2016 Figtree Public School Annual Report - Amazon S3€¦ · happy and settled classroom environments. ... The Parents’ Auxiliary and P&C worked closely together on fundraising

Figtree Public SchoolAnnual Report

2016

3964

Printed on: 27 April, 2017Page 1 of 15 Figtree Public School 3964 (2016)

Introduction

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

Melissa Harding

Principal

School contact details

Figtree Public SchoolGibsons RdFigtree, 2525www.figtree-p.schools.nsw.edu.aufigtree-p.School@det.nsw.edu.au4271 6888


Message from the Principal

It is with great pride that I present this report on the outstanding achievements of Figtree Public School. As a newprincipal to the school at the beginning of 2016, I was openly welcomed by students, staff, parents and the widercommunity and quickly discovered what a quality school Figtree Public School is.

Figtree Public School is committed to the provision of a high quality education for all its students. Our school is held inhigh regard by our students, their families and the local community. As a learning community we work together to ensureour school is a special learning environment, rich with opportunities for every student, every teacher and every family.

In 2016, we continued our strong commitment to the teaching of literacy and numeracy. The regular monitoring andassessment of children’s progress ensures that literacy and numeracy skills are well developed across all subject areas.Specialist staff, using quality support programs, are available to assist children experiencing difficulties.

We have a strong focus on student leadership, promoting positive values and developing a sense of global citizenship.Students are provided with a wide range of extra–curricula activities that include sport, public speaking and choir.

The school continues to place great importance on providing students with the opportunity to learn in positive, safe,happy and settled classroom environments. An emphasis on supportive and proactive student welfare practices, basedon high expectations and responsibility encourages positive behaviours and allows students to work and playharmoniously.

In 2017, we will remain committed to providing excellence in education, developing the whole child and catering forindividual differences. We aim to continue to build on quality teaching and learning practices, with a focus on improvingstudent results in literacy and numeracy.

Melissa Harding

Principal

Message from the school community

The Parents’ Auxiliary and P&C worked closely together on fundraising efforts in 2016, including the Easter Raffle &Sausage Sizzle, Mothers’ Day Stall, Special Canteen Days, End of Term Discos. The Family Fun Night was the icing onthe Auxiliary’s fundraising cake. The Auxiliary, with the assistance and support of our Figtree Public School community,made a profit of over $35,000 (an increase of some $4,000 above the 2015 result). Hard work from a small group ofAuxiliary members, together with the assistance of volunteers made for some great events and the funds raised allow usto ensure that each and every child at Figtree Public School receives the best educational support possible.

Our Canteen continued to run successfully in 2016, and remained closed on Tuesdays and Thursdays due to a lack ofvolunteers. The Canteen successfully underwent a Wollongong Council inspection. Our menu continued in a similar veinto the one that was overhauled in 2013 and further enhanced choice and variety. It also provided a healthy andinexpensive alternative to busy parents.

As always, heartfelt thanks must go to our hardworking and enthusiastic Principal, Melissa Harding and her team of bothteaching and administration staff for their support and encouragement throughout the year. We congratulate Melissa ona successful first year at the helm of Figtree Public School and look forward to continuing to work with her to achievepositive outcomes for our children. I also thank anyone who has volunteered their time in any way to the P&C, Parents’Auxiliary, Canteen, School Council, and Uniform Shop – without these people none of the P&C’s efforts would come tofruition and our children would not benefit from the wonderful resources and facilities that we are able to provide. Aspecial thank you to my fellow P&C executives, Ms Eva Thompson (Secretary), Ms Natalie Weaver (Vice President) andMs Alicia Williams (Treasurer) for all of their hard work, commitment and dedication.

We are looking forward to another productive and profitable year in 2017. As always, we encourage new faces in theP&C Committee in the forthcoming year to provide new ideas, thoughts, suggestions and opinions.

Arthur Castrissios

P&C President 2016


School background

School vision statement

To provide quality learning so that every student and teacher is actively engaged and enabled in their learning, achievessuccess, reaches their potential (and beyond – Hattie)

Figtree Public School is committed to the pursuit of continuous personal, social and intellectual growth in students andstaff through high quality teaching and learning.

Figtree Public School embraces diversity and fosters a strong sense of community with students and staff learning in asafe, caring and supportive environment.

Figtree Public School is the foundation for students as 21st Century and life–long learners. Students develop andexperience respect, confidence, personal growth and positive attitudes to learning. At Figtree Public School, we meet thechallenges of the Melbourne Declaration on Educational Goals for Young Australians by encouraging our students to be‘successful learners, confident and creative individuals; active and informed citizens’.

School context

Figtree Public School is located in the central suburbs of Wollongong, serving a diverse, multicultural populationrepresenting 35 countries. There are currently around 300 students in 11 K–6 mainstream classes and 3 support classesfor children with intellectual and physical disabilities.

Figtree Public School is proud of its social and academic reputation as a result of very supportive and caringrelationships between children, parents, staff and the wider community over many years. Our happy, vibrant, familyschool culture is built upon our Positive Behaviour for Learning (PBL) values of Respect, Safety, Learning which arestrongly aligned to the core words of our school song and school motto Caring, Sharing, Learning Together. Our corevalues and school motto are clearly embedded in everything that happens and is evident every day at Figtree PublicSchool.


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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated that in the domain of Learning, the evidence of teachers using formativeassessment to respond to the needs of students and differentiate the curriculum demonstrates that at Figtree PublicSchool, assessment is beginning to promote learning excellence and responsiveness in meeting the needs of alllearners. We are beginning to see a more integrated approach to quality teaching, curriculum planning and delivery andassessment in many classrooms. This has resulted in greater learning excellence.

In the domain of Teaching, we are delivering Effective Classroom Practice. The use of evidence–based teachingstrategies demonstrates that many teachers are committed to learning about these strategies and are prepared toimplement and experiment with some effective teaching methods. Classrooms are well managed with minimaldisruptions, allowing for maximum learning time.

In the domain of Leading, the evidence of community feedback and communication are examples of managementsystems, structures and processes that underpin school improvement and the improved professional effectiveness ofschool members. At Figtree Public School we are beginning to provide more opportunities for students and thecommunity to provide constructive feedback on school practices and processes. The school leadership team is beginningto create an organisational structure that enables management systems, structures and processes to work effectivelyand in line with legislative requirements and obligations. A focus on streamlining processes to ensure the effectivedelivery of information has occurred in 2016, strengthening parental communication.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements 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

Ensuring Teacher Quality and Quality Teaching

Purpose

To provide a challenging and student centred curriculum that promotes creativity, innovation and engagement as 21stCentury learners.

Our aim is to inspire excellence in teaching and learning through focussed professional learning.

Overall summary of progress

In 2016, all teachers have been involved in professional learning that focuses on using formative assessment practices.Acquiring a deeper knowledge of formative assessment has enhanced teacher responsiveness in meeting the learningneeds of all students

Language, Learning and Literacy (L3) is a research–based pedagogy, targeting reading and writing. In 2016, L3continued to be a professional learning priority for Kindergarten teachers. At the end of 2016, 91% of Kindergartenstudents achieved the expected reading level or beyond.

Due to the success of L3 in Kindergarten over the past four years, Stage 1 teachers at Figtree Public School began theStage 1 L3 training in 2016. At the end of 2016, 89% of Year 1 students and 81% of Year 2 students achieved theexpected end of year reading level or beyond.

Quality Teaching Successful Schools (QTSS) and professional learning funds have been used creatively to allow timeeach week for collaborative planning, lesson observations and feedback. In 2016, all staff were involved in at least onecycle of this collaborative practice model. This practice has resulted in staff evaluating teaching and learning, teachersworking together to improve and teachers providing and receiving planned constructive feedback from peers in order toimprove teaching practice.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

All teachers have a PDP thatincludes relevant goals.

100% of staff have completed a Performance andDevelopment Plan in 2016.

100% of K–2 staff included a professional goalabout the learning and implementation of L3. 94%of all teachers included a goal about the learningand implementation of Focus on Reading.

$12, 243 (QTSS Funds)

80% of students achievinggreater than or expected growthin NAPLAN from Year 3 to Year 5in Literacy and Numeracy.

In 2016, 60% of students achieved greater than orexpected growth in Reading and Spelling. Both ofthese results are significant improvements from thegrowth shown in 2015.

$10, 000 (Resources)

$25, 222 (SLSO andLearning Support Teachertime)

Next Steps

• Professional learning for 3–6 teachers on the use of flexible, dynamic grouping and the use of regular assessmentdata to inform curriculum planning and delivery.

• Continued professional learning for all staff that focuses on NAPLAN analysis and its use in informing teachingpractices.

• Formative Assessment Professional Learning to continue in 2017 with a focus on all teachers regularly usinglearning intentions and success criteria.

• Professional learning about the Australian Professional Standards for Teachers will involve all staff in 2017.




Developing Successful Learners and Citizens

Purpose

To provide a safe, secure learning environment which fosters the development of the whole child to become aresponsible, successful and respectful citizen.

Our aim is for every student to be a confident, creative and analytical learner.


Our continued school–wide focus on Positive Behaviour for Learning (PBL) has enabled us to achieve significantprogress in this strategic direction through a successful approach to student wellbeing and learning culture. PBL hasensured the use of a consistent approach to teaching and learning of appropriate behaviours in the various schoolcontexts. There have been significant, observable changes in behaviour featuring more positive and respectfulrelationships throughout the school community.

HOW2Learn continued to be a key professional learning focus in 2016. A range of evidence indicates that there is astrong understanding of the HOW2Learn pedagogy amongst staff, including the 20 habits of effective learners, changingmindsets and reflecting on learning. This demonstrates that there is beginning to be a strategic and planned approach tosupport the cognitive, emotional, social, physical and spiritual wellbeing of all students. With 100% of teachers having agood understanding of fixed and growth mindsets and 85% of teachers using the concept of a ‘learning pit’ in theirclassroom, we are beginning to see the creation of a more positive teaching and learning environment. Students arebecoming more resilient learners and are more prepared to take risks in their learning.

Student led conferences were previously implemented in 2014 and 2015 for Stage 3 students and their parents. Due tothe positive feedback in regards to the effectiveness of these conferences, it was decided that we would expand the ideato include Stages 2 and 3 in 2016. These conferences built on the information provided in the Semester 1 reports, butallowed the students to lead the discussion about their learning achievements and areas for growth. Students usedassessment and reporting processes to reflect on their learning when preparing for the student led conferences.Feedback from parents after the conferences indicated that they now have a better understanding of what their childrenare learning. Parents and carers also acknowledged and appreciated the importance of students reflecting on andevaluating their own learning.




Tell Them From Me and schoolbased data indicate studentengagement and satisfactionabove 80%.

98% of parents and 100% of staff are satisfied withthe students' socialisation at school.

98% of parents believe that their child is developingvaluable learning skills and habits.

93% of students are interested and motivated intheir learning.

No additional cost

Decrease in number of PBLincidents of inappropriatebehaviour

Reduction in incidents of documented inappropriatebehaviour from 18% in 2015 to 15% in 2016.

$5000 (Resources andProfessional Learning)

Next Steps

• A school wide implementation of How2Learn habits. Signage around the school – rewards for evidence of habits. • Data will be collected and collated using LMBR software. This will allow for accurate and timely data to be

recovered when necessary. • Stage 3 teachers working closely with high school personnel to revise and reinvigorate the stage 3 transition to high

school plan.



Developing Effective School Leaders

Purpose

To strengthen partnerships with all stakeholders, creating opportunities for effective communication and consultativedecision making.

Our aim is for leaders at all levels to be empowered to lead and engage in a culture of high expectations and a sharedsense of responsibility for student engagement, learning, development and success.


Evidence of increased student leadership opportunities (including the work of the Student Representative Council), theestablishment of the Leading and Managing Figtree Public School document, the inauguration of curriculum teams andcontinued community involvement in 2016, demonstrates that the school leadership team values the development ofleadership skills in students and staff and supports high levels of community engagement. Opportunities for thedevelopment of leadership skills in our students and staff has resulted in capacity building and organisational bestpractice.

Again, there have been many opportunities for community members to engage in school–related activities. Thisinvolvement has contributed to the school community having a positive perception about educational provision at FigtreePublic School.

Leadership Team conference days and meeting agendas focused on professional learning have resulted in opportunitiesfor school leaders to collaboratively review, revise and evaluate school priorities and teaching and learning initiatives.They have also been good opportunities for informal, collaborative mentoring on a range of leadership issues andreforms.




School self–evaluation datareflects 80% or higher satisfactionrate with school leadership andmanagement.

100% of staff are satisfied with the direction of theschool leadership and management.

97% of parents and carers feel that the SchoolLeadership Team provides effective schoolleadership.

$6000 (Leadershipdevelopment andprofessional learning)

All teachers clearly demonstratealignment to the ProfessionalTeaching Standards with schoolleaders aligning to HighlyAccomplished and Lead levels.

Additional meetings that focus on the maintenanceof accreditation began in 2016 and have resulted inmore teachers gaining a deeper knowledge ofprofessional standards. 100% of teaching staff havealso engaged with the standards when beinginvolved in collaborative planning, observations andfeedback.

$12,243 (QTSS funds)

$10,000 (Additional schoolfunds)

Next Steps

• Formalised mentoring and coaching opportunities to improve teaching and leadership practice offered to all staff. • Curriculum team will be replaced by teams that are linked to the 3 strategic directions in the school plan. • The whole staff will be more involved with the monitoring of milestones as they will all be part of a strategic direction

team. • Each strategic direction team will be responsible for collecting and analysing data throughout the year. • More opportunities for parent and community involvement through the use of parent forums in 2017.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading 100% of our Indigenous students have aPersonal Learning Plan (PLP). These plansinclude literacy and numeracy goals andtargets.

During 2016, a School Learning SupportOfficer worked closely with our students ontheir individual literacy and numeracy goals.This individualised instruction and supportassisted with progress and increased studentengagement and attendance.

$7,455

English language proficiency The English language proficiency flexiblefunding allocation was used to providemaximum teacher support to students fromnon–English speaking backgrounds. Studentsare supported in classrooms and/or smallwithdrawal groups to take part in early Englishlanguage development lessons.

$35,407 (Total EnglishLanguage Proficiencyfunding)

Low level adjustment for disability Our Learning and Support Teacher (LaST)was used to identify students for targetedsupport through small group– work andindividualised support within classrooms.

$96,637

Quality Teaching, SuccessfulStudents (QTSS)

QTSS funding has enabled the release ofteachers to engage in onsite, collaborativeprofessional learning. These professionallearning sessions are tailored to meet theneeds of the teachers involved and include aclose examination and analysis of studentdata, lesson and unit planning, lessonstudies, observations and feedback.

$12,243

Socio–economic background Additional School Learning Support Officer(SLSO) time was allocated to support thelearning of students from low socio–economicbackgrounds.

Funding was also used to support targetedstudents in their involvement and participationin school programs.

$18,337


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 145 137 149 145

Girls 166 169 156 164

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.4 95.2 94 94.9

1 93.3 95.2 90.5 94.8

2 94.6 93.5 95.3 93.9

3 94.3 92 94.9 95.4

4 94.6 95.2 92.4 93.3

5 95.4 92.7 94.6 93.6

6 94.6 94.9 94 94.5

All Years 94.5 94.1 93.8 94.3

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 11.66

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.6

School Administration & SupportStaff

5.87

Other Positions 0.12

*Full Time Equivalent

In 2016, the school had one Aboriginal teacher.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 65

Postgraduate degree 35

Professional learning and teacher accreditation

As a school, we recognise the importance of ongoingprofessional learning in the delivery of a high qualityeducation experience. At Figtree Public School, weplace great emphasis on the need for targetedprofessional learning that aligns to a range of evidenceand research. In 2016, a large proportion of funds wereallocated to L3 training for teachers in Kindergarten andStage 1.

Supporting teachers in the accreditation processcontinued in 2016 with another teacher accredited atProfessional Competence. Teachers have begun theprocess of preparing for mandatory accreditation for allprimary teachers which will occur from the beginning ofthe 2018 school year. All teachers already use theAustralian Professional Standards for Teachers byaligning their practice to the standards in collaborationwith their colleagues and supervisors.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from early February to 31 December2016.

2016 Actual ($)

Opening Balance 229 332.56

Revenue 2 809 766.26

(2a) Appropriation 2 706 198.13

(2b) Sale of Goods andServices

4 692.51

(2c) Grants and Contributions 94 399.72

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 4 475.90

Expenses -2 754 578.27

Recurrent Expenses -2 754 578.27

(3a) Employee Related -2 526 060.18

(3b) Operating Expenses -228 518.09

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

55 187.99

Balance Carried Forward 284 520.55

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 1 915 358.54

Base Per Capita 17 091.56

Base Location 0.00

Other Base 1 898 266.98

Equity Total 157 835.83

Equity Aboriginal 7 454.89

Equity Socio economic 18 336.86

Equity Language 35 407.26

Equity Disability 96 636.83

Targeted Total 547 876.46

Other Total 58 478.86

Grand Total 2 679 549.69

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


School performance

NAPLAN

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

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

In accordance with the Premier's Priorities:Improving education results, schools are required toreport their student performance for the top twoNAPLAN bands in reading and numeracy.

The percentage of Year 3 students in the top two bandshas increased for reading and slightly decreased fornumeracy.

The percentage of Year 5 students in the top two bandshas remained consistent for reading and increased fornumeracy.

Parent/caregiver, student, teachersatisfaction

In 2016, the school sought the opinions of parents,students and teachers about the school. Theirresponses are presented below.

100% of families indicated that they were proud to bepart of the Figtree Public School community. Allteachers and 89% of students indicated that they likecoming to school. 100% of parents said that theirchildren like coming to school.

100% of staff, parents and students feel welcome whenthey come to school and 98% of parents feel that theyhave opportunities to be involved in the life of theschool.

Pleasingly, 98% of parents were satisfied with studentprogress and learning. When asked aboutcommunication effectiveness, 90% of parents and 89%of staff indicated that they were happy with the way theschool communicates with them.

Many staff indicated that the school could be betterresourced. This is something that will be exploredfurther throughout 2017.

Overwhelmingly, students, teachers and parentsunderstand the Student Welfare Policy and think theway it is applied is both effective and fair.


Policy requirements

Aboriginal education

In 2016, our 11 Aboriginal students had a PersonalisedLearning Plan (PLP) with the aim of setting personalgoals, encouraging the sharing of aspirations, individualneeds, strengths, support required and to identifyopportunities for students to excel or further developtheir talents with support from teachers and parents toachieve their goals.

A School Learning Support Officer (SLSO) worked withindividual Aboriginal students to assist them in meetingtheir personal goals. This SLSO and learning supportteachers also tutored students in Targeting EarlyNumeracy and L3 initiatives.

Students were involved in the planning, creation andmaintaining of our Boomerang Garden. They learnedabout plants native to this area and their traditionaluses by Aboriginal people.

Reconciliation Week saw students involved in a widevariety of activities in classrooms organised byteachers.

Celebrating NAIDOC this year held particularimportance to our whole school community. The themewas 'Songlines– the living narrative of our nation'. At awhole school assembly, our Stage 3 Aboriginalstudents shared their own histories and deep spiritualconnection to the land. They also educated our schoolcommunity on how songlines are used to navigate vastdistances and map oceans, waterholes, rivers, birds,animals, plants and hunting grounds.

Multicultural and anti-racism education

With our diverse school population where more than33% of students have a language background otherthan English, Figtree Public School is alwaysdynamically multicultural. All students are presentedwith inclusive teaching practices which recognise andvalue the backgrounds and cultures of all students.Activities and lessons ensure that multiculturalperspectives are integrated across the curriculum inorder to develop the knowledge, skills and attitudesrequired for our culturally diverse society, which wecelebrate daily.

Each year, our students celebrate Harmony Day withstudents participating in class, stage and whole schoolactivities. Our Anti–Racism Contact Officer (ARCO) hasbeen fully trained in the procedures to handlecomplaints regarding racism. Figtree Public School iscommitted to the elimination of racial discriminationthrough our school's curriculum, policies and workingenvironment. Increased understanding of racism anddiscrimination and its impact continues to be addressedthrough activity–based teaching and learning programs.

Other school programs

Student voice and leadership

At Figtree Public School, the opportunity for students todevelop strong leadership skills has been supported ina variety of ways throughout 2016. The StudentRepresentative Council (SRC) consisting of the fourPresidents and four Mentors (Year 6 student leaders),along with two representatives from each class, wereelected by the student body and teachers to be thevoice for the students of Figtree PS. As part of theirrole, the SRC led fundraising initiatives, special wholeschool assemblies and attended special events asrepresentatives of FPS. The SRC were responsible fortaking ideas for school improvement to SRC meetingsand putting those ideas into action.

The Senior Student Leadership group (four presidentsand four mentors) had many opportunities offered intheir leadership roles – responsibilities included – theFlag raising on a daily basis, assembly organisationand a new role added – the daily morning assemblyinitiative whereby our student leaders are responsiblefor settling the student body and delivering a variety ofmessages to the school. This has proven to be quite aunique and confidence building task. Parents, teachersand visiting community members have commented onthe quality of the leadership skills displayed. The SeniorStudent Leadership Team attended the GRIPLeadership Conference at the University of Wollongongin Term 2.

The Year 5 Kindergarten buddy program enabled thenew Kindergarten students to have a familiar faceduring their transition to school phase. The seniorstudents developed a variety of skills, which includedpatience, cooperation and empathy. The new studentsbuilt a positive rapport with their buddies resulting in asmooth start to their school career.

All Stage 3 students experienced a Leadership courseearly in 2016 that was delivered at school by ExploreDiscover Act. Additional opportunities for studentleadership were created through the Leaders in Sportprogram. The Peacekeepers program offered the entireYear 6 group a weekly opportunity to be Peacekeeperson our playground, assisting with any studentdisagreements on the playground. All studentscompleted an intensive two day Peacekeeper inductioncourse and were equipped to assist in the solving ofplayground problems.

All student leaders have had continuous guidance andsupport from the Principal and teachers and havecontributed positively to the life of the school.

Achievements in the arts and sport

We have had another successful year in sport atFigtree Public School in 2016. All students participatedin sports programs that involved skills and minor gamesaligned with the curriculum and continuum. Stage 3had a choice of PSSA sports – AFL, Rugby League,and Dragon Tag. Once again we participated in theSports in Schools Program. This year we involved the


whole school in Rugby Union, Hockey and Netballclinics.

In Term 4 a two week government swimming schemewas offered to children who have limited swimmingconfidence and skills. In addition we started a newwhole school initiative involving the teaching ofswimming at the McKeons Swim Centre for all levels ofswimming ability.

The School once again held a swimming, cross countryand athletics carnival. The emphasis was once againparticipation and fun. However, from these carnivals,athletes with a special talent could progress to District,Regional, State or National championships. FigtreePublic School was the highest scoring school at theDistrict Athletics Carnival in 2016.

The Crunch and Sip program was initiated in 2016 forall students who ate fresh fruit or vegetables whilesipping from their water bottle mid way through themorning session. The program has resulted in higherlevels of attention throughout this morning session aswell as the establishment of healthy eating habits andan increased willingness to try a diverse range of fruitsand vegetables.

Our school prides itself on having an all–inclusive choirwith all children from Years 3 to 6 invited to join our 100strong chorus. We promote a joy of singing whileteaching the discipline of being in a choir. Our choir hasbeen a very successful entity in our school for the last25 years and 2016 was no different! We meet everyweek to prepare for a number of performancesthroughout the year. Most notably in 2016, we wereinvolved in the Northern Illawarra Choral Festival whichwas held at the Town Hall in Term 3. Otherperformances included the school ANZAC DayAssembly and our Celebration Assembly at the end ofthe year.


Documents

2016 Figtree Public School Annual Report - Amazon S3€¦ · happy and settled classroom environments. ... The Parents’ Auxiliary and P&C worked closely together on fundraising