2018 Adamstown Public School Annual Report€¦ · Introduction The Annual Report for 2018 is provided to the community of Adamstown Public School as an account of the school's operations

Adamstown Public SchoolAnnual Report

2018

1008

Printed on: 27 April, 2019Page 1 of 28 Adamstown Public School 1008 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Adamstown 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.

Kym Ross

Principal

School contact details

Adamstown Public SchoolBryant StAdamstown, 2289www.adamstown-p.schools.nsw.edu.auadamstown-p.school@det.nsw.edu.au4957 1114

Message from the Principal

I am proud of the academic achievement of our students and the ongoing success of the strategies being implementedby the school to create high quality learning experiences for our students. Our school's success is underpinned by threekey elements that promote the quality teaching and learning programs that our students, staff and parents value.

1. We have a highly dedicated staff who work together to provide an inclusive environment where all students arenurtured and encouraged to achieve their personal best in all that they do. 2. Our students are a passionate andmotivated group of young people who are keen to learn and participate in the range of educational opportunities providedfor them at the school. 3. Adamstown Public School enjoys tremendous support from our parents and community.

At our annual self–assessment and review meetings involving staff, P&C and student leaders, the following key featuresof our achievements for were identified:

• innovative whole–school programs were developed with a focus on differentiated learning in literacy and numeracyto support the consistent and explicit delivery of current curriculum and future focussed learning.

• whole school wellbeing practices were reviewed and programs such as the 'You Can Do It!' program continued tobe implemented with parent support to optimise students' social and emotional capabilities in order to experiencewellbeing, have positive relationships and be successful.

• a consistent and proactive approach to behaviour management continues through the close monitoring of classand playground behaviour using Sentral and the implementation of a social skills lunchtime play/sport program forall students to access.

• leadership opportunities were recognised for many APS teachers aspiring to take on a leader's role in curriculumdevelopment and delivery across our local network of schools.

• Mathematics Transition and ALARM writing projects have been undertaken as Stage 3 / Stage 4 initiatives with ourfeeder high school. Learning outcomes for our students has been outstanding.

• Aboriginal Education continues to be a major focus, with school and community programs being recognised at anAECG level as exemplar practice at a leadership, teacher and community level.

• enhanced communications with the school community were achieved through further use of the School app,Skoolbag and online booking facilities through Sentral for teacher/parent meetings, conferences etc.

I certify that the information provided in this report is the result of a rigorous school self–assessment and review processundertaken with staff, parent and student leaders and provides a balanced and genuine account of the school'sachievements and areas for development

Kym Ross

Principal


Message from the school community

2018 has been an eventful and exciting year for Adamstown Public School P&C. New committee members replacinglongstanding committee members have met the challenge of supporting and leading the wide range of activities thathave occurred during this school year.

This year saw the playground equipment area finally completed with the construction of the shade over the playgroundequipment. This area will provide a safe and exciting place for the pupils of the school to play for many years to come.

Outside the fundraising activities during the year a significant focus has been placed on the recruitment of a canteensupervisor, the first employee of Adamstown Public School P&C. After a review period to consider the responsibilitiesand accountability of the P&C the recruitment process began attracting a diverse range of candidates. After interviewing,a candidate was selected and having accepted has been in the position for a number of months with positive feedbackfrom the community. 2019 will see the relationship between the Canteen Supervisor, P&C and school evolve particularlywith the upcoming introduction of new healthy food initiatives.

The P&C has also contributed funds to help support a number of school initiatives in 2018 including: • Gifted and talented workshops; • Purchasing of new sport representative uniforms; • Learn to swim program; • Prizes for Presentation Day; and • Financial support for students achieving state level sport representation and selection for academic camps.

Support for these programs was made possible through a variety of fundraising events including discos, raffles, mothersand father's day stalls, Bunnings BBQs and Trivia Night. This year also saw a new fundraising activity, the Color Run.Everyone including parents and teachers had a fabulous time! This also saw the local Fire department supporting theevent, with 'soaking' adding to an already exciting day.

Aside from fundraising, P&C members have been involved in a variety of other school activities including: • Managing the school uniform shop to provide low cost uniforms to parents and carers; • Supporting the School's kinder orientation program; • Coordinating World Teacher's Day letters of thanks; • Collaborating with the school to introduce new uniform items; • Providing feedback on school policies and programs; and • Involvement in the Combined P&C Meeting.

The P&C in collaboration with the school has attended combined Kotara Community of Schools P&C meetings. This is agreat opportunity to exchange ideas with other school P&Cs on a wide range of topics.

There are a wide range of ways in which the school and P&C communicated with the community e.g. Skoolbag,Mindabooka etc. This year has seen this communication extend in to the social media arena with the P&C actively usingthe Facebook platform to release a wide range of information, to an ever increasing number of active users.

The work undertaken by the P&C would not be possible without a strong community spirit. The generosity of volunteersallows the P&C to make a positive impact to the school environment and therefore our children.

We are also fortunate to have wonderful and dedicated staff at APS led by our principal Kym Ross. On behalf of theP&C I would like to thank them for their support and encouragement and wish them all the best in 2019.

Mark Townsend

President – Adamstown Public School P&C


Message from the students

'Always Aim Higher' that is our motto at Adamstown Public School. This year we have challenged ourselves to redefineexcellence. There are so many things to enjoy about being school captain. We have been busy running schoolassemblies, ANZAC Day, Student Parliament, Easter Hat Parade, Book week and representing our school at thecommunity Remembrance Day commemoration.

We felt very fortunate to attend Young Leaders Day in Sydney with Miss Anderson and we were inspired by someincredible speakers as well as meeting leaders from schools all around the state. Our minifete this year was bigger thanever and was such a success. As our parting gift to the school, year 6 have worked hard this year to raise funds toupgrade one of the signs in our entryway. WE know this sign will remain on the school grounds for a long time to comeas a reminder that we were here.

Our amazing Canberra excursion was so much fun and we saw some incredible places and had some amazingexperiences. For us as school captains Parliament House was just so meaningful. We enjoyed being with our Stage 3friends 'sleeping' in our rooms at night.

Having both attended A.P.S. since Kindergarten, the opportunity to be school captains was a great way to finish our timeat APS. We are so grateful to the teachers who have supported us in our journey as well as Mrs Ross for her tirelesssupport and guidance. We would like to thank our student leadership team who have put a lot of effort this year.

As we move onto Kotara High School we will always remember our time at Adamstown Public School with fondness.

From

Duncan and Laura

2018 School Captains


School background

School vision statement

To improve the performance of every student, teacher and leader through collaboration and high expectation.

We are committed to the pursuit of excellence and the provision of high quality opportunities for every child. In ourschool every child is known, valued and cared for.

School context

Adamstown Public School is situated in inner city Newcastle. The school is set in spacious grounds and serves awell–established and diverse community with people from a range of social and cultural backgrounds.

The school population of 275 students is drawn from a diverse local community with approximately 6% of students froman Aboriginal or Torres Strait Islander background and 10% of students with a language background other than English.

Adamstown Public School is committed to excellence in student learning and has high expectations for the learning andbehaviour of all students. We take pride in the many academic, cultural and sporting opportunities we are able to offerour students.

A dedicated and experienced teaching staff implements the Quality Teaching Framework through data–driven planning,programming, assessment and reporting, interactive technology and strategic implementation. In our pursuit ofexcellence we are supported by the School Excellence Framework (SEF).

Our school has fourteen permanent teachers which includes three Assistant Principals, eight classroom teachers, aLibrarian and a number part–time specialist support teachers and support staff.Our Family Occupation and EducationIndex (FOEI) currently sits at a value of 74.

Adamstown Public School is a proud member of the Kotara Community of Schools (KCoS) comprised of 6 public PrimarySchools and 1 public High School and the Muloobinbah Local Aboriginal Educational Consultative Group (LAECG).

There is a strong community presence in the school and a strong sense of partnership between parents and staff.Parents are valued,are well informed, and actively participate in all aspects of school life whether it be P&C, canteen andclassroom volunteer work, participation in special events or school evaluation and planning.


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.

Overall, in the domain of Learning, the results of the self–evaluation process indicated Adamstown Public School isSustaining and Growing. Across five of the six elements we were rated as Sustaining and Growing. Student PerformanceMeasures rated as Delivering.

At Adamstown Public School there is a demonstrated commitment within the school community that all students makelearning progress. Partnerships with parents and students support clear improvement aims and planning for learning.The school collects and analyses information to inform and support students' successful transitions. Attendance data isregularly analysed and used to inform planning. Whole school and personalised attendance approaches improve regularattendance rates for all students, including those at risk.

The school collects, analyses and uses data including valid and reliable student, parent and staff surveys/feedback tomonitor and refine a whole school approaches to wellbeing and engagement, to improve learning.

The school offers a curriculum that meets requirements of the Department of Education and the NSW EducationStandards Authority and provides equitable academic opportunities for all students. There is a whole school assessmentstrategy in place that is designed to ensure that the learning of all students is systematically monitored.

Student reports contain personalised information about individual student learning progress and achievement, andpreview plans for meeting future learning goals. Parents are presented with clear information on what and how well theirchildren are learning and receive regular information about how to support their children's progress.

Staff have recognised that further improvement can be achieved in the element Student Performance Measures in theLearning Domain. Further sharing of student performance data with community and actively engaging parents moreopenly to support improvements in learning will be a target. In 2019, staff will be trained to use internal and external datasources for deeper analysis. A focus on students using feedback to reflect on their learning will also be included. Studentlearning goals will link to Literacy and numeracy progressions and 21st century learning skills and technology will beembedded in our learning culture and integrated across all Key Learning Areas.

Overall, in the domain of Teaching in the School Excellence Framework, the results of the self–evaluation processindicated Adamstown Public School is Delivering. Across two of the four elements we were rated as Sustaining andGrowing. In the elements Data Skills and Use and Effective Classroom Practice we assessed ourselves as Delivering.

Teachers regularly review and revise lesson plans and sequences, ensuring that the content is based on the curriculumand the teaching practices are effective. Teachers regularly use student progress and achievement data to inform lessonplanning. Teachers respond promptly to student work. They check that students understand the feedback received andthe expectations for how to improve their work. Teachers maintain orderly classrooms and manage challengingbehaviour in line with our school's wellbeing policy to create a positive environment for learning.

Teachers access and engage in professional learning to develop their skills in the analysis, interpretation and use ofstudent progress and achievement data to enhance student learning outcomes. The leadership team regularly usestudent progress and achievement data to inform key decisions such as resourcing and implementation of new programsor initiatives.

The school monitors the accreditation status of all staff and encourages the pursuit of higher levels of accreditation. Allteachers use professional standards and Professional development Plans to identify and monitor specific areas fordevelopment or continual improvement. The school implements formal mentoring and coaching to develop aspiringleaders, to teachers who request it or who are identified as in need of support.

Staff have recognised that further improvement can be achieved in the elements Effective Classroom Practice and DataSkills and Use in the Teaching Domain. We feel a more explicit understanding of data literacy concepts coupled withassessment for learning strategies will be a relevant target for improvement in teaching. Teachers will undertakeprofessional learning in collecting and analysing data to evaluate the effectiveness of their own teaching practices andstudent improvement. The focus on evidence based research utilising documents like "What Works Best: EvidenceBased practices to Help Improve NSW Student Performance" and "Collaborative Expertise" and "AuthenticCollaboration" will also be a focus.


In the domain of Leading, strong, strategic and effective leadership has enabled a school wide culture of sharedresponsibility and high expectations. The consistency and effectiveness of implementation of our key strategic directionsthroughout the past three years has been due to a strong foundation of leadership capacity building across the schooland our Community of Schools. This approach recognises that leadership development is central to the achievement ofschool excellence. The leadership team has been successful in leading the initiatives outlined in this submission and our

The leadership team maintains a focus on distributed instructional leadership to sustain a culture of effective,evidence–based teaching and ongoing development to facilitate whole school improvement and build a strong pipeline ofleaders.

The leadership team embeds clear processes, with accompanying timelines and milestones, to direct school activitytowards effective implementation of the school plan. Staff understand what they need to do to help address the schoolplan's strategic directions and meet the school's improvement measures.

The leadership team deploys teaching and non–teaching staff to make best use of available expertise to meet the needsof students. The leadership team uses data to evaluate the effectiveness of management processes, and creates aculture of shared accountability to achieve organisational best practice.

The school evaluates its administrative systems and processes, ensuring that they are delivering anticipated benefits tothe school community, and makes changes when required. The leadership team collects information about the school'sadministrative practices in order to ensure their effectiveness.

Staff have recognised that further improvement can be achieved in the element School Planning, Implementation andReporting and Management Practices and Processes stated in the Leading Domain. We plan to use research, evidencebased strategies and innovative thinking when designing our next School Plan. Staff will work collaboratively to helpaddress our strategic directions and meet agreed improvement measures. School Plan priorities and practices will beembraced by students, staff and community with progress regularly communicated. We aim to continue to strengthen ourcommunity partnerships by utilising the knowledge, skills and expertise within our Indigenous community.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the


Strategic Direction 1

Engaged and Creative Learners

Purpose

EMPOWERED STUDENTS HAVE A LOVE OF LEARNING

To recognise the ongoing growth of individual students and support each child to be a motivated learner, confident intheir abilities and prepared for future learning.

Overall summary of progress

Progress in 2018 included: • collaborative assessment processes developed to ensure consistent teacher judgement and the explicit teaching in

all Key Learning Areas • collaboratively develop teaching and learning programs that are stage based and differentiated • Personalised Learning Pathways documents reviewed and revised with community input • Students critically reflected on their learning to develop personal learning goals

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

90%of students achieving at orabove NAPLAN nationalminimum standard with 50% ofstudents achieving proficiency forliteracy and numeracy asmeasured by 3 year trend dataaverage.

$2000

Reading resources

$4000

Mathematics resources

$10000

QTSS funds

$10000

Literacy and Numeracyfunds

Year 3 – 95% above national minimal standard forboth literacy and numeracy.

61 % of students were in the top two bands forreading and 40% for numeracy.

Year 5 – 96% above national minimal standard forboth literacy and numeracy.

51 % of students were in the top two bands forreading and 21% for numeracy.

Year 5 and students tracked inYear 7 will achieve growth equalto or greater than expectedNAPLAN growth for literacy(reading/writing) and numeracyas measured by 3 year trend dataaverage.

$5000

ALARM project funds

$8000

QTSS funds

$3000


in 2018 students achieved higher than expectedgrowth from Year 5 to Year 7 in Numeracy andslightly below expected growth for Literacy.

School receives value addedresults above those of averageschool (CESE measures).

Nil K–3 above Value Added results of average school

3–5 below Value Added results of average school

5–7 above Value Added results of average school

All Kindergarten, Yr 1 and Yr 2students achieve commensurate

$2000 Reading Resources On average 90% of Kindergarten to Year 2 studentsachieved expected growth.






growth of one year better inreading levels or have achievedexpected growth as per IEP.

$20000


On average 90% of Kindergarten to Year 2 studentsachieved expected growth.

Next Steps

Our plans for 2019 include: • collaborative assessment processes to be in place to ensure consistent teacher judgement and the explicit

teaching in all Key Learning Areas • efficient use of IEPs and PLPs to differentiate learning for students • evidence available rethe use of feedback, self–reflection in all assessment and teaching/learning programs • diagnostic, summative and formative assessment to be used to provide explicit feedback to students • teachers to be using student performance measures to assess ongoing student achievement and future

interventions



Focused and Collaborative Practice

Purpose

SKILLED TEACHERS INSPIRE LIFELONG LEARNING

To create and maintain a stimulating learning environment for teachers, supported by a collaborative school wide culturethat develops confident, motivated and high performing educators with a mindset of shared responsibility for studentlearning.


Progress in 2018 included: • staff engage in professional learning that is specific to the cultural needs of Adamstown Public School's Aboriginal

students and community • professional Learning opportunities across the Kotara Community of Schools • teachers began to plan, assess and evaluate programs on analysis of internal and external data • school based Assessment Policy and Procedures reviewed and adjusted





100% of teaching and learningprograms incorporate Aboriginaland Torres Strait Islanderperspectives.

$14000

Aboriginal Education funds

Working Towards

An increased number of teachersaccredited by the NSWEducations Standards Authority(NESA) at Proficient, HighlyAccomplished and Lead.

$6000

Professional Learning funds

$7000

QTSS funds

$4000

Principal Support funds

2 teachers working towards proficient accreditation

2 teachers accredited at proficient

1 teacher maintained proficient accreditation

2 teachers working towards Lead accreditation

100% of teachers demonstrateimproved practice througheffective collegialfeedback,support andinter–school connections.

$1600


$12000

QTSS funds

$10000


All teachers engaged in collegial support andcollaborative practices

Next Steps

Our plans for 2019 include: • staff to continue to engage in professional learning that is specific to the cultural needs of our students and

community


• professional learning opportunities to be developed and accessed across the Kotara Community of Schools • all teachers to plan, assess and evaluate programs on analysis of internal and external data • school based Assessment Policy and Procedures in full implementation • coaching and mentor program developed and in operation • stage based planning and student tracking sessions in operation



Strong, Effective and Inspiring Leadership

Purpose

PASSIONATE LEADERS BUILD A STRONG LEARNING COMMUNITY

To ensure shared and collaborative leadership is part of the school culture where students, teachers, parents and thebroader school community work together to build a positive and inclusive learning community with a focus on continualimprovement.


Progress in 2018 included: • aspiring leaders engaged in leadership opportunities and higher duties • school planning aligned with SEF • professional learning programs developed using Professional Teaching Standards, SEF and School Plan. • Distributive Leadership model developed • aspiring leaders recognised across the Kotara Community of Schools • executive staff familiar with SPARO and SCOUT





Increased number of teachersand non–teachers leadprofessional learning sessions.

$4000


$5000


SAM leading professional learning sessions forSASS staff

All assistant principalsdemonstrate proficiency in theuse of SAP and SALM, SPARO,SCOUT and eFPT software.

$4000


A.P.s have undertaken professional learning inSAP, SPARO and SCOUT

Increased number of teachersaccredited.

$13500

Beginning Teacher funds

2 teachers gain proficient accreditation

Increased number of teachers areworking towards higheraccreditation.

$1000


$10000

QTSS funds

$5000


2 teachers working towards Lead accreditation

Next Steps

Our plans for 2019 include: • aspiring leaders to be engaged in leadership opportunities / higher duties beyond the school


• professional learning programs developed using Professional Teaching Standards, SEF and School Plan andregistered on MyPL

• evidence of Distributive Leadership • aspiring leaders to be working across the Kotara Community of Schools and Glenrock network • executive staff to be familiar with SPARO, SCOUT, SAP and financial management practices • SAM and SAO taking on higher duties


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $14396 Collaborative and purposeful PLPs in placefor all Aboriginal students.

All Aboriginal students demonstrating soundachieving above national minimum standardsfor literacy and numeracy.

Staff representation at local AECG meetings.

School and wider Aboriginal communities

supportive, contributing and engaged in

school cultural events.

Additional resources to support syllabusimplementation.

Implementation of boy's didg group and girl'sweaving group and dance troupe.

Low level adjustment for disability $37371 Additional SLSO time provided to supportteachers and those students with specificlearning needs.

Additional teacher relief provided to supportvulnerable students as they transition to highschool.

SPinS program in operation. Speechpathologists provided an explicit screeningprogram across Kindergarten, implementedindividualised speech and language programsfor identified students and provided supportfor parents and teachers.

Implementation of the Rip It Up! readingprogram.

Quality Teaching, SuccessfulStudents (QTSS)

$47996 Modelled lessons demonstrating currentevidence based pedagogical practices e.gspecific learning intentions, teaching andlearning cycle.

Joint construction of units of work with staff

Created professional learning sessionsfocusing on embedding formative assessmentinto classroom practice.

Revised and edited the schools Assessmentand Reporting Policy.

Revised and edited the schools scope andsequences of learning.

Conducted peer observations in line with staffProfessional Development Plans.

Created professional learning sessions:Embedding Formative Assessment intoClassroom Practice; Introduction to theLearning Progressions; Best Practices inTeaching Writing; Targeted Early NumeracyProgram (TEN); Analysis of SCOUT data;


Quality Teaching, SuccessfulStudents (QTSS)

$47996 Creating and Utilising Student learningGoals.

Collected and collated evidence that supportsthe school 3 year plan.

Socio–economic background $28229 Additional SLSO time provided to supportteachers and those students with specificlearning needs.

Playground support program continued with asignificant reduction in negative behavioursonce again. Feedback from teachers, parentsand students was very positive.

Additional laptops and infrastructure

Support for beginning teachers $13500 Supervisor and mentor support provided toensure that programming and assessmentprocedures are in line with school and DoEpolicies and procedures.

Productive and positive teacher / parentdiscussions conducted.

PLAN2 utilised to assess and track students.

Teacher has met proficiency standard.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 112 132 130 141

Girls 123 131 132 130

2018 has once again seen enrolment numbersincrease. At the end of year 271 students were enrolledat Adamstown Public School.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.6 93.7 95.3 95.6

1 95.6 92.7 94.5 93.9

2 95.8 93.9 92.3 94.1

3 93.4 94.6 93.4 92.7

4 94.8 90.9 94.2 92

5 95.5 93.5 90.5 93

6 96.6 94.5 92.5 89.4

All Years 95.2 93.3 93.3 93.1

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Regular attendance at school for every student isessential if students are to achieve their potential, andincrease their career and life options. Our school inpartnerships with our parents is responsible forpromoting the regular attendance of students. Whileparents are legally responsible for the regularattendance of their children, school staff, as part of theirduty of care, record and monitor part and whole dayabsences. Parents are contacted and supported bystaff to ensure that students are prompt to school and

attending regularly. A.P.S. provides a caring teachingand learning environment which addresses the learningand support needs of students, including those withadditional learning and support needs or complexhealth conditions, fosters students' sense of wellbeingand belonging to the school community.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 9.42

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.6

School Administration and SupportStaff

2.52

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce. We are fortunate to have two Indigenousstaff members at Adamstown Public School.

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

In 2018 Adamstown Public school continued toundertake systematic professional learning to promoteand implement the most effective strategies to improveteaching and learning. This year, teachers atAdamstown public participated in the following wholeschool professional learning: • Embedding Formative Assessment into

Classroom Practice • Introduction to the Learning Progressions • Best Practices in Teaching Writing • Targeted Early Numeracy Program (TEN) • Analysis of SCOUT data • Creating and Utilising Student learning Goals


In addition individual staff members regularly engagedin professional learning targeted to school priorities, theneeds of their students, and the achievement of theirprofessional goals. Staff members actively shared anddiscussed learning from targeted professionaldevelopment with other staff in the school to improvewhole school practice.

Staff Development Days for 2018 included:

Term 1– School Planning and term organisation, ChildProtection update, Work, Health and SafetyInduction,Collaborative Planning processes.

Term 2–Review of Supervision policy and procedures,Development of Professional Development Plans.

Term 3– Learning Pathways for Aboriginal students,Introduction to Learning progressions, FormativeAssessment and Collaborative Planning.

Term 4– School Planning and School Evaluation.

Professional Development Days in Term 4 wereconducted over four evenings in Terms 3 and 4. Thistraining included Understanding Childhood Trauma andSelf–regulation, CPR and Anaphylaxis training,Introduction and implementation of new Science andTechnology syllabus, whole school performance reviewand 2019 School Plan..

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 198,360

Revenue 2,563,866

Appropriation 2,374,006

Sale of Goods and Services 23,095

Grants and Contributions 164,179

Gain and Loss 0

Other Revenue 0

Investment Income 2,586

Expenses -2,464,088

Recurrent Expenses -2,464,088

Employee Related -2,146,130

Operating Expenses -317,959

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

99,777

Balance Carried Forward 298,137

Funds have been accumulated for planned installationof air conditioning units, additional laptops, touchscreen monitors to replace interactive whiteboards inclassrooms and refurnishing of Library.


Financial summary equity funding

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

2018 Actual ($)

Base Total 1,971,804

Base Per Capita 50,663

Base Location 0

Other Base 1,921,141

Equity Total 173,698

Equity Aboriginal 14,396

Equity Socio economic 28,229

Equity Language 0

Equity Disability 131,073

Targeted Total 62,808

Other Total 94,324

Grand Total 2,302,634

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Forty one Year 3 students and thirty three Year 5students took part in NAPLAN – Literacy, 2018. Themajority of Year 3 students' results were in Bands 5 and6. Best performing areas were Reading and Writing.The majority of Year 5 students' results were in Bands6 and 7. Best performing area was Grammar andPunctuation. Year 3 to Year 5 growth was positive withthe majority of students showing at or above stateexpectations.



Forty one Year 3 students and thirty three Year 5students took part in NAPLAN – Numeracy in 2018.The majority of Year 3 students' results were in Bands4 and 5 whilst the majority of Year 5 students' resultswere in Bands 6 and 7 with two students in Band 8.Year 3 to Year 5 growth was positive with the majorityof students showing at or above state expectations.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In accordance with mandatory reporting requirementswith the Premier's Priorities: Improving educationresults and State Priorities: Better services – ImprovingAboriginal education outcomes for students in the toptwo NAPLAN bands.

In accordance with the Premier's priorities:

Improving education results, schools are required toreport on their student performance for the top twoNAPLAN bands in reading and numeracy.

In Year 3, 61 % of students were in the top two bandsfor reading (an increase of 14% from previous year)and40% for numeracy( an increase of 10% from previousyear). In Year 5, 51 % of students were in the top twobands for reading (an increase of 23% from previousyear) and 21% for numeracy.

Another reporting requirement from the State priorities:

Better services – Improving Aboriginal educationoutcomes is for schools with significant numbers ofAboriginal students to report the percentage ofAboriginal students in the top two NAPLAN bands.

At Adamstown PS two Aboriginal Year 3 students andtwo Aboriginal Year 5 students undertook the NAPLANProgram. All Year 3 and Year 5 students were wellabove minimal standards in literacy and numeracy withone student in top band for writing.

Parent/caregiver, student, teachersatisfaction

SCHOOL SATISFACTION (Tell Them From Mesurvey)

Students – Student Outcomes and School Climate

In 2018, we once again conducted student surveys togather information about our student's experience atschool.These surveys investigated teaching andlearning and extracurricular opportunities as well asfeedback about our school culture. Students in years 4,5 and 6 were surveyed.

Background

To reflect on the first year of our 2018–2020 schoolplan, we sought feedback from students. We identifiedstrengths as well as areas for potential improvement.Students were surveyed across the domains ofsocial–emotional wellbeing as well as teaching andlearning climate. Demographic information was alsogathered. Students engaged in surveys to provideuseful, informative feedback and ideas to support ourfuture directions.

Findings and Conclusions

In the following domains under 'Social Outcomes andSchool Climate' we sat above the NSW GovernmentNorms;

1. Students with a positive sense of belonging (+9%)

2. Student Participation in Sport (+9%)

3. Effort (+10%)

4. Students with positive relationships(+5%)

5. Students with positive behaviour at school (+2%)

In the following domains we sat under the NSWGovernment Norms;

1. Student Participation in extra–curricularactivities(–5%)

2. Students with positive homework behaviours(–8%)

In the area of 'Social Emotional Outcomes' we havescored above NSW Government Norm in the followingareas;

1. Effective Learning Time (+0.3)

2. Advocacy of School (+0.1)

We were on par with NSW Government Norms in thefollowing areas;

1. Relevance

2. Rigour


3. Positive Student–Teacher Relationships

We were below NSW Government Norms inthefollowing areas;

1. Students who are victims of bullying(–13%)

2. Positive Learning Climate (–1.2)

3. Expectations for success (–0.2)

When considering 'Other Measures' students reportedthe following;

83% Aboriginal students strongly agree or agree thatthey feel good about their culture. 83%Aboriginalstudents Strongly Agree that their teachers understandtheir culture with 17% neither agreeing nor disagreeing.

When considering participation in extra–curricularactivities, 40 respondents reported participating inband, 46 respondents reported participating in play ormusical, 16 respondents reported participating inschool council and 6 respondents reported participatingin producing a school or class magazine.When askedabout students expecting to go to university, 40%strongly agree that they are expected to go toUniversity. 21% agree that they are expected to go toUniversity. 22% neither agreed nor disagreed. 10%disagree stated they are not expected to attendUniversity and 6% strongly disagreeing.

When asked if students are using computers forschoolwork, 2% reported that they almost never use thecomputer for school work, 18% reported using it onceor twice a month, 60% reported using computers onceor twice a week and 20% reported using computersalmost every day.

When asked about using a computer for school work athome, 12% of students said they almost never used acomputer at home to support school work. 13%reportedusing a computer at home for school work once ortwice a month. 35% of students reported using acomputer at home for school work once or twice a weekand 40%of students reported using a computer at homefor work every day.

In summary, our students reported higher levels ofparticipation compared to state norms in mostareas.When reporting on wellbeing our studentsindicated high levels of satisfaction and contentment atschool. Students have indicated lower instances ofbullying when compared to state norms.

Future Directions

*Provide opportunities for increased numbers ofstudents to be involved in extra–curricular activities,including the implementation of a whole schoolperformance;

*Review our homework policy and seek communityfeedback regarding homework as our opt out option isnot being used and student continue to identify thattheir homework habits are below NSW GovernmentNorms;

*As we continue BYOD into all Stage 3 classrooms wewill strengthen computer use in the classroom as wellas at home.

Parents – Partners in Learning

In 2018, we conducted parent surveys to gatherinformation about our parent's experience atschool.These surveys investigated inclusivity, safetyand support systems at our school.

Background

To reflect on our previous three year plan as well asfuture plan for our 2018–2020 School plan, we soughtfeedback from parents. We identified strengths as wellas areas for potential improvement. Parents weresurveyed across the domainscommunication,participation and support at school.Demographic information was also gathered. Parentsengaged in surveys to provide useful, informativefeedback and ideas to support our future directions. Atotal of 30 parents responded.

Findings and Conclusions

In the domain of 'Two–way communication withparents' we reported above NSW Government Normsin parents feeling welcome at school (+.8) and parentsbeing informed (+1.5).

In the domain of 'Parent Participation at School',parentsreport the following information;

When asked about how often parents talked with theteacher, 17% said they had never spoken to their classteacher, 17% reported speaking to the teacheronce,50% reported speaking to the class teacher two orthree times and 17% more than three times.

8% parents had never attended a meeting and spokento their child's class teacher. 21% had spoken to theirclass teacher in a meeting only once. 50% hadattended two or three meetings and 21% had attendedmore than three meetings. 17% of our parentrespondents were involved in school committees and83% were not.

In the following areas our parents reported meansabove NSW Government Norms;

1.Parents support learning at home (+0.9)

2.School Supports Learning (+1.1)

3.School Supports Positive Behaviour (+0.9)

4.Safety at school (+0.7)

5.Inclusive School (+1.2)

From the respondents, 7 parents reported beinginvolved in school planning, 4 parents reportedinvolvement in development and review of schoolpolicies. 4 respondents reported being involved indiscussions around teaching practices and 2


respondents reported being involved and having inputinto curriculum.

14 respondent had children in Kinder to Year 2, 10respondents had students in Years 3 to 6 and 2respondents reported having students in Years 11 and12.

41% of respondents reported that their child hadreceived assistance. 11% reported not receivingassistance and 48% of respondents reported thatspecialist assistance was not needed.

In summary, our parents reported feeling welcomedand included at school (above state norms).Furthermore, parents reported that they weresupportive of student learning at school and recognisedthat our school supported positive behaviour.

Future Directions

*Continue to engage parents in the learning at schoolby providing opportunity for student, parent and teacherinterviews;

*Continue to engage parents in policy development;

*Continue to engage and inform parents abou tschoolcommunity events through the P&C Facebook page topromote P&C / school community events andencourage people to be more involved in school.

Teachers – Focus on Learning

In 2018, we conducted teacher surveys to gatherinformation about our staff experience at school. Thesesurveys investigated leadership, learning culture andcollaborative practices at school.

Background

To reflect on the first year of our 2018–2020 schoolplan, we sought feedback from teachers. We identifiedstrengths as well as areas for potential improvement.Teachers were surveyed across the domainsleadership, learning culture and collaborative practicesat school. Demographic information was also gathered.Teachers engaged in surveys to provide useful,informative feedback and ideas to support our futuredirections. A total of 12 teachers responded.

Findings and Conclusion

Our teaching staff reported high levels of satisfactionacross all domains. A majority of our teaching staffhave been teaching in excess of 12 years and mostagree or strongly agree that our school leaders areleading improvement and change. Teachers alsoreported high levels of parent involvement above statenorms.

In the domain of 'Leadership' we were above NSWGovernment Norm in the following areas;

1.Satisfaction with schoolleadership (+0.5)

2.Collaboration (+0.2)

3.Learning Culture (+0.4)

4.Data Informs Practice (+0.5)

5.Teaching Strategies (+0.4)

6.Technology (+0.4)

7.Inclusive School (+0.6)

8.Parent Involvement (+0.7)

In the domain of 'Classroom and SchoolPractices'teachers reported above the NSWGovernment Norm in the following domains.

1.Challenging and Visible LearningGoals (+0.6)

2.Planned Learning Opportunities (+0.5)

3.Quality Feedback (+0.4)

4.Overcoming Obstacles to learning(+0.5)

In the domain of 'Custom Measures' teachers reportedthat 17% strongly disagree they would considerteaching in rural or remote NSW, 33% disagree thatthey would consider teaching in rural or remote NSW.17% neither agree nor disagree that they wouldconsider teaching in rural or remote NSW. 8% agreethat they would consider teaching in rural or remoteNSW. 17% strongly agree they would consider teachingrural or remote NSW and 8% were unaware of theincentives to teach in rural or remote NSW.

7 teachers reported teaching primarily in K–2. 5teachers worked mostly in years 3–4 and 1 teachermostly in years 5–6.

4 teachers reported teaching at Adamstown PublicSchool for 12 months or less. 2 teachers reportedteaching at Adamstown Public School between 13months and 2 years. 4 teachers reported teaching atAdamstown Public School between 3–5 years and 3teachers working at Adamstown for 6–15 years.

8% of our staff reported that they had been teaching for13 months to 2 years. 8% teachers reported that theyhad been teaching between 3–5 years. 33% teachersreported that they had been teaching between 6–15years and 50% of our staff have been teaching for morethan 16 years.

77% of our teaching staff reported that they were fulltime, 8% temporary and 15% were part time ortemporary.

17% of teaching staff at Adamstown Public Schoolreported being conditionally accredited, 83% wereproficiently accredited.

50% of our staff reported that they had undertakenprofessional learning for supervision of pre–serviceteacher placements, 33% had not and 17% did notneed to.


65% of teaching staff reported they strongly agree thatour school leaders were leading improvement andchange. 33% agree that our school leaders are leadingimprovement and change. 8% neither agree nordisagree and 4% disagree that school leaders areleading improvement and change.

65% of respondents reported that they strongly agreedthat our strategic vision has been communicated,33%agree that our vision has been communicated with9% neither agreeing or disagreeing and 3% disagreeingthat our strategic vision had been communicated.

Our teaching staff reported high levels of satisfactionacross all domains. A majority of our teaching staffhave been teaching in excess of 12 years and mostagree or strongly agree that our school leaders areleading improvement and change. Teachers alsoreported high levels of parent involvement above statenorms.

Future Directions

*School leaders to communicate school vision throughcollaborative development of the school

*School to practise distributive leadership andcollaborative practice;

*School to promote and encourage teachers to take onhigher accreditation and/or promotion;

*School to provide opportunities for teachers to teach atall stage levels.

Policy requirements

Aboriginal education

Adamstown Public has a strong commitment towardsimproving outcomes for Aboriginal students andteaching all students about Aboriginal culture. TheAboriginal and Torres Strait Islander flags are flowneach day and a local contextualised Acknowledgementof Country is read at all assemblies and meetings byboth Aboriginal and non–Aboriginal staff and students.

Adamstown Public School received AboriginalBackground funding in 2018. Our plan includes: • A staff member and Principal to attend all local

AECG meetings. • Release time for teachers to collaboratively

design PLPs for all our Aboriginal students. • Release time to analyse and track Aboriginal

student progress and growth in Literacy andNumeracy.

• Opportunities to attend Aboriginal Educationconferences.

• Aboriginal dance and didgeridoo groups. • Engagement of our Aboriginal school community

in events.Our Aboriginal dancers, Wangaan Woongana andBingay Dancers were selected as the first regionalschool to perform at the prestigious Nanga Mai Awards.The Nanga Mai Awards are an annual awards

ceremony held by the Department of Education tocelebrate the outstanding achievement of Aboriginalstudents and staff in Aboriginal education.

The whole school celebrated Reconciliation Week witha whole school assembly. Guest speakers, AuntyAlison Howlett and Jamie Carpenter, Kamilaroi womengenerously gave their time to speak about thesignificant roles that Aboriginal and Torres StraitIslander women play across the country. Our Aboriginaldancers performed under the guidance and instructionof Aunty Bec and Ms Wenham. A community lunchfollowed with wonderful support from our entire schoolcommunity.

NAIDOC day was celebrated with Aboriginal dance,music, Dreamtime stories, language, face painting andsinging. Uncle Perry entertained the children by playingthe yidaki. Activities on the day were run by teachers,Aboriginal community members and Aboriginalstudents from the Hunter School of Performing Arts.The day was very successful in welcoming members ofour community into our school.

Adamstown Public hosted the Primary AboriginalDance Workshop for the Department of Education ArtsUnit. Aboriginal and Torres Strait Islander students fromNSW Public Schools participated in a one dayworkshop run by Redfern Dance Company. Studentsexplore explored contemporary Indigenous dancestyles as well as some traditional dance andmovement.

For Aboriginal students to reach their full potential, it isvital that all stakeholders engage as a collaborativeteam focused on the achievement of improved learningoutcomes for all students. Adamstown Public SchoolYarning Circle was created in partnership with localAboriginal community members. The Yarning Circleprovided a vital link between the school and communityfor improving outcomes for Aboriginal students andteaching all students about Aboriginal culture.

Multicultural and anti-racism education

Adamstown Public School is part of a diversecommunity which is reflected in its student enrollment.12% of our students come from overseas and bringmany exciting experiences and stories to share withtheir classes.Multicultural perspectives are embeddedinto all key learning areas.

In 2018, teachers specifically chose class texts forshared reading opportunities which addressedmulticulturalism and anti–discrimination in Australia.TheAnti–Racism Contact Officer (ARCO)worked withclassroom teachers to ensure that issues such asdiscrimination and inclusion were explicitly taught inclass. Where complaints of racism were brought to theARCO,students were walked through the Departmentof Education's Anti–Racism Policy and procedures.These complaints were resolved through mediationand education.

Harmony Day was celebrated at Adamstown Public


School in accordance with the nation–wide day ofcelebration on the 21st March, 2018. The day focusedon acknowledging and celebrating the many and variedcultural–backgrounds that make up the AdamstownPublic School community. Children were encouraged todress in traditional cultural attire or to wear orange, thecolour typically associated with Harmony Day

.Following lunch, students participated in rotatingactivities that highlighted and emphasised uniqueaspects and traditions of some of the culturesrepresented at Adamstown Public School. Indigenousstudents completed a moving 'Acknowledgement ofCountry', to commence the session.

Activities that students participated in were asfollows;Indigenous games, Indian/Buddhist Mandala Art–chalk drawing, Indian/ African Henna, GuatemalanWorry Dolls, International Story Circle, JapaneseOrigami as well as Harmony Day crafts.The day hopedto highlight and indeed acknowledge the diversity ofcultures at Adamstown Public School.

Other school programs

Premier's Reading Challenge:

Adamstown Public School once again accepted thechallenge of the Premier and 100% of our students(273) achieved the PRC. The school has grown in PRCreaders from 50 in 2011, 77 in 2012, 113 in 2013, 174in 2014 and 236 in 2015, 263 in 2016.

Teachers assisted with CAFÉ Reading, DEAR (Drop Everything and Read) and our new Librarian wasactive in promoting students' reading. It was veryrewarding watching Stage 2 use daily technologysessions to log their books. Having Stage 3 studentsmentoring the junior students, means that yet morestudents will be capable of independently completingthe PRC in 2019.

Public Speaking:

In Term 2 this year, students participated in class andstage–based public speaking competitions. All studentsare encouraged to present a speech of their ownchoosing and a selected number of students arechosen to represent their stage and our school at alocal schools level, and if successful a regional final.

Unfortunately, this year we didn't have any studentsmake it to the regional finals. However, the quality ofour student's performances was exceptional and is tobe commended.

Best Start:

This year we continued with the statewide initiativewhich is now mandatory across all NSW schools. Allthe Kindergarten students were assessed in literacyand numeracy knowledge during the first two days ofschool with each student coming at a designated time.The data gained from the assessment assistedteachers in programming for the individual needs of

each child in their class. Further assessment data wassubmitted four times throughout the year and was usedto continue to direct teaching and learning decisions.Parents received a report based on this earlyassessment data in Term 1 with ongoing progresscommunicated during parent teacher discussions inTerm 2 and our formal reporting periods in Semester 1and 2.

Building Blocks:

Starting Kindergarten is a major milestone for childrenand their families. Adamstown Public School inpartnership with local schools and early childhoodeducators created Building Blocks to establishtransition programs and resources that promotesuccessful transitions and positive education. Our'Building Blocks' committee meet at Adamstown PublicSchool once per term.

Kinder Orientation:

Our Kindergarten Orientation program continued to runsuccessfully in 2018. 44 new Kindergarten children for2019 attended four one–hour sessions, which gavethem the opportunity to become familiar with our schoolsurroundings, routines and staff.

Student sessions included: • Teddy Bears Picnic with Buddies • Storytime in the Library • Technology for Learning • Scissors and Paste Craft Session

These sessions involved the students learning aboutlife at school and completing some activities similar tothose that they will be doing next year. They also spenttime with their Year 5 buddies who will be a familiar andcaring face in 2019.

We held five parent information sessions that were wellattended. The first session was about school readinessand preparing children for school life. The second wasan orientation to school and parent informationmorning. The third and fourth sessions were abouthelping children in Literacy and Numeracy. The lastsession provided information about Best StartAssessments and the general day–to–day running of aschool environment. These were all well received, withall feedback being positive.

High School Transition:

In 2018 our Year 6 students have participated in arange of transition activities at Kotara High School. Ourtransition stated early in Term 2 with a visit from stafffrom Kotara High School. We then had the applicationsfor the Academic Enrichment class. Students whodecided to run for enrichment submitted a portfolio andsat a selection test with several of our students offereda position.

In Term 3 all students were involved in taster lessons atKotara High School. This was followed up with anothervisit for all students in Term 4. The feedback from ourstudents was that all had an enjoyable visit and liked


meeting new people, seeing the facilities at Kotara HighSchool and participating in some new and engaginglessons.

Kotara High School held two parent informationevenings in 2018. One earlier in the year to dointroductions and give a general run down of what highschool looks like, BYOD and meeting key staff. Thesecond session focused more on starting year 7 as wellas timetables, processes and systems, bus travel andother crucial information to support parents who areentering into Kotara High School for the first time.

Kotara High School ran their Students With AdditionalNeeds (SWAN) program to support students who wouldbenefit from additional transition to high school. Allprograms were well received and we continue to evolveand develop transition programs across our communityof schools to meet the needs of our students.

Kotara Community of Schools English Project –ALARM:

This year our Community of Schools applied for a grantfor an English Transition project. We received $13000to create a transition project in English. We had beenworking on using concept units and the ALARM (ALearning and Responding Matrix) to support writingdevelopment in Stage 3 feeder schools and look intousing the Literacy Continuum to support teaching andlearning. We have created a transition plan looking intoconcept units and ALARM to support transition into highschool. We attended a two day course in Sydney todevelop our project and write out programs. We alsohave been offered the opportunity to work on theliteracy progressions with specialists in the area. Thisproject will continue into 2019.

Bring Your Own Device (BYOD):

This year we introduced the BYOD program at A.P.S..It is currently in transition in Stage 3, with 65% of ourstudents opting in. This program will continue into 2019.Students reported that they believed that having BYODat school had allowed them to develop knowledge andskills in cybersafety, cyber etiquette, troubleshootingproblems, touch typing, using new software, extendinglearning through the use of online programs andteaching sites as well as developing skills by practicingrote learned things such as times tables

Star Struck 2018 – 'Connect':

After auditioning for movement/dance in Term One,Adamstown Public School was very fortunate to beaccepted into two dance performances for Star Struck'Connect' 2018. Throughout Term One and Two our 17Star Struck students attended rehearsals and devotedtime at school to practise two dance pieces as well asthe finale. The students starred as magnificentmagicians in 'Anything Can Happen' and rainbowschoolyard friends in 'Sing Along' over four shows atthe Newcastle Entertainment Centre. Thank you to ourfantastic parents and dedicated Stage 3 students fortheir support and for making Star Struck 'Connect' 2018an incredible experience. The hard work, commitment

and passion that all students demonstrated during StarStruck was outstanding. Bring on Star Struck 2019!

Wrapper Free Days:

In 2018 our Year 6 Environment and EducationMinisters worked collaboratively with staff members toorganize days where the whole school would beinvolved in a wrapper free lunch. Each term, a stagewas responsible for presenting information and postersto promoting wrapper free day.

On the wrapper free day each class was survey to findout how many students had a wrapper fee all data wascollected and the class who had the highest amountwere announced the winning class. At times it becamea competition to see who was going to win. From thewinning class all names were put into a draw and onelucky student's name was drawn out to be declared thewinner. They received a free lunch order from thecanteen.

The wrapper free lunch days were popular and a greatmany discussions about caring for our environment.Many students have taken the on the challenge andhave their lunches in containers on a daily bases. Theenvironment ministers have been proactive andwanting to recycle as much as we can so now we havetwo recycling bins for milk carton, water bottles andpoppers. They encourage the school to recycle bymaking regular announcements at assembles and havecreated posters to display in classrooms and also theplayground.

"Cinderella and Rockerfella", The Musical:

This year saw Adamstown Public School Schoolpresent their second whole school musical. With twosold out shows, students were able to showcase theirmusical, drama and artistic talents to a seatedaudience. All students participated in the production.The musical was the culmination of a year's workthrough the school's Performing Arts program.

School Concert Band:

2018 has witnessed continued growth in the area ofCreative and Performing Arts. Our School ConcertBand continues to grow and now comprises of 35 verypassionate musicians. Concert Band numbers areprojected to increase again in 2019 as we purchasemore wind and brass instruments. The Concert Bandplayed at a number of school functions during the yearincluding our school musical, participated in Bandlinkas well as competing once again in Bandfest where wewere awarded 'Best Intermediate Band'. 2018 also theestablishment of a flute ensemble consisting of 6students from grades 3 to 6.

Colour Run:

In 2018, our supportive P & C successfully coordinatedAdamstown Public School's first ever Colour Run. TheSchool Fun Run is a fundraising initiative whichencourages students to find sponsors who would like todonate a cash amount of their choosing which then


goes back to the school. For our first year we had anenormous amount of community support which allowedus to raise in excess of $6000.

During our Colour Run we had amazing support fromLambton Fire Station who were on hand to spray therunners with water from their fire truck. We also had anincredible amount of parent volunteers who helped setup and spray the powdered paint at the students. It wasan incredible day and we thank the P & C for their helpin raise valuable funds for our school.

Swimming Scheme:

During Term 4, sixty students from Years 2 to 6 went toLambton Swimming Centre to participate in the schoolswimming scheme. The program provided the studentswith lessons on how to swim, stroke correction, waterconfidence and water survival skills.

NSW Premiers Sporting Challenge:

The NSW Premier's Sporting Challenge (PSC)encourages all students in public schools to be moreactive, more often by increasing their participation insport and physical activity. The challenge is 10 weekprogram which encourages students to monitor theirphysical activity and record the results each day. Allclasses from Adamstown Public School participated inthis year's Premiers Sporting Challenge with 100%participation from students and staff. We will continueto participate in the sporting challenge in the future andfurther promote healthy and active lifestyles for ourstudents, staff and school community.

Sports report:

Our Schools first sporting event of the year was ourannual swimming carnival held in term one, duringweek three. This year the event was held at theLambton Swimming Centre. Many students from YearsTwo to Six participated in various races as well asnovelty events. From this twenty students went on torepresent the school at the Newcastle Zone SwimmingCarnival at Lambton Pool. Our students swam to thebest of their ability with many achieving personal besttimes. We had two students who represented ourschool and the Newcastle Zone at the regional level invarious events. Both these students then qualified atthe state level representing the Hunter RegionalSwimming Team.

The School Athletics Carnival was held in March. Allstudents from Kindergarten to Year Six had theopportunity to participate in a variety of events fromrunning to novelty events. The field events were held atschool before the carnival in which a number ofstudents qualified for finals at the carnival. A group ofthirty nine students went on to represent the school atthe Zone Athletics carnival in track and field events. Wethen had two students represent our school at Regionallevel in the shot put and the discus. At each of thecarnivals all our students displayed excellentsportsmanship, persistence and it was noticeable thatmany students were encouraging other students in apositive manner.

Also in term one, our Cross Country carnival was heldon the school grounds. A number of competitors ineach age group participated. Students displayed greatendurance and determination in trying their best. Ateam of twenty five students were then selected andwent on to represent the school at the Zone CrossCountry Carnival at Stephenson Park, Mayfield.

We had many students, in stage three who attendedtrials for a variety of zone and regional sport teams.While some students went direct to regional trials intheir respective sports, two students were successful ingaining a place in a Newcastle zone team to trial at theregional level in girls football as well as one student inboys basketball. Both these students were thenselected to represent the Hunter region at the Statelevel, performing with pride and determination againstquality opposition.

Our Friday sport has allowed all students inKindergarten to Year Six opportunities to improve theirskills level by participating in a variety of games. InTerm two, our school participated in the NewcastleZone competition for both netball and football. Allstudents who participated in these competitions, notonly learnt new skills and team work, but had anenjoyable time meeting other students from differentschools. Congratulations to all the junior and seniorsides in both these sports for their sportsmanship, effortand behaviour when playing against other localschools.

In term four, all students participated in the Dance2bfitprogram run by highly skilled dance teachers from alocal company. This program concluded at the Year Sixfarewell with many of the dance steps and routinesperformed.

Throughout the year, students from K–6 participated inhouse sport in various sports such as: hockey, football,AFL, cricket, European Handball, Tennis, Volleyball,T–Ball and Oz Tag. In Term three, students participatedin a netball and football gala day. Also in this term,students participated in a water safety talk organised byNewcastle City Council as well as the Life EducationProgram.

Finally during term four, sixty two students from YearsTwo to Six went to Lambton Swimming Centre toparticipate in the school swimming scheme. Theprogram provided the students with lessons on how toswim, stroke correction, water confidence and watersurvival skills.

As a school, we registered and participated in the NSWPremier's Sporting Challenge. We had 100%participation (including teachers) which allowed allstudents to monitor their time for being active. All ourKindergarten to Year Two classes received Goldawards while our Stage Two and Three classes mostlyachieved diamond status.

Defence School Transition Aide (DSTA) program:

The DSTA program provides support to the students at


Adamstown School who have immediate family in theArmy, Air Force or Navy.

Support for these students is in the form of providingtransition strategies as they move into and out of ourschool at posting time, providing activities andstrategies to cope with deployments, monitoringstudents' social development such as friendships andany other individual needs. These programs aredelivered during lunch time using programs such as theMEDALS program (Managing Emotions DuringAbsence and Learning Skills). This year's focus was onsharing, communicating feelings and showing respect.

Whole school activities include organising ANZAC DayServices at both our school assembly and on ANZACday with our local RSL Sub Branch. Stage 3 studentswere able to attend the 63rd Newcastle and hunterCombined Services School ANZAC commemorativeevent.

Remembrance Day services are also organised by ourDSTA, this year our school was selected to take part inthe official opening of the ANZAC Memorial CentenaryProject in Hyde park, Sydney.

For the parents, the DSTA (Mrs. Holt) is a contact atschool, providing resources from DCO andopportunities to network with other families within theschool community. Morning tea was provided afterassembly each week for all parents to network with theDSTA, Principal and other families.

In 2018, 26 students in the school were from Defencefamilies. The DSTA met with all the Defence studentsat the beginning of Term 1 to introduce herself. Mrs.Holt met with the students again each term in theirstage groups to provide an opportunity for the childrento discuss any issues. Students are able to bring afriend to these sessions to chat about other relevantissues happening in the school. Each Term we had adifferent social skill to discover through game oractivities, term 1 we completed a colouring in activitywith colours according to answers given from students,it was a great ice breaker activity, term 2 we completeda worksheet on emotional communication, term 3 weplayed charades and discussed reading bodylanguage, term 4 we played kindness Bingo and didrandom acts of kindness for our friends.

On a weekly basis Mrs. Holt volunteers for playgroundduty to liaise with all students. Seven of our students'families have been posted or are moving on to otherschools. Mrs. Holt met with these students late in theyear to discuss strategies for settling in to their newschool and how to stay in contact with their old friendsat Adamstown Public School.


Documents

2018 Adamstown Public School Annual Report€¦ · Introduction The Annual Report for 2018 is provided to the community of Adamstown Public School as an account of the school's operations