use quality literature as a stimulus for writing tasks. They build the fieldand relevant vocabulary. Explicit teaching and modelling has been a majorshift in the teaching/learning of writing at Seven Hills PS. In reading, staffhave an understanding of the relevant comprehension skills that need to bedeveloped in students once they are able to accurately decode and readtexts. This has been seen through the use of quality texts as a springboardinto rich discussions around the tools that authors/illustrators use to conveytheir intended message.

Quality literature purchased $6 200

Spirals of Inquiry professional learning$15 000

Instructional Leadership– staffing $30000

Process 2: • Performance and Development: staff are engaged in goal–setting, reflection and feedback using theAustralian Professional Standards for Teachers and DoE Performance and Development Framework toguide their own professional learning. Personalised professional learning practices support the needs ofall members of the school community to achieve their goals in a culture of continual improvement.


All staff met with their supervisors to develop a Professional DevelopmentPlan (PDP), aligned to the Australian Professional Standards for Teachers,the School Plan and personal growth. Out of all the goals set by staff, 90%were achieved, with the remaining 10% continuing to focus on achieving theirgoals in 2020.

.

Casual relief for staff to undertakePDP meetings with supervisors $3 000

Process 3: • High Quality Teaching: data–driven and differentiated literacy and numeracy programs are delivered.Staff use rigorous identification and monitoring processes to ensure tiered interventions are provided for



Process 3: students.


With a focus on improving student learning outcomes in mathematics, staffworked with Anita Chin to undertake professional learning around thesyllabus, specifically the way in which the syllabus is designed to encompassthe acquisition of numeracy skills. Differentiation was also a focus, as staffexplored ways in which equipment can be used in the classroom to meet thediverse learning needs of the students. A whole school mathematics scopeand sequence was developed by all staff, in consultation with Anita Chin,ready for implementation in 2020. An audit on our mathematics equipmentwas conducted and new equipment purchased and organised into classroomkits. The purchase of Sentral as a digital tracking and monitoring platformsaw a transformation of the way in which Learning and Support data istracked and monitored. Staff took part in professional learning around tieredinterventions and the role of Learning and Support Teacher, who movedaway from a model of withdrawal to in–class support, whilst School LearningSupport Officers withdrew selected students to undertake MiniLit and MacqLitprograms.

Mathematics resources purchased$6500

Anita Chin Professional LearningSessions x 3 $8 000

MiniLit and MacqLit training andresources $5 200

Sentral licence $ 6 500

Next Steps

• Performance and Development Procedures updated • Continuing our work with Anita Chin to break down the structure of a quality mathematics lesson, quality

programming and utilising resources effectively. • K–2 staff to undertake TEN training (evidence–based approach) to build their understanding of early arithmetical

strategies. • The introduction of number talks to assist staff in building students number sense. • Learning and Support Team processes tweaked to ensure that all staff have a shared responsibility for ensuring

that every student is known, valued and cared for.



Excellence in Leading

Purpose

To build stronger relationships as an educational community by leading and inspiring a culture of collaboration, engagedcommunication and continuous improvement.

Effective organisational practices enhance parental partnerships and support improvements in student learning.


• Parent survey data indicates an increased understanding of school learning and wellbeing initiatives. • An increase in teacher and student opportunities to engage in networks beyond the school. • School self–assessment against the School Excellence Framework indicates that the school is moving towardsexcellence across Learning, Teaching and Leading.


Process 1: • Parent Partnership: Provide parent and community workshops, forums and wider community events,Volunteers in Partnership (VIP) training to increase parent/carer understanding and support ofcurriculum and wellbeing.


Throughout 2019, parents and community members were given manyopportunities to engage with the school. During Term 1, the Volunteers InPartnership (VIP) program was run. This program teachers parents how tosupport students in the classroom with literacy and numeracy. A number ofour graduating parents went on to become helpers in the classroom.Information sessions were also held for parents to explain the curriculumbeing taught in classrooms and school processes, including NAPLAN Online.Parents and community members were also invited to participate in events,including NAIDOC Day, Harmony Day, Mother's Day and Father's Daybreakfasts. Parents were also encouraged to attend school sporting eventsand assemblies.

Casual Days $ 1 000

Restorative Practice Australia $4 200

Community function $500

Online Interview platform $120

Promotional Materials $6 000

Process 2: • Educational Community Partnership: Identify and create opportunities to work across a range oflearning communities with a focus on student, teacher, leader and school improvement.


Being apart of the Blacktown Learning Community (BLC), Seven Hills PSparticipated in a number of BLC events, including a STEAM initiative whichallowed us to develop partnerships with the Department of Education STEAMteam and external technology providers. These partnerships led to ourschools STEAM team involved in a showcase for VIVID Sydney. Staff alsocollaborated with teachers from other schools to develop Scope andSequences to improve our delivery of curriculum to students. The schoolexecutive have also made connections with other school leaders throughlocal executive networks.

BLC STEAM Team initiative $5 000

Field of Mars Professional Learning$950

Anita Chin Professional Learning $2700

Venue Hire and Catering $800

Process 3: • Educational Leadership: Professional learning in the school emphasises developing effectiveinstructional leadership, management skills and leadership attributes to facilitate whole schoolimprovement.


Professional Learning was delivered to staff in a range of ways. Schoolleaders provided direct instructional leadership in the classroom to supportreading in K–2 and writing in 3–6, using evidence–based practice. Staff also

Spirals of Inquiry – Sports in schools$25 000



engaged in online learning in response to emerging student needs. An expertwas engaged to support staff to effectively implement the Mathematicssyllabus.

Next Steps

• Host parent workshops based on community needs. • Continue to offer Volunteers in Partnership (VIP) training to parents. • Engage Professionals to support our community and curriculum needs. • Evaluate the Kindergarten enrolment process and adjust as needed. • Survey staff, students and community members regarding school operations and satisfaction through the Tell

Them From Me Survey. • Continue to engage with the Blacktown Learning Community (BLC) and their initiatives. • Continue to partner with other schools, who have similar contexts and needs. • Continue to provide Instructional Leadership in the areas of Reading, Writing and Mathematics using

evidence–based practices and student data.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency MacqLit and MiniLitprofessional learning $5200

Throughout the year, the EAL/D teacherengaged in professional learning to enablethe consistent tracking of students against theEAL/D learning progression. This allowed forthe provision of targeted and differentiatedsupport, both in the classroom and inwithdrawal settings. The EAL/D teacher wastrained in the implementation of MacqLit,targeting 3–6 students who were experiencingdifficulty in reading. The teacher worked withthese students on a daily basis to equip themwith phonics, vocabulary and comprehensionskills to be able to successfully read texts. All100% of EAL/D students who engaged in thisprogram made positive improvements in theirreading. A new reporting template saw theprovision of information being relayed toparents about the phase that their childagainst the EAL/D progression and someadditional information about how their child'sneeds were being catered for. The EAL/Dteacher also developed PersonalisedLearning and Support Plans in conjunctionwith classroom teachers to ensure thatteachers were equipped with a range ofstrategies to cater for the diverse needs oftheir EAL/D students.

Low level adjustment for disability Professional Learning –Personalised learning(PLaSPs and PLPs) $ 1000

MacqLit and MiniLitprofessional learning $5200

Flexible funding was utilised to increase ourlearning and support teacher and SchoolLearning Support Officer allocation. Rigorousdata collection and analysis enabled thosestudents who required support to be morereadily identified, tracked and monitored. As aresult, 100% of students requiringadjustments and learning support havePersonalised Learning and Support Planswhich have been collaboratively developedwith parents/carer and students. Studentswith diagnosed disabilities received additionalin–class or playground support that assistedthem in achieving personal learning goals.School Learning Support Officers weretrained in MIniLit and MacqLit programs,delivering these daily to identified students.The delivery of these programs has seenpositive growth for all participants in reading,particularly with fluency.

Quality Teaching, SuccessfulStudents (QTSS)

Instructional Leadership –staffing $30 000

Teaching resources –quality texts, book covers$6 200

This funding was utilised to enable theAssistant Principal to undertake the role ofInstructional Leader, building the capacity ofstaff around reading (K–2 and the writingprocess (3–6). This enabled the provision ofprofessional learning, in–class demonstrationlessons, shoulder–to–shoulder support andthe development of visible learning practicesembedded into class programs. Staff nowhave a greater understanding ofevidence–based practices and are beginningto adopt these into their literacy blocks.

Socio–economic background MacqLit and MiniLitprofessional learning $5200

A Learning and Support Teacher (with priorReading Recovery training) was utilised towork with small groups of students during


Socio–economic background MacqLit and MiniLitprofessional learning $5200

literacy sessions to undertake an intensivereading program K–2.

Support for beginning teachers Beginning Teaching –Mentoring $ 8 760

Beginning teachers were provided with arange of Professional Learning opportunitiesand additional release from face to faceteaching to undertake their own professionallearning in alignment with their ProfessionalDevelopment Plan. This professional learningmodel equipped beginning teachers with: agreater understanding of the Australianprofessional standards for teachers, reflectivepractice, managing the classroom, planning asequence of lessons, aspects of assessment,providing feedback to students anddifferentiating learning. With a school focuson reading and writing, additional professionallearning was delivered to build a greaterunderstanding of effective reading practicesand the writing process.

Targeted student support forrefugees and new arrivals

Refugee support funding –staffing $7 000

The EAL/D teacher was employed anadditional day in Semester 1 to enable her towork individually with identified students tosupport their learning, both in the classroomand via withdrawal programs.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 64 71 79 75

Girls 51 52 64 56

Student attendance profile

School

Year 2016 2017 2018 2019

K 92.1 93.4 91.4 93.6

1 95.6 92.8 90.2 90.1

2 93.8 95.3 87.8 90.8

3 92.9 93.1 96.2 88.9

4 93.1 94.7 93.4 92.6

5 85.9 92.7 89 92.5

6 88.4 89.3 90.4 92

All Years 92.2 93.4 91.3 91.5

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) 1

Classroom Teacher(s) 5.8

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.5

Teacher Librarian 0.4

School Administration and Support Staff 1.81

*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.


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 253,337

Revenue 1,625,740

Appropriation 1,520,058

Sale of Goods and Services 250

Grants and contributions 104,304

Investment income 928

Other revenue 200

Expenses -1,877,024

Employee related -1,460,874

Operating expenses -416,150

Surplus / deficit for the year -251,284

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 21,613

Equity Total 166,951

Equity - Aboriginal 7,755

Equity - Socio-economic 33,052

Equity - Language 53,705

Equity - Disability 72,439

Base Total 1,206,824

Base - Per Capita 33,553

Base - Location 0

Base - Other 1,173,271

Other Total 89,393

Grand Total 1,484,781

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

Students

Each year schools are required to seek the opinions of students, teachers and parents about the school. Their responsesare presented below. In 2019 students, were invited to complete the NSW DoE Tell Them From Me Survey (TTFM).

The TTFM 'Student Outcomes and School Climate' Student survey measures indicators based on the most recentresearch on school and classroom effectiveness. Survey 1 results are based on data from 46 students in Years four, fiveand six who took the survey between 11 Mar 2019 and 24 Mar and Survey 2 from 39 students in Years four, five and sixwho completed the survey between 26 Aug 2019 and 29 Aug 2019. Seven Hills PS results are compared with the NSWGovernment norms, which are based on the results of ALL students in NSW government schools who participated in2019.

Social–Emotional Outcomes

Student participation in school sports • Survey 1: 78% of students with a high rate of participation in sports with an instructor at school, other than in a

physical education class compared with the NSW Government Norm of 83%. • Survey 2: 90% of students with a high rate of participation in sports with an instructor at school, other than in a

physical education class compared with the NSW Government Norm of 83%.

Student participation in extracurricular activities • Survey 1: 62% of students with a high rate of participation in art, drama, or music groups; extracurricular school

activities; or a schoolcommittee compared with the NSW Government Norm of 55%. • Survey 2: 61% of students with a high rate of participation in art, drama, or music groups; extracurricular school

activities; or a schoolcommittee compared with the NSW Government Norm of 55%.

Students with a positive sense of belonging • Survey 1: 78% of students feel accepted and valued by their peers and by others at their school compared with

the NSW Government Norm of 81% • Survey 2: 77% of students feel accepted and valued by their peers and by others at their school compared with

the NSW Government Norm of 81%

Students with positive relationships • Survey 1: 89% of students have friends at school they can trust and who encourage them to make positive

choices compared with the NSW Government Norm of 85% • Survey 2: 72% of students have friends at school they can trust and who encourage them to make positive

choices compared with the NSW Government Norm of 85%

This will form a major focus in 2020, with our application for a school chaplain being successful. The successfulchaplain/youth worker will work with students to maintain positive relationships with one another. The grant is for a periodof three years, running from 2020–2022.

Students that value schooling outcomes • Survey 1: 93% of students believe that schooling is useful in their everyday life and will have a strong bearing on

their future compared with the NSW Government Norm of 96% • Survey 2: 97% of students believe that schooling is useful in their everyday life and will have a strong bearing on

their future compared with the NSW Government Norm of 96%

Students with positive homework behaviours • Survey 1: 72% of students do homework for their classes with a positive attitude and in a timely manner compared

with the NSW Government Norm of 63% • Survey 2: 68% of students do homework for their classes with a positive attitude and in a timely manner compared

with the NSW Government Norm of 63%

Students with positive behaviour at school • Survey 1: 89% of students that do not get in trouble at school for disruptive or inappropriate behaviour compared

with the NSW Government Norm of 83%. • Survey 2: 98% of students that do not get in trouble at school for disruptive or inappropriate behaviour compared

with the NSW Government Norm of 83%.

Students who are interested and motivated • Survey 1: 74% of students are interested and motivated in their learning compared with the NSW Government


Norm of 78%. • Survey 2: 76% of students are interested and motivated in their learning compared with the NSW Government

Norm of 78%.

Student effort • Survey 1: 95% of students try hard to succeed in their learning compared with the NSW Government Norm of

88%. • Survey 2: 89% of students try hard to succeed in their learning compared with the NSW Government Norm of

88%.

Drivers of Student Outcomes

Effective learning time

Important concepts are taught well, class time is used efficiently, and homework and evaluations support classobjectives.

• Survey 1: The school was rated at 8.5 compared with the NSW Government Norm of 8.2. • Survey 2: The school was rated at 8.8 compared with the NSW Government Norm of 8.2.

Relevance

Students find classroom instruction relevant to their everyday lives. • Survey 1: The school was rated at 8.0 compared with the NSW Government Norm of 7.9. • Survey 2: The school was rated at 7.7 compared with the NSW Government Norm of 7.9.

Rigour

Students feel classroom instruction is well–organised, with a clear purpose, and with immediate feedback that helpsthem learn.


Students who are victims of bullying

Students who are subjected to moderate to severe physical, social, or verbal bullying, or are bullied over the Internet. • Survey 1: The school was rated at 37% compared with the NSW Government Norm of 36%. • Survey 2: The school was rated at 48% compared with the NSW Government Norm of 36%.

As well as the appointment of a school chaplain, the school has made arrangements in 2020 to work with an ex SeniorConstable to educate the students on appropriate internet usage behaviours. HE will meet with all key stakeholders tobuild their understanding and capacity in this area.

Advocacy at school

Students feel they have someone at school who consistently provides encouragement and can be turned to for advice. • Survey 1: The school was rated at 8.1 compared with the NSW Government Norm of 7.7. • Survey 2: The school was rated at 8.4 compared with the NSW Government Norm of 7.7.

Positive teacher–student relationsStudents feel teachers are responsive to their needs and encourage independence with a democratic approach.


Positive learning climate

Students understand there are clear rules and expectations for classroom behaviour. • Survey 1: The school was rated at 7.5 compared with the NSW Government Norm of 7.2. • Survey 2: The school was rated at 7.6 compared with the NSW Government Norm of 7.2.

Expectations for success

School staff emphasise academic skills and hold high expectations for all students to succeed. • Survey 1: The school was rated at 8.4 compared with the NSW Government Norm of 8.7.


• Survey 2: The school was rated at 8.8 compared with the NSW Government Norm of 8.7.

Teachers

In 2019, staff were invited to take part in the NSW DoE Tell Them From Me 'Focus on Learning Survey'. The survey is aself–evaluation tool for teachers and schools which is based on two complementary research paradigms.

One is 'effective schools' research which has identified the most important correlates of student outcomes. The questionsin the survey are grouped to assess eight of the most important Drivers of Student Learning. The research on classroomand school effectiveness has consistently shown these factors to be strong correlates of student achievement.

The second paradigm, related to Dimensions of Classroom and School Practices, is based on the learning modelfollowed by the Outward Bound program. This is hailed as an effective model of teaching as participants are presentedwith tangible, challenging goals; the training entails a series of activities that lead participants to achieving those goals inincremental steps; there is constant feedback from trainers and peers; and the staff help participants overcome personalobstacles such as fear or a lack of perseverance. The Outward Bound model is described in John Hattie's book, VisibleLearning (Routledge, 2008), which builds upon Carl Bereiter's model of learning and the taxonomy for learning, teachingand assessment set out by Lorin Anderson, David Krathwohl and Benjamin Bloom.

This report provides results based on data from 5 respondents in this school who completed the Teacher Surveybetween 26 Aug 2019 and 27 Aug 2019.

8 Drivers of Student Learning Survey results indicated: • Leadership– The school was rated at 7.6 compared with the NSW Government School Norm 7.1. • Collaboration– The school was rated at 7.7 compared with the NSW Government School Norm of 7.8. This will be

an area of focus with staff for 2020. • Learning Culture– The school was rated at 8.2 compared with the NSW Government School Norm of 8.0. • Data informs practice– The school was rated at 8.0 compared with the NSW Government School Norm of 7.8. • Teaching Strategies– The school was rated at 8.2 compared with the NSW Government School Norm of 7.9. • Technology– The school was rated at 6.5 compared with the NSW Government School Norm of 6.7. This will be a

continued focus with staff for 2020. • Inclusive school– The school was rated at 8.2 compared with the NSW Government School Norm of 8.2. • Parent Involvement– The school was rated at 7.5 compared with the NSW Government School Norm of 6.8

Four dimensions of Classroom and School Practices survey data indicated: • Challenging and Visible Goals–The school was rated at 7.7 compared with the NSW Government School Norm

of 7.5. • Planned Learning Opportunities– The school was rated at 7.9 compared with the NSW Government School

Norm of 7.6. • Quality Feedback– The school was rated at 7.4 compared with the NSW Government School Norm of 7.3. • Overcoming Obstacles To Learning– The school was rated at 7.9 compared with the NSW Government School

Norm of 7.7.

Parents

In 2019, parents were invited to complete the NSW DoE Tell Them From Me 'Partners in Learning' Parent Survey(TTFM).

The survey includes seven separate measures, which were scored on a ten–point scale. The scores for the Likert–formatquestions (i.e., strongly agree to strongly disagree) have been converted to a 10–point scale, then averaged andreported by question and by topic. A score of 0 indicates strong disagreement; 10 indicates strong agreement; 5 is aneutral position (neither agree nor disagree).

These results are based on data from 13 respondents in this school who completed the Parent Survey between 26 Aug2019 and 08 Sep 2019.

Responses indicated: • Parents Feel Welcome– The school was rated at 8.0 compared with the NSW Government School Norm 7.4. • Parents are informed– The school was rated at 7.9 compared with the NSW Government School Norm of 6.6. • Parents support learning at home– The school was rated at 7.6 compared with the NSW Government School

Norm of 6.3. • School supports learning– The school was rated at 7.7 compared with the NSW Government School Norm of

7.3. • School supports positive behaviour– The school was rated at 8.1 compared with the NSW Government School


Norm of 7.7. • Safety at school– The school was rated at 7.7 compared with the NSW Government School Norm of 7.4 • Inclusive school– The school was rated at 8.1 compared with the NSW Government School Norm of 6.7.

In 2018, parents were asked what we could improve upon at Seven Hills Public School. Responses included: • staffing stability • consistent school counsellor • increased extra–curricular activities • upgrade of some of our facilities • school merit system

In 2019, this feedback was presented to staff, who collaboratively developed an action plan to address the feedback andenhance our school and our practices. These are the actions that have been put in place to address the feedback:

• Temporary teaching positions filled, including all substantive executive positions. • Choir, debating, dance, PSSA sport continues to run at our school. The STEAM TEAM was a welcome addition to

our extra–curricular activities offered in 2019, with the school receiving extremely positive feedback around itsinclusion.

• Refurbishments and upgrades have occurred across the school including: an upgrade to the school playgroundequipment and signage around the school, a new security fence, the purchase of a wide range of technology, agreen screen, Dashbots, Blue Bots, two 3D printers and flexible furniture for use in a dedicated STEAM RFF room.The library is in the middle of a refurbishment, including painting, new carpet, flexible furniture purchased and areconfiguration of the internal space so that it is more open and inviting to students, Painting occurred in a doubleclassroom, with new furniture being purchased for flexible use and the reconfiguration of an old storeroom into anadministration office saw new carpet, painting and new furniture replaced.


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.

This year, the Seven Hills Public School community have had the opportunity to work with Steven Trist (AboriginalEducation Officer) to develop a greater understanding of Aboriginal culture in the local area. Regular visits to the schoolwere undertaken by Steven to talk to the students about the local area and the symbols that Aboriginal artists use in theirartworks to convey a story. Working with Aboriginal students from Seven Hills High School, each class developed anAboriginal art mural, depicting what they had learnt about the local Aboriginal culture. Parents were consulted in thedesign process and student totems were included to ensure that these were contextually appropriate for our schoolcommunity. An unveiling of these murals occurred where all people involved, together with the Seven Hills Public Schoolcommunity, came along to celebrate their reveal and display. These are now featured on the school buildings facingProspect Highway. All students participated in the development of these murals and are incredibly proud of their efforts.

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 seven hills public school annual report...seven hills public school 2a lucas road seven hills,...

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