2016 Meadowbank Public School Annual Report · 2017-05-04 · At Meadowbank Public School together we provide innovative educational programs, outstanding teachers and strong values.€€

Meadowbank Public SchoolAnnual Report

2016

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Printed on: 4 May, 2017Page 1 of 21 Meadowbank Public School 3863 (2016)

Introduction

The Annual Report for Meadowbank Public School is provided to the community of Meadowbank Public School as anaccount of the school'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.

Jenni Cope

Principal

School contact details

Meadowbank Public SchoolThistle StRyde, 2112www.meadowbank-p.schools.nsw.edu.aumeadowbank-p.School@det.nsw.edu.au9809 3648


Message from the Principal

I am proud to share with you the outstanding educational opportunities that Meadowbank Public School has offered thisyear. Meadowbank Public School is enthusiastically committed to improving student learning outcomes, providingteaching approaches that meet the needs of all students and ensuring students can experience a diverse range ofextracurricular activities. Once again this year Meadowbank has provided a wealth of experiences for our students.There have been many successes together and as individuals. This year some highlights included our sustainabilitytheme and Enviro Day, performances by the strings, recorders and choir at the Opera House, the K – 2 dance groupperformances, the Orchestra Music Tour, book character parade, and the very successful K – 2 and 3–6 mathsevenings. There have also been wonderful achievements in sport, music, chess, public speaking and debating withstudents representing and succeeding at school, district, regional and state levels. This year Stage 3 trialled projectbased learning with great success. Their innovative and creative projects culminated in presentations to parents and ourlocal schools.

All of these activities are led and supported by our wonderful team of dedicated teachers. I am very grateful for theirenthusiasm, hard work and care of our students. We are very fortunate to have a wonderful, collaborative P&C, theirpositive outlook and support of our school is highly valued and appreciated. Parents have been involved in many aspectsof school life – in the canteen, uniform committee, banking, book club, mini fete, helping in classrooms and library as wellas during excursions.

At Meadowbank Public School together we provide innovative educational programs, outstanding teachers and strongvalues.

Jenni Cope

Message from the school community

2016 has been another fantastic year at what is the best primary school in the world! There have been so many differentevents and activities this year. The P&C Executive started even before school returned at the beginning of the year withlots of work sorting out the new arrangements in the canteen including hiring our wonderful new staff, sorting out themenu and ordering the supplies. We held Tissues &Tea for the new parents and held a huge welcome barbecue withover 300 people in attendance.

In March we had a very special event with the Mayor of Ryde attending our P&C meeting. It was the first time a Mayorhas ever joined us to discuss issues of importance to the school community and I think it was a great success. We heldfundraisers, the hot cross bun fundraiser and pizza day, Mother’s Day Stall and the magnificent Mother’s Day breakfastbarbecue. The P&C changed banks, established the canteen sub–committee and canteen volunteer co–ordinator. Wemet with our local MP and Department of Education Regional Director, to discuss the future plans for our school. Theoffice survived the introduction of the LMBR system, and we all got used to POP payments and the Skoolbag App. Thesustainability theme carried through the year, with some great activities and learnings for the kids, including thewonderful new gardens for the kindy kids and all the activities in Education Week. Congratulations to the students andtheir teachers on the fantastic results the school achieved in NAPLAN.

I think two events really stand out this year, first the election day fete. What an amazing day – the stalls were great, thecrowds huge and the volunteers amazing. We made over $7000 for the school but just as important we created afantastic community event. The second big event this year…. Sushi Tuesday at the canteen.

We have a wonderful school that is an active and important part of our local community. To Jenni, the teachers and allthe staff, a huge thank you for your dedication,commitment, hard work, and enthusiasm in teaching our kids and makingMeadowbank such a great school. Thank you to all parents who have been involved or helped out over the last twelvemonths, whether it’s in P&C activities, school banking, ethics teaching, in the canteen, volunteering in the classroom, orjust lending a hand when needed. Also thank you to the rest of the P & C executive. It has been an honour and privilegeto serve as President over the last 3 years. We have a wonderful school, with wonderful kids, committed teachers and anengaged and passionate community. I believe that we all should be very proud of the caring, stimulating, supportive,safe, challenging, fun, active, healthy and happy environment of our school.

Geoff Hudson


School background

School vision statement

Meadowbank PS is a place of excellence where the school community works together to ensure children can achieve fullpotential in their academic, creative, personal, physical, and moral development.

School context

Meadowbank Public School is situated in the fast developing Ryde area, the traditional land of the Wallumattagal people.Students come from diverse cultural and religious backgrounds with 59% of students from language backgrounds otherthan English (LBOTE), predominantly Chinese and Korean.

Dedicated staff focus on providing quality educational programs. The school community values excellence in learning ina supportive environment. This is promoted across all areas of the curriculum and an emphasis is placed on providing abroad range of differentiated learning opportunities to meet the needs of all students. Improvement in teaching andlearning in Literacy and Numeracy and a commitment to developing 21st century learning skills in critical thinking,problem solving, communication, collaboration and technology are a focus. Students are supported by comprehensiveGifted and Talented, Learning Support, Reading Recovery and English as an Additional Language/Dialect programs.Strong emphasis is placed on the use of technology to enhance learning with interactive whiteboards, wireless internet,ipads and laptops used in all classrooms. The school values and provides extensive extra–curricular activities including:orchestra, choir, recorder, MEE Club, cohesive sport programs, PSSA, Environmental Education, French, drama, publicspeaking and debating and Chess. Student Wellbeing is a priority and PBEL is implemented.

The school is supported by a strong P & C and school community who are actively involved in initiatives to improve theschool and promote a sense of community.

Our partnership with the Marsden Learning Alliance provides support and professional learning opportunities amongstour local schools.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Learning

At Meadowbank teachers use information about individual students’ capabilities and needs to plan for students’ learningso as to engage them in rich learning experiences. There is demonstrated commitment within the school community tostrengthen and deliver on school learning priorities.

Quality teaching and professional practice are evident in learning environments, providing students with opportunities toconnect, succeed and thrive that are relevant to their stages of learning and development. Individual learning issupported by the effective use of school, system and community expertise and resources through contextualdecision–making and planning.

Curriculum provision is enhanced by our involvement with the Marsden Learning Alliance, with other schools andorganisations. The collaboration with the Marsden Learning Alliance in Stage 3 Project Based Leaning is evidence ofthis.

At Meadowbank positive, respectful relationships are evident among students and staff, promoting student wellbeing andensuring good conditions for student learning. We have a strong focus on PBEL (Positive Behaviour for the Engagementof Learning) which ensures a strategic planned approach to supporting the wellbeing of students. Positive and respectfulrelationships across the school community underpin a productive learning environment and support students’development of strong identities as learners.


Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all students,using evidence–based teaching practices and innovative delivery mechanisms where appropriate. Assessment data tomonitor achievements and gaps in student learning are used extensively to inform planning for particular student groupsand individual students. Evaluating and reporting student performance data underpins the whole–school assessmentstrategy. This year new assessment and reporting procedures were developed and are ready for trialling in 2017.

Teaching

Teachers at Meadowbank have high levels of professionalism and commitment. Teachers take shared responsibility forstudent improvement and contribute to a transparent learning culture, including through the observation of each other’spractices. Teachers regularly use student performance data and other student feedback to evaluate the effectiveness oftheir own teaching practices. Assessment instruments are used regularly to help monitor student learning progress andto identify skill gaps for improvement. Teachers incorporate data analysis in their planning for learning.

Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular studentgroups. Teachers take responsibility for changes in practice required to achieve improved school performance and areusing data on a regular basis to monitor the effectiveness of their own efforts. There is a particular focus on improvedteaching methods in literacy and numeracy, with professional learning activities focused on building teachers’understandings of effective teaching strategies in these areas.

A strong feature of Meadowbank is the commitment of teachers who work beyond their classrooms to contribute tobroader school programs.

The school leadership team builds the collective capacity of the staff and school community to use data to informstrategic school improvement efforts. At Meadowbank teachers demonstrate responsibility, adaptability and ethicalpractice in working towards the school’s goals.

Leadership

The school leadership team along with all staff support a culture of high expectations. Our leaders have a commitment tofostering a school–wide culture of high expectations and a shared sense of responsibility for student engagement,learning and success. Staff have purposeful leadership roles based on professional expertise. The school community iscommitted to the school’s strategic directions and practices to achieve educational priorities.

The school has productive relationships with external agencies such as universities, other schools in the MarsdenLearning Alliance and community organisations to improve educational opportunities for students.

The whole school community works together actively to ensure that we provide the very best for all students. There areclear processes, with accompanying timelines and milestones, direct school activity towards effective implementation ofthe school plan. Established processes build the capacity of the school community to use data and evidence for strategicschool improvement.

Strategic financial management is used to gain efficiencies and to maximise resources available to implement the schoolplan. Succession planning, leadership development and workforce planning are designed to drive whole–schoolimprovement. The use of school facilities is optimised to best meet the needs of students and the local community.

The school has strong bonds with the parents and wider community with practices and processes which are responsiveto school community feedback.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

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


Strategic Direction 1

Quality student learning

Purpose

To provide a quality learning environment in which students develop their abilities to be problem–solvers, to thinkcritically, creatively, ethically and be socially, environmentally and culturally aware.

To develop and implement differentiated, challenging, innovative and inclusive curriculum that enables students to beengaged, resilient and effective 21st century global citizens.

Overall summary of progress

An assessment and reporting team collaboratively developed a new draft assessment and reporting policy which will beimplemented in 2017. The focus is to ensure increased consistency of teacher judgment and the development of a wholeschool assessment timetable.

The school achieves value added results in all groups which are higher than state average. PLAN and other schoolbased data are used to assess and track student progress and inform future teaching directions. Our Learning andSupport Team including LAST, Reading Recovery, English as an additional language or dialect (EALD), NewArrivals(NAP) and Gifted and talented (GAT) teachers analyses this data to target students in need. A significantprogram of support for students and students with learning difficulties is developed and implemented using RAM funding.Gifted and talented (GAT) students are identified through a specifically designed teacher survey and participate in GATclasses funded by the school and RAM funding.

Stage 3 teachers and students introduced and trialed Project Based Learning.

In PBEL (Positive Behaviour for the Engagement of Learning), classroom settings were reviewed and procedures trialled.Positive, respectful relationships are strongly evident amongst students and staff, promoting student wellbeingand ensuring a high quality environment for student learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Sustained student growth acrossK–6 in literacy and numeracy inschool based and externalassessments.

At least 25% of current Year 2(2015) cohort to be in the topband in NAPLAN in 2016 and2018.

At least 30% of current Year 1(2015) cohort to be in the topband in NAPLAN in 2017 and2019.

Yr 5 students to show sustainedgrowth in spelling as measured inNAPLAN in 2016, 2017, 2018.

Yr 5 students to show sustainedgrowth in numeracy as measuredin NAPLAN in 2016, 2017, 2018.

In NAPLAN:

50% Year 3 students in top band and 61% studentsin top 2 bands in Reading.

29% Year 3 students in top band and 62% in top 2bands in Writing.

54% Year 3 students in top band and 75% in top 2bands for spelling.

36% Year 3 in top band and 57% in top 2 bands inNumeracy.

Literacy Numeracy: $9642per year

Gifted andTalented teacher: $16000one day a week per year

Teacher Aide: $16000 peryear

Year 5/6 trial project basedlearning will produce anartefact/app.

The students in Years 5/6 Project Based LearningTrial appeared highly engaged and produced a veryhigh standard of artefact which was presented toparents, other students and at the local schools'

$1000





The Tell Them From Me surveysdemonstrate a high proportion ofstudents engaged, challengedand motivated in their learning.

learning alliance.

The Tell Them From Me Survey presented tostudents in Year 4–6 at the beginning of the yearshowed that there was 82% interest and motivationand in the second half of the year this dropped to71%.

PBEL procedures regularlyreviewed and discussed toensure the emotional, social,physical and spiritual wellbeing ofstudents as evidenced in the TellThem From Me Survey.

This year PBEL procedures were revised andclassroom systems introduced. Teachers and theLearning Support Team are more closelymonitoring data reflected from yellow and orangecards in order to evaluate behaviour andmake changes where required.

Next Steps

• New assessment procedures and whole school assessment timetable implemented and trialled. • Information from the TTFM surveys will be collaboratively shared and critically reviewed with students, staff and

parents. Students will participate in a follow up TTFM survey to monitor student engagement and learning focus. • PBEL policies and procedures regularly reviewed especially with new teachers. • Continued professional learning undertaken in the development of differentiated learning programs across literacy

and numeracy. • Stages 2 and 3 implement Project Based Learning and all other grades trial a PBL unit. • Introduction of Speech Therapist. • MaqLit implemented in grades 2– 6 and reviewed. MultiLit reviewed and MiniLit investigated.



Quality teaching and leadership

Purpose

Leaders and teachers will have high expectations of themselves and their students in order to foster sustained schoolimprovement and equip students for the demands and opportunities of the 21st century.

To provide quality teaching and learning by offering a differentiated and rigorous curriculum through the effective use ofcurriculum resources including emerging technologies.

To provide quality professional learning to support highly motivated staff in a culture of collaboration, innovation andevidence based decision making.


All teachers undertook professional learning in regards to the Performance and Development Framework and completedPerformance and Development Plans (PDP) they all:

• reflected on current practice • set goals • provided evidence • undertook observations of classroom practice and were observed teaching • were provided with feedback.

The school implemented the Quality Teaching, Successful Students (QTSS) initiative which provided an additionalstaffing resource allocation to improve the quality of teaching in all primary classrooms. The allocation was used to:

• create collaborative practices in the school where teachers jointly planned and observed each other's lessons. • establish mentoring and coaching practices in the school to provide constructive feedback to individual teachers on

lesson delivery, programming, assessment and classroom management.

Major training for LMBR was undertaken by office, executive and teaching staff in the new implementation of LearningBusiness Management Reforms (LMBR).




Evidence based differentiatedquality teaching and learningpractices evident in allclassrooms K– 6 as observedthrough peer observations.

All teachers participated in a follow up session ofDifferentiated Mathematics.

As part of teachers' Performance DevelopmentPlans and classroom observations focus wasplaced on presenting lessons that featuredifferentiated teaching and learning practices.

QTSS: 1 day a weekteacher from July.

95% of classroom teachersleading initiatives within theschool. Leaders foster dynamiclearning by engaging all staff inprofessional learning anddialogue that is relevant, futurefocused and shaped by research.

95% of classroom teachers are involved inleadership opportunities across the school. Thisincludes leadership of student activities such aschoir, sport, orchestra. Teachers have also ledpolicy reviews and development for example thenew Assessment Policy. This year saw an increaseof teachers leading professional learning sessions.

100% teachers collaborating onteaching practice and aligningprofessional goals within the

All teachers developed learning goals as part oftheir Performance Development Plan. Allparticipated in professional learning sessions,

QTSS: 1 day a weekteacher from July.





context of the School Plan andDepartmental priorities. 100% ofstaff participate in TPL/mentoringprograms and school–basedobservations which have beenembedded in staff professionallearning plans and theteaching–learning cycle.

mentoring and classroom observations.

Next Steps

• New staff trained in Targeted Early Numeracy (TEN). • Continued training in differentiation for teaching staff. • Review Quality Teaching, Successful Students (QTSS) processes and procedures that are undertaken at school. • Non–teaching staff trained in how to develop Professional Development Plans.



Inclusive and collaborative learning community

Purpose

To develop a culture where the school community works cooperatively and innovatively to create a caring place wherechildren and adults feel they make a contribution and are valued as individuals.

To promote positive community engagement and involvement in a growing school population.


Meetings were held with P & C, Mayor, local member and Director of School Education raising awareness of the school’schanging needs and planning for school growth.

Strong links have been formed with Marsden Learning Alliance. This led to extensive collaboration in professionallearning and sharing of expertise especially through the extremely successful introduction of Stage 3 Project BasedLearning.

Clear communication of policies, procedures and practices is of paramount importance. Regular feedback andconsultation was held through P and C meetings, Principal Chat Times, Maths Fun Evening and other informationsessions.

The orchestra joined with Belrose Public School on a tour of Sydney and Wollongong performing at a variety of differentvenues in these areas.




Further develop school/familypartnerships throughcollaboration, communication andparticipation and the introductionof Skoolbag, online SchoolInterviews and Payment Portal.

Extremely successful maths evenings were held forK – 2 and 3 – 6. These informed parents about how students learn maths in their classrooms..There was approximately 85% attendance for theseworkshops.

Principal chat times held throughout the year ontopics such as NAPLAN, school growth etc.

Skoolbag app introduced and widely used acrossthe school to improve communication.

Online interviews introduced which allowed forefficient and productive booking and timetabling forparent teacher interviews.

As part of the school moving onto the LMBRplatform parents were encouraged to use the parentportal.

$660

Increased collaboration withMarsden Learning alliance andUTS as evidenced through theProject Based learning Project.

Community partnerships with the Marsden LearningAlliance have led to the development of a project incollaboration with the University of Technology.This project based learning for Stage 3 was basedaround 21st Century learning and maker spacesand was undertaken very successfully in 2016.Students undertook the project and presented theirfindings to parents and other local schools. One ofthe Meadowbank projects was chosen as theoverall winner.

$3000

Needs of the growing school Continual planning is undertaken collaboratively





catered for:

Buildings and facilities aremaintained/ improved to meet thecurrent and future needs,systematic plan for sustainabilityof ICT.

with the school community in regards to futureneeds of the school. Clear budgets andcollaboration ensures that there is a systematic planfor school growth.

Next Steps

• Hold further parent sessions for example: Technology at Meadowbank including use of Google classroom and alsoMaths in the classroom.

• Introduce Kindergarten Connections Program. • Further develop relationships with Marsden Learning Alliance.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Funding was used to ensure that learningresources were available to ensure qualityteaching and learning.

$904

English language proficiency All funds were used to employ an EALDteacher for 3 days a week. This teacherprovided in class and withdrawalsupport. Results according to ESL Scalesshow that all students achieved expectedgrowth.

$51,299

Low level adjustment for disability Learning support plans for three students whorequired adjustments for a disability werediscussed and implemented.

Funds were also used to pay for additionalsupport through the employment of studentlearning support officer (SLSO).

PLAN data and MultiLit data demonstrate thatexpected growth was achieved.

$51,010 = 2 ½ day a weekLearning and SupportTeacher

$10,321

Quality Teaching, SuccessfulStudents (QTSS)

The school implemented the QualityTeaching, Successful Students (QTSS)initiative which provided an additional staffingresource allocation to improve the quality ofteaching in all primary classrooms. Teachers have: • reflected on various aspects of theirteaching practice • recognised and identified good practice inothers • maintained and enhanced teaching quality • identified and promoted good practice andinnovation in teaching and learning.

0.2= 1 day a week teacher(from July)

Socio–economic background Funding was used to support targetedstudents to purchase equipment, clothing andpay for excursions. This enhanced students’access to curriculum learning experiences.

A student learning support officer (SLSO) wasemployed to support classroom programs andimplement MultiLit program for students inYears 2–6 leading to improved studentliteracy outcomes. PLAN data and MultiLitdata demonstrate that expected growth wasachieved.

$4,929

Support for beginning teachers One beginning teacher, in their first year ofteaching received additional support. Thesupport included mentoring and coachingsessions with team leaders and professionaldevelopment linked to identified professionalgoals. As a result the teachers’ PerformanceDevelopment Plan goals were achieved.

$13,377

Targeted student support forrefugees and new arrivals

A New Arrivals Teacher was employed tofocus on English language acquisition andsocial skills. The teacher provided in classsupport for classroom teachers andwithdrawal sessions. This assistance hasallowed all newly arrived students toparticipate in learning with their peers inregular classes and meet the appropriate ESLlearning scales.

0.6 = 3 days a weekteacher


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 90 111 115 137

Girls 90 106 113 125

Student attendance profile

School

Year 2013 2014 2015 2016

K 96 97.3 96.1 94.5

1 96.3 96.6 95.1 95.7

2 94.7 95.8 95.4 94.9

3 93.6 95.6 96.5 95.9

4 95.2 96 96 93.8

5 95.5 96.6 94.2 95.6

6 95.4 97.8 95.5 93.8

All Years 95.3 96.5 95.5 95

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

Regular attendance is highly valued by staff atMeadowbank Public School. The importance of regularattendance is advertised in our newsletters.

All teachers are responsible for monitoring regularattendance by students. Class rolls are marked dailyand full and partial absences and late arrivals arerecorded. If a pattern of non–attendance developsparents are contacted.

Parents are required to send a note or email to school ifa student is absent. Attendance is recorded on studentreports that are sent to parents at the end of eachsemester. Referrals can be made to the Home SchoolLiaison Officer when needed.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 2

Classroom Teacher(s) 9.96

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.5

Teacher Librarian 0.6

Teacher of ESL 0

School Administration & SupportStaff

2.52

Other Positions 0.08

*Full Time Equivalent

No members of the workforce identify as being ofAboriginal or Torres Islander descent.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 86

Postgraduate degree 14

Professional learning and teacher accreditation

Meadowbank staff participated in a variety ofprofessional learning activities designed to build theircapacity to achieve our key priorities as set out in ourschool plan and which directly impacted on classroompractice.

Two teachers achieved accreditation at proficientlevel. One beginning teacher received mentoring andextra release to assist with general class organisationand extra professional learning.

The major professional learning undertaken by office,executive and teaching staff was undertaken in order tofacilitate the move to LMBR.

The TEN facilitator led new staff in fourteen hours ofprofessional learning and six in class support sessions.

Staff attended conferences and courses provided by


external providers. They participated in professionalnetworks, webinars, adobe sessions, grade andprofessional learning staff meetings. Topics coveredincluded mandatory sessions on child protection, CPR,emergency care, anaphylaxis training and code ofconduct. All staff attended and participated in SchoolDevelopment Days. The topics included: Project BasedLearning, Writing, Differentiated Programming,Differentiating Mathematics, Assessment andReporting, Music and Sport.

$17,448 was spent on Professional Learning.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

This year, in June we transferred from OASIS financesystem to SAP/ SALM. This summary financialinformation covers funds for operating costs to June2016 and does not involve expenditure areas such aspermanent slaries, building and major maintenance.

Income $

Balance brought forward 288 641.76

Global funds 89 431.18

Tied funds 69 721.00

School & community sources 178 005.00

Interest 3 666.00

Trust receipts 15 669.00

Canteen 0.00

Total income 645 133.94

Expenditure

Teaching & learning

Key learning areas 77 361.00

Excursions 4 556.00

Extracurricular dissections 43 847.00

Library 2 396.00

Training & development 17 448.00

Tied funds 46 846.00

Short term relief 7 802.00

Administration & office 25 662.00

School-operated canteen 0.00

Utilities 17 881.00

Maintenance 9 479.00

Trust accounts 15 988.00

Capital programs 10 940.00

Total expenditure 280 206.00

Balance carried forward 364 927.94

The information provided in the financial summaryincludes reporting from June 2016 to 31 December2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 691 505.88

(2a) Appropriation 519 802.50

(2b) Sale of Goods andServices

3 863.34

(2c) Grants and Contributions 165 066.35

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 2 773.69

Expenses -322 692.78

Recurrent Expenses -322 692.78

(3a) Employee Related -147 618.85

(3b) Operating Expenses -175 073.93

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

368 813.10

Balance Carried Forward 368 813.10

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

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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 1 836 097.87

Base Per Capita 12 494.68

Base Location 0.00

Other Base 1 823 603.19

Equity Total 118 464.34

Equity Aboriginal 904.18

Equity Socio economic 4 929.26

Equity Language 51 299.46

Equity Disability 61 331.44

Targeted Total 4 670.87

Other Total 41 303.25

Grand Total 2 000 536.32

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.

Our School Plan outlines our targets to improve inLiteracy and Numeracy. This year all targets were metand exceeded.

Year 3:

In Reading 50% Year 3 students achieved in the topband compared to 28% across the state and 61%students achieved in top the top 2 bands compared to52% across the state.

In Writing 29% Year 3 students achieved in the topband and 62% in top 2 bands.

For spelling 54% Year 3 students achieved in the topband and 75% in top 2 bands .

In Grammar and Punctuation 54% Year 3 studentsachieved in the top band and 72% achieved in the top 2bands.

Year 5:

In Reading 26% Year 5 students achieved in the top


band compared to 15% across the state and 58%students achieved in top the top 2 bands compared to37% across the state.

In Writing 10% Year 5 students achieved in the topband compared to 5% across the state and 43% in top2 bands compared to 19% across the state.

For spelling 32% Year 3 students achieved in the topband and 61% in top 2 bands.

In Grammar and Punctuation 26% Year 3 studentsachieved in the top band and 52% achieved in the top 2bands.



In Data, Measurement, Space and Geometry 32% Year3 students achieved in the top band compared to 15%across the state and 54% in top 2 bands compared to36% across the state.

In Data, Measurement, Space and Geometry 22% Year5 students achieved in the top band compared to 15%across the state and 45% in top 2 bands compared to30% across the state.

In Reading 50% Year 3 students achieved in the topband compared to 28% across the state and 61%students achieved in top the top 2 bands compared to52% across the state.

In Reading 26% Year 5 students achieved in the top


band compared to 15% across the state and 58%students achieved in top the top 2 bands compared to37% across the state.

In Numeracy 36% Year 3 students achieved in the topband compared to 20% across the state and 57% in top2 bands compared to 39% across the state.

In Numeracy 26% Year 5 students achieved in the topband compared to 15% across the state and 45% in top2 bands compared to 30% across the state.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Weuse these responses to make adjustments and improvethe learning environment for our students. Responsesare presented below:

Parents and caregivers of students were invited toprovide feedback on the online 'Tell Them from Me'survey. The survey includes separate measures, whichwere scored on a ten–point scale. Some of theresponses are shown below. Key findings from thesurvey indicate that parents feel: • I am well informed about school activities: 8.4 • Written information from the school is in clear,

plain language. 8.2 • The school's administrative staff are helpful when

I have a question or problem: 8.3 • Parent activities are scheduled at times when I

can attend: 7 • Reports on my child's progress are written in

terms I understand: 7.5 • My child is clear about the rules for school

behaviour: 9.2 • My child feels safe going to and from school: 8.2

Students from Year 4, 5 and 6 completed the online'Tell Them from Me' survey in Term 2 and again inTerm 4. The survey includes separate measures, whichwere scored on a ten–point scale. Some of theresponses are shown below. Key findings indicatestudents feel: • The school staff emphasises academic skills and

hold high expectations for all students to succeed.8.5 out of 10 by girls and 8.3 out of 10 by boys.

• Teachers are responsive to their needs, andencourage independence with a democraticapproach: 8.1 out of 10 by girls and 7.8 out of 10by boys.

• They find the classroom instruction iswell–organised, with a clear purpose, and withimmediate and appropriate feedback that helpsthem learn: 7.8 out of 10 by girls and 7.2 out of 10by boys.

Students also indicated: • They take part in art, drama, or music groups;

extracurricular school activities; or a schoolcommittee: 83% of the girls and 70% of the boysin this school had a high rate of participation inextracurricular activities.

• They have friends at school they can trust and

who encourage them to make positive choices:91% of the girls and 82% of the boys in thisschool had positive relationships.

• They try hard to succeed in their learning: 94% ofthe girls and 87% of the boys in this school triedhard to succeed.

School staff were asked their opinions about a widerange of operations within the school. They were askedabout what is important, what needs improving and howcan we improve. Some of the main topics coveredincluded: playground organisation/managing ourgrowing population, professional learning and teachermentoring, assessment procedures, Learning support,Literacy, Numeracy, GAT, PBEL/student welfare andbudgets for 2017.

A review of PBEL (Positive behaviour for theEngagement of Learning)/ Student Welfare wasundertaken. Teachers believe PBEL is working wellwithin the school but recognised the importance ofconsistency with how we manage expectations of ourstudents. Some procedures were revised about how wecollect, maintain and use data relating to yellow andorange cards.

Teachers also saw a need to revise the assessmentprocedures across the school and this was undertakenat the end of the year ready to be trialled in 2017.

Policy requirements

Aboriginal education

Meadowbank Public School promotes the inclusion ofAboriginal perspectives in teaching programs to ensurestudent education opportunities are well rounded. Theschool also promotes respect of the unique and ancientculture of the Aboriginal people in the following forms: • Acknowledging the traditional custodians of the

land in all assemblies. • Integration of Aboriginal perspectives across Key

Learning Areas so students can develop deepknowledge and understanding about Australia'sfirst peoples.

This year all students participated in the KoomurriAboriginal Incursion where they learnt about Aboriginalculture and participated in an Aboriginal artexperience. This incursion was funded by money raisedby the SRC. The SRC also raised funds for theTraditional Owners and Elders of Jilkminggan and theaward winning Nev House to design and build highquality, sustainable housing in their community.

Multicultural and anti-racism education

With over 32 different language backgrounds, we havea diverse student population. Our English as anadditional language or dialect (EALD) teachers workedcollaboratively with classroom teachers, team teachingand with small groups to support students masteringEnglish. We value the range and diversity of the culturalbackgrounds that make up our school and the localcommunity.


Each year students participate in Harmony Day tocelebrate our cultural diversity. This is a day whereactivities and celebrations help students to understandhow Australians of different backgrounds live togetherin harmony. Students completed Harmony Dayactivities in their classrooms throughout the day. Theywore orange on the day and brought a gold coindonation for Aboriginal literacy programs.

The school's Anti–Racism Contact Officer(ARCO) is thecontact between students, staff, parents andcommunity members who wish to make a complaintregarding racism. The ARCO role involves promotingthe values of respect for all races and cultures and ourschool rules of showing respect, being a problemsolver, being safe and being a learner help to supportthese values.

Other school programs

At Meadowbank students are given the opportunity toparticipate in a wide range of extracurricular activities.Students have the opportunity to showcase theirinterests and talents to a variety of audiences, bothwithin and outside the school community. Ourhighlights this year were:

Sustainability Focus

This year our focus was sustainability. This involvedyear long events and activities which culminated in thepresentation of our Enviro Day where all studentsshowcased the work that they had been doing onsustainability. Parents and grandparents attended theday and were treated to an environment friendly lunch.As a lead up to our Enviro Day we had a visit from theapiarist who installed our bee hive who talked to ourstudents about the importance of native bees.

Kindergarten and Year 2 classes impressed the judgesof the Ryde Gardening Competition with their Kinderand Indigenous Gardens planted as part of theirsustainability projects.

Students presented workshops to other schools at theYouth Eco Summit(YES) at Sydney Olympic Park. YESis a unique, curriculum–based sustainability event forstudents and their teachers. The program showcasessustainability achievements and practices and is awonderful opportunity for our students to extend ontheir experiences presented at school. Meadowbankstudents led workshops on sustainability guidingstudents from other schools to make pencil cases out ofdisused video cases. They displayed and spoke on howwe look after our chickens and also spoke on whatsustainability looks like at Meadowbank.

Creative and Performing Arts programs

The newly formed K – 2 dance group had a great timeperforming at the Granny Smith Festival at Eastwood. They also performed at school functions during theyear.

The choir performed in the Ryde School’s Spectacular

at the Opera House and school functions. One studentwas chosen as soloist performer at the Ryde Schools’Spectacular.

The string and recorder ensembles performed a varietyof pieces at the Opera House in The Festival ofInstrumental Music.

Our orchestra participated in their first music tour. Theyjoined with Belrose Public School Bands and over threedays performed at First Fleet Park in the city, TheAustralian Fleet Air Arm Museum as well as localschools in the Wollongong and Nowra areas.

Students from the orchestra participated in aneducational program where they were given theopportunity to perform with the Sydney SymphonyOrchestra at Parramatta Park.

The school supports and subsidises a beginner stringgroup where students develop their skills beforeprogressing to be members of the orchestra.

One student attended the state music camp.

Students K–6 participated in Count us in Music. Wejoined with more than half a million teachers, parentsand students across the country to sing a song togetherat the same time. This year the song was Let it Play.

All students participated in our Christmas concert thisincluded performances by all stages, the orchestra,drama group and choir.

Sarah Wijngaarden was the recipient of The TeachersMutual Bank Performing Arts Teacher RecognitionAward 2016. At Meadowbank, Sarah has implementedthe beginner strings program, works tirelessly with ourorchestra and encouraged participation in the SydneySymphony Orchestra Concert at Parramatta Park.

Sport

At our swimming carnival all students from 3 – 6 wereable to participate in either novelty activities orcompetitive swimming races. Students in K –2 enjoyeda water fun day at school. The cross country andathletics carnivals also involve all students K – 6.

The boys’ T ball team won their competition and thegirls’ T ball team made the semi–finals. Students alsoplayed soccer and netball as their PSSA winter sport.

Students represented the Ryde Zone in softball, girls’football and the Sydney North Area at the State PSSAathletics carnival.

A team of three students represented our school inteams in the Bennelong Cup Table Tennis Tournamentwith one team winning silver and another coming third.

Students in Years 3 – 6 who don't participate in PSSAsport have the choice to play tennis or Taekwondo.

Vanessa Roach was the recipient of a Teachers MutualBank School Sport Teacher Recognition Award.Vanessa ensures that the sporting needs of students at


Meadowbank Public School and the Ryde area arealways met. She has successfully planned, organisedand managed school sports programs, which haveincluded coaching teams for Friday PSSA participation,home sport programs, tennis program, AFL, swimming,cross country and athletics carnivals. As President ofRyde PSSA Vanessa leads the organisation of PSSAsports across the Ryde area.

Student Representative Council (SRC)

The SRC held various fun days to raise money forcharities and for school focus areas. Studentsparticipated in Clean up Australia Day, held cake stallsand had a crazy hair day. The SRC raised funds for theTraditional Owners and Elders of Jilkminggan to designand build high quality, sustainable housing in theircommunity. Funds raised by the SRC also paid for theKoomurri Aboriginal Incursion.

Public Speaking and Debating

Our K–6 public speaking program allows every studentfrom Kindergarten to Year 6 to develop public speakingskills through class activities and stage competitions.Four students from years 3 – 6 were chosen torepresent our school at the Multicultural PublicSpeaking Competition. Students from Years 5 and 6debated against other schools within the Ryde area.

Chess

Students participate in a chess club organised byteachers. Students are also able to pay for weeklylessons which are run on a morning before school.Members of the chess club have represented theschool in the NSW Junior Chess League and SydneyAcademy competitions. Students participated in theInterschool Chess finals. Our Meadowbank Teamfought hard battles to finish first overall, securingthemselves a place in the state grand final. Studentsalso participated in a Friday afternoon competitionMeadowbank A has once again been crowned regionalchampions and went on to play a team from outside theregion.

Premier’s Spelling Bee, Reading and SportingChallenge

Students participate in the Premier’s Spelling Bee andPremier’s Reading Challenge and Premier's SportingChallenge.

Gifted and Talented

Our excellent Gifted and Talented program (GAT) seesstudents selected to participate in challenging GATlessons. Students from the Gifted and Talented alsohave the opportunity to participate in the GatewaysGAT program where they join with students from otherschools in a variety of extension programs.

Student Leadership

Students at Meadowbank have many opportunities toexhibit leadership. Students from Year 5 and 6 weretrained as Peer Support Leaders and led all other

students in weekly team–building,problem solvinggames and activities. They are very eager and caring‘buddies”for Kindergarten students.

Our school captains and vice captains represented ourschool and spoke at the Centenary of the Battle of LonePine Service at Ryde Cenotaph and at Camp Gallipoli.

Garden Club

This year students from Year 4 formed a garden club.They entered our beautiful gardens into the City ofRyde Spring Garden Competition and won 3rd place. During the year they showed dedication and hard workin preparing for the competition. They successfully grewcarrots, spinach and lettuce and were able to sell theseto our school community.

Book Week Parade and Book Fair

All students dressed–up as a character from theirfavourite story or made a sandwich board whichincluded a picture and the name of their favouritecharacter or fairy tale. They paraded their costumesand boards for mums, dads and grandparents.Students from all grades K – 6 also attended a specialbook week performance: ‘Fair Dinkum’, an actionpacked,fun filled adventure featuring a selection of theChildren’ Book Council’s 2016 Shortlisted Books.

Drama

The drama program, held in the mornings beforeschool, provides a fun, safe, stimulating environmentwith the aim to boost confidence and enrichself–esteem. Students experience carefully constructeddrama games and exercises, targeted at developingvoice, movement, presentation and communicationskills. Students’ participate in activities which fostercreative thinking and focus through improvisations,character building and script work.

French

Students are able to attend French classes that are runduring lunch time one day a week. During theselessons they practise French dialogue and songs andalso learn about French culture.


Documents

2016 Meadowbank Public School Annual Report · 2017-05-04 · At Meadowbank Public School together we provide innovative educational programs, outstanding teachers and strong values.€€