2017 South Wagga Public School Annual Report · 2018-04-12 · Introduction The Annual Report for 2017€is provided to the community of South Wagga Public School as€an account

South Wagga Public SchoolAnnual Report

2017

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Printed on: 12 April, 2018Page 1 of 15 South Wagga Public School 3333 (2017)

Introduction

The Annual Report for 2017 is provided to the community of South Wagga 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.

Tanya Whyte

Principal

School contact details

South Wagga Public School140 Edward StWagga Wagga, 2650www.sthwagga-p.schools.nsw.edu.austhwagga-p.School@det.nsw.edu.au6921 2947

Message from the Principal

The annual school report gives us an opportunity to reflect on this year’s achievements, our progress, our success, ourchallenges and of course to be proud for each and every student at South Wagga Public school.We acknowledge exceptional accomplishments, effort and citizenship across our academic, sporting, creative andcultural domains.

2017 has been a year of celebration, achievements and opportunities. In April, we gathered as a school community tocelebrate 125 years at SWPS. It was great to meet and catch up with members of our school community who haveplayed a role in shaping our school and share stories. Our students are very proud of our history and the values we havein our school. I wish to thank our 125 Anniversary Committee and school community members who made this significantmilestone memorable.

Over the last 12 months our school has welcomed a number of students with culturally diverse backgrounds. This hasbeen such an amazing opportunity for students to learn about different cultures and languages.

SWPS offers our students endless opportunities to build on their individual strengths through offering extra curriculaopportunities. Our school choir, drama group, band, chess and dance group have represented us proudly at local schooland community levels in CHORDS, Education Week displays and most recently at the Wagga Wagga Public SchoolsCombined Band. Students' dedication to rehearsals and your performances have been an absolute joy to watch and onewhich we are all extremely proud of. Numerous students have had the opportunity to represent at higher levels with twostudents having the opportunity to participate in the School Spectacular. What an achievement! We continue to enhanceopportunities for students including our new Coding Club.

On the sporting field, SWPS has once again had a year of success with four teams reaching the top three in the Statefinals in netball, tennis, cricket, rugby league and touch PSSA teams. We also had our first representative at State andNational levels in snow skiing.

2017 marks the end of a three year planning cycle. Our school is in the process of evaluating this year’s plan andformulating our directions for the future.

SWPS school vision is to provide high quality inclusive educational experiences and a diverse range of opportunities toenhance learning. We aim to support student wellbeing by nurturing, guiding, inspiring and challenging students,enabling them to be self–motivated, confident and creative individuals in our ever changing world. We will continue tofocus on three strategic directions;

1. Quality student learning– with a focus on student wellbeing and individualised learning. We want all students to have alove for learning.


2. High performing staff– professional learning for teachers to enhance their knowledge of where students are, what toteach and how to support them. Implement programs that embed the philosophy of STEAM– science, technology,engineering, arts and mathematics to build students' capabilities.

3. Strong community partnerships – improve our communication with school community members, through the creationof a dedicated communication team to support our school app, website and Facebook page. Also, build upon ourconnections with our extended community to support our school.

To our community, I would like to personally thank you for the contribution you have made to our school. We value thepartnership we have with you as the journey your child has in their schooling is enhanced by the quality of thispartnership. Your feed back, both formal and informal, is vitally important to our school in developing programs whichcater for the needs of your children. I would like to particularly mention our class helpers and volunteers and those of youwho volunteer our time for school activities such as school canteen and P&C.

To all the students at SWPS– you are what makes this school a very special place. Your effort, kindness andperseverance across all aspects of school life is to be commended and celebrated. Students are what drives us tocontinually improve in order to offer every students opportunities where they can thrive and succeed.

To conclude, I would like to personally thank the Executive and Teaching Team, Office Staff, School Learning SupportOfficers, Cleaners and General Assistant. Your commitment and dedication to ensuring our children grow academicallyand personally is a team effort and one which you do with skill and expertise. I would particularly like to acknowledgeDaryll Dickinson who has decided to retire in mid 2018. Congratulations on an outstanding career and we wish him well.

Thank you all for the continuing opportunity and privilege of leading this wonderful school each and every day.

Tanya Whyte

Principal


Message from the school community

South Wagga P & C President’s Report

On behalf of the P & C, I would like to extend a big thank you to all those involved in any way as part of the South WaggaPublic School community in 2017.

It has been another wonderful year at South Wagga Public, with our children involved in activities across the spectrum ofschool life. Whether that be of a cultural, sporting or educational nature, our kids have readily put their hands up toparticipate. As a P&C, we see one of our objectives as being able to help provide these opportunities to our children, andit really is great to see the enthusiasm these activities generate.

The P&C has had another active year. The movie night held earlier in the year was a resounding success with over 300people attending. This has become an annual event and who knows, with that kind of support, we might be able to put ontwo next year. The canteen has been open every school day this year with Tracey Dumbrell providing a terrific service.Not only does Tracey make a healthy and fresh menu, she is invariably looking at new ways to make healthy food, fun.

The recently held School Fete, as ever, is the culmination of the year for the P&C. What a great evening! If you missed itthis year, make every effort to be there next year, because this is when our school community truly comes together andcelebrates. The atmosphere created by having so many of our school community involved is a joy to behold. Well over ahundred people helped in putting together and running what was a very successful evening. Congratulations to ourcommitted Fete Committee for being the driving forces behind the whole show!

Financially the P&C was able to raise over $20,000 again this year, which is disbursed buying equipment and resourcesacross the school, as well as giving subsidies for major school excursions. We are guided by the School as to whichprojects they would like funded on an annual basis.

Being part of this school community, presents many opportunities for us as parents and carers, to have an added role ininfluencing how the next generation views itself. As a P&C, we see that part of our role is to help provide an environmentwhere all of us can engage with the school.

In finishing, I would like to say thank you to our P&C committee. Turning up to meetings each month is not the numberone priority for most parents, but for all of you who have been able to make it, well done! A big thank you to our principal,Tanya Whyte. She has made the P&C feel most welcome, and her energy and passion for the school are a huge asset.

Wishing you all a safe and happy break and looking forward to 2018.

Andrew Smith

P&C President


School background

School vision statement

Our vision is to provide high quality inclusive educational experiences and a diverse range of opportunities, across allfacets of schooling. The school promotes equity and excellence in order to build the capacity of all students to becomesuccessful learners, confident and creative individuals and active and informed global citizens.

School context

Situated within the Wagga Wagga central business district, South Wagga Public is one of the oldest schools in WaggaWagga. The school has an enrolment of approximately 315 with 3% of students of Indigenous background and a further11% identify as EALD (English as an Additional Language or Dialect). School priorities focus on Literacy and Numeracy,with a major priority being to improve outcomes in Literacy and Numeracy. Programs supporting these are TEN, TOWN,PLAN, L3, HOW2Learn, Reading Recovery, Focus on Reading and comprehensive learning support. South WaggaPublic School has been successful in developing independent student learning habits, self–discipline, tolerance andrespect for cultural diversity. The school has been able to foster a very open and well–structured learning environmentwhere students feel safe and happy. The school has a blend of young and experienced staff, dedicated and committed toproviding the students with high quality inclusive educational experiences. Extra curricula activities support thecurriculum; these include choir, debating, chess, environmental education, public speaking, drama and dance. Thestudents participate in a variety of sports and have excelled with the school winning a number of state titles and studentsbeing selected to represent the Riverina and NSW PSSA. The staff and school community are committed to the provisionof a wide range of educational opportunities. Individual student development occurs in an environment that allows allstudents to engage and achieve across all facets of schooling.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

In the domain of learning the school has developed and sustained several practices to support students learning. Awhole school approach to the teaching and learning cycle has further enhanced the tracking and monitoring of studentlearning. There are whole school systems in place to identify and support students requiring intervention programs andadjustments to learning. There is a systematic approach to curriculum implementation with clear plans for what and whenstudents are expected to learn. Internal and external assessments are planned and undertaken regularly to informteaching and learning directions.

In the domain of teaching collaborative practices are used to develop effective programs. A whole school approach toclassroom management supports the school wide expectations of being positive learners and safe and respectfulcitizens. Student assessment data is used to inform future planning. Teachers are proficient in their teaching of literacyand numeracy, effectively meeting the needs of students. Teachers meet as stage teams to collaborate on improvementpractices and observe others teaching practice.

In the leading domain there is a developing culture of high expectations for all staff. Parents and the community have theopportunity to actively engage through a variety of school related activities. The leadership team engage in an ongoingcycle of school planning, assessment and reporting to inform future school directions. Resources are used efficiently tobenefit students directly in the classrooms. The school community opinions regarding school programs and improvementmeasures are actively sought.

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/sef–evidence–guide


Strategic Direction 1

High quality student learning

Purpose

Ensure all students will have access to relevant, engaging and challenging learning experiences which will empowerthem to become successful learners, confident and creative individuals and active and informed global citizens.

Overall summary of progress

At South Wagga Public School we aim for all students to become responsible, resilient, resourceful and reflectivelearners who are able to learn independently and collaboratively. Through a collaborative approach, based on highexpectations and high engagement, we have strived to build the capacity of all students in all facets of their learning andschool life.

Our continued school wide focus on improving reading, comprehension, writing and numeracy outcomes, in particularplace value, has been strengthened by using quality curriculum programs and teaching practices, aligned with syllabusoutcomes and monitored against the Literacy and Numeracy continuums.

Teachers have participated in professional development in understanding and using baseline data sets, analysis ofstudent data to inform teaching, explicit teaching strategies to shift and accelerate students and exploring research onstudent learning.

We have created a consistent teaching and learning cycle, implemented weekly whole school professional developmentmeetings and developed an assessment and organisational structure for each term.

All staff are now more confident in incorporating learning intentions and explicit success criteria in their teaching, withstudents being able to articulate their individual learning goals.

Wellbeing has continued to be a major focus with attendance, anti–bullying and welfare policies uodated.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• All students reaching their ageappropriate cluster marker orbetter on aspects of the Literacyand Numeracy continuums. • Increase the proportion ofstudents achieving proficiency inline with the Premier's Priorities.

QTSS–$20000

TPL– $4000

Literacy and Numeracy–$4000

South Wagga Public school has an average ofalmost 55% of students in Reading and Numeracywere in the top two bands of the NAPLAN2017, which is significantly above statisticallysimilar schools and state levels of achievement.This exceeds the Premier's Priority of an increaseof 8% from the 2014 data (32.4%) to 35.2% in2019.

Next Steps

* Implement updated attendance, anti–bullying and welfare policies.

* Continue to enhance whole school wellbeing programs including the creation of core school values.

* Refine whole school assessment schedule with a consistent approach to tracking student data against literacy andnumeracy continuums

* Implement collaborative programming and assessing planning days with stages through common time allocation

* Create an Instructional Leader position in K–2



Strong community partnerships

Purpose

Foster strong community connections underpinned by positive and respectful relationships to support students’development as successful global citizens of the future.


There has continued to be a collective responsibility from all stakeholders at South Wagga Public School to work inpartnership to support the growth and development of students at our school. We have strengthened transitionprograms, empowering students and providing more effective and cohesive transitions to new stages of learning throughinvolvement with networks in the community.

Students continually engage in school community events and initiatives, building their capacity, with support fromparents. Staff continued to provide innovative teaching strategies with support from the school community.

Our school celebrated the 125 Year anniversary which was created through collaboration with students, staff, parentsand the community, showcasing past and present students, staff and Principals.

We have continued to improve and streamline our communication with the community to ensure information is reliable,timely and accurately disseminated to all stakeholders within the community.

We are proud of the community networks we have been working with throughout the year and look forward tostrengthening, building upon and expanding these in 2018.





• Improved levels of studentwellbeing and engagement. • School community connectionscontinue to strengthen.

RAM– Equity $9000 Celebration of 125 year anniversay with schoolcommunity members.

Funding also supported students to attend eventsthat enhanced learning and opportunities.

School community members feel supported asevident in the Tell Them from Me surveys.

Next Steps

* Introduction of new communication methods; a facebook page to further enhance communication with the schoolcommunity

* Increased opportunities for community members to provide educational activities to students

* Maintain effective communication processes which support active, frequent and culturally sensitive collaborationbetween school and community

* Strengthen and build upon community networks and partnerships.



High performing staff

Purpose

Build staff capability to create a high performing school where professional learning and collaborative dialogue areembraced in order to create an enriched learning environment.


Student learning is underpinned by excellence in teaching. A high level of professionalism and commitment has beencontinued to be displayed from all staff and is evident in classrooms through high expectations, high engagement andhigh achievement standards. Teachers have continued to engage in professional learning to know where their studentsare, know what they have to teach and how they will get their students too the next level in their learning.

There is a school organisation schedule for the whole school that indicates assessments which are implemented to trackand monitor student progress. Collaborative practices have began to develop skills in consistent teacher judgement andbaseline data sets to demonstrate the impact of teaching.

As part of their professional development plans, teachers observe peers and provide feedback based on certain areas offocus, for example writing lessons, which coincide with whole school priority areas. This has enabled improved teachercapacity, expertise and consistency across the school.





• Improved scores forcollaboration and learning cultureto above average for similarschools. • Increased use of evidenceinformed pedagogy by allteachers • All teachers meetingaccreditation standards

Teacher ProfessionalLearning (TPL)– $23000

QTSS– $30000

The Tell Them From Me teacher survey indicatethat our school scored higher than the NSWGovernment Norm for our support in Collaborationand Learning Culture.

Teachers have commenced incorporating the SouthWagga Public School teaching cycle based on theCentre of Evaluation and Educational Statisticsresearch document 'What works best'.

All teachers have achieved required levels ofaccreditation required on time. Teachers pre 2004have been provided with information to support theirtransiition for accreditation.

Next Steps

* Self assessment of teachers to indicate areas of development in teaching practice based on current research andpedagogy

* Development of explicit teaching methods. This will also include developing a shared understanding of the explicitteaching model which will look closely at direct instruction teaching practices e.g. learning intentions and success criteria.

* Develop more effective practices in collaboration and feedback that focus on improving tasks, processes and studentself regulation to continue the development of quality teaching practice and improved student outcomes.

* Improved professional learning, which is tightly aligned, to the school plan and teaching standards to ensure that theschool continues to build teacher and leader capacity on the journey to excelling.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6416 Strengthening of connections between home,school and the Aboriginal community.Ongoing involvement in cultural activities thatenhance the teaching of Aboriginalperspectives across the curriculum.

English language proficiency $13058 Targeted EAL/D support in classrooms duringliteracy and numeracy sessions which led tostudents moving along the ESL scales.

Low level adjustment for disability $63695 School Learning Support Officers (SLSOs)supported targeted students during literacyand numeracy activities. This ensuredstudents had equitable access to thecurriculum in classrooms. SLSOs alsosupported students in the playground tosupport social and physical needs.

Quality Teaching, SuccessfulStudents (QTSS)

$23971 Enabled Assistant Principals to activelysupport and supervise teachers in theirclassrooms. This led to teachers meeting theirprofessional learning goals and improvingteaching practices.

Socio–economic background $12338 Funding supported equitable access forstudents to attend activities that attractedfees, subsidise costs for families withmultiple siblings and curriculum enhancementactivities.

Support for beginning teachers $4063 Teachers were able to attend professionallearning sessions, observe quality teachingpractice and be supported by a mentor on aregular basis.

Targeted student support forrefugees and new arrivals

$1365 Support for Yazidi families that enrolled in2017.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 157 169 160 161

Girls 149 146 155 163

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.4 97.1 95.5 95.1

1 94.8 96.4 94.7 94.9

2 96.6 93.4 96.2 95.2

3 96.5 95.3 93.3 94.9

4 95.1 95.5 95 92.4

5 93.8 95 95.3 94.2

6 95.8 95.9 94 94.7

All Years 95.7 95.5 94.8 94.4

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

All student attendance is monitored and reported ona regular basis. Student absences are followed throughwith phone calls within three consecutive days ofabsence. Children who return to school after anabsence are expected to bring a note or parents mayuse our website to provide a specific explanation for theabsence. If this is not forthcoming, phone calls homeare made. Families are encouraged to completeexemption forms for some long term absences.Children who present an unacceptable attendancepattern will be referred to the Learning Support Team.This will result in attendance plans being formulated forindividual students involved. These plans provide asupportive framework for all involved with the intendedoutcome of improved attendance. Individual cases that

continue to not comply with attendance guidelines willbe referred to the Home School Liaison Officer.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 11.28

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.5

Teacher Librarian 0.8

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

2.85

Other Positions 0

*Full Time Equivalent

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0

Professional learning and teacher accreditation

During 2017, significant amounts of professionallearning activities were undertaken to support manyareas of the school plan. All teachers commenced theprocess of closely linking their personal professionaldevelopment plan to the school plan while using theteaching standards as a framework. Three teacherswere supported on a regular basis to assist with theirprogression towards achieving accreditation throughBOSTES.

Professional learning activities included: • Learning Management Business Reform(LMBR)

training


• Language, Learning and Literacy (L3) ES1support days

• STEM • Coding • Autism • Wagga Wagga Principal Network Meetings • School planning workshops focused on consistent

assessment practices • Microsoft 365 • NAPLAN online training • Visible learning (Hattie) • Centre for Education Statistics and

Evaluation(CESE) – effective evaluation ofprofessional practice

• Stage planning days • Data analysis to identify student needs and inform

teaching practiceA total of $27433 was spend on professional learning in2017 ($19629 tied TPL for 2017 and the additionalfunds from school).

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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

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

Receipts $

Balance brought forward 162,899

Global funds 131,478

Tied funds 140,317

School & community sources 42,004

Interest 1,345

Trust receipts 0

Canteen 0

Total Receipts 315,144

Payments

Teaching & learning

Key Learning Areas 19,337

Excursions 2,322

Extracurricular dissections 29,684

Library 5,181

Training & Development 1,824

Tied Funds Payments 107,996

Short Term Relief 16,984

Administration & Office 17,044

Canteen Payments 0

Utilities 28,922

Maintenance 13,645

Trust Payments 0

Capital Programs 0

Total Payments 242,938

Balance carried forward 235,105

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

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 0

Revenue 589,746

Appropriation 468,883

Sale of Goods and Services 600

Grants and Contributions 119,679

Gain and Loss 0

Other Revenue 0

Investment Income 583

Expenses -382,013

Recurrent Expenses -382,013

Employee Related -172,268

Operating Expenses -209,746

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

207,732

Balance Carried Forward 207,732

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Financial summary equity funding

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

2017 Actual ($)

Base Total 2,200,811

Base Per Capita 48,140

Base Location 2,939

Other Base 2,149,731

Equity Total 95,506

Equity Aboriginal 6,416

Equity Socio economic 12,338

Equity Language 13,058

Equity Disability 63,695

Targeted Total 76,505

Other Total 70,228

Grand Total 2,443,050

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

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.

In 2017, the percentage of Year 3 students in the toptwo bands for reading 62.8%, a significant increase2016 results from 49%. The figures of 61%remained consistent over the last two years for Year 5.In writing, 76.5% of Year 3 students achieved a score inthe top two bands of NALAN and once again the resultsfor Year 5 remained steady from 2016. Our numeracyresults were also significantly greater from 2016(31.4%) to 56.9% in 2017 of students in the top twobands.

In 2017, 85.7% of Year 5 students achieved greaterthan expected or expected growth in reading incomparison with 62.2% from 2016 results. 81% of Year5 students achieved greater than or expected growth ingrammar and punctuation in comparison to their 2015score of 69.6%.. Overall the results from Year 5showed an increase in the percentage of studentsachieving greater than or expected growth in all areasof literacy and numeracy.

Aboriginal students in Year 3 achieving scores in thetop two bands of NAPLAN was evident in reading,grammar and punctuation and numeracy. There wereno Aboriginal students in Year 5.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.>

In accordance with the Premier's Priorities: Improvingeducation results, schools are required to report ontheir students’ performance in the top two NAPLANbands in reading and numeracy. The State Priorities:Better services – Improving Aboriginal educationoutcomes for students in the top two NAPLAN bands, isalso to be reported on by schools. Our school scoredan average of 54.74% which is significantly above thePremier's priority for 2019 of 35.2%

Parent/caregiver, student, teachersatisfaction

2017 the Tell Them From Me online survey systemdevised by The Learning Bar was implemented toobtain the opinions of parents, students (Year 4–6) andteachers. The tool helps the school capture the views ofstudents, teachers and parents to inform futureplanning. The Learning Bar surveys are: studentfeedback, Focus on Learning (teacher) and Partners inLearning. The parent and teacher responses arepresented using a 10 point scale. A score of 10indicates strong agreement, 5 indicates aneutralagreement and 0 indicates strong disagreement.Student responses are listed as percentages.

Parent responses (all responses are above NSWGovernment Norm):

•Parents felt welcome at school – 7.9

• Parents are informed – 6.9

• Parents supported learning at home – 6.6

• The school supports learning – 7.5

• The school supports positive behaviour – 8.2

• The school is safe – 7.6

• The school is inclusive –7.1

Staff responses:

• I work with school leaders to provide a safe andorderly school environment – 8.1

• I work with other teachers in developingcross–curricular or common teaching opportunities– 8.3

• I set high expectations for student learning – 9.0

• My assessments help me understand where studentsare having difficulty – 8.5

Student responses:

• 83% of students felt they had a sense of belonging atthe school

• 98% of students felt they exhibited positive behaviour

• 95% of students try hard to succeed in their learning

• 67% of students expected to go to University whenthey finished school.

Policy requirements

Aboriginal education

Our school currently has an 8% population of Aboriginalstudents. Personalised Learning Pathways aredeveloped with consultation from parents to ensure


goals are set and evaluated throughout the year forevery Aboriginal student. Working in partnership withour local Aboriginal Educational Consultative Group(AECG), our programs are culturally appropriate andsupport the Aboriginal and Torres Strait IslanderEducation Action Plan 2012–2014. An Aboriginalperspective is integrated throughout the curriculum,making the curriculum meaningful for Indigenousstudents and raising awareness and respect for theculture.

A whole school project involving a talented parent andlocal Wiradjuri man commenced in term 4. Studentsfrom Kindergarten to Year 6 were involved in designingand creating a mural of the Aboriginal dreamtime storyof how the Murrumbidgee River was formed. The largemural is located in our outdoor garden area. Stage 2students were involved in an incursion with the localparks and wildlife rangers who shared there Aboriginalhistory and connections with the land. Our Stage 1students travelled to our local Environmental Centre toenhance their understandings of the significance ofAboriginal culture and the connection to our wildlife.

Multicultural and anti-racism education

South Wagga Public School continues to developquality multicultural learning programs throughout itsteaching and learning in the curriculum. Theseprograms target broadening cultural awareness andincreasing racial tolerance. Initiatives enhanceengagement in the school by parents and communitymembers from culturally and linguistically diversebackgrounds. Initiatives include Harmony Day,NAIDOC week and Multicultural days and other eventsbased on backgrounds of our families. For example, aparent visited the school to teach students and exposestudents to the French language in a Year 1 class. Alsowe have refugee students of a Yazidi backgroundwhere we acknowledged cultural significant days.

Two Anti–Racism Contact Officers (ARCOs,) whoupdated their training during 2017, serve in theircapacity to raise multicultural awareness and preventracism within our school.


Documents

2017 South Wagga Public School Annual Report · 2018-04-12 · Introduction The Annual Report for 2017€is provided to the community of South Wagga Public School as€an account