2018 Mona Vale Public School Annual Report · school displaying our 3 school mottos (Respect, responsibility and Personal Best). We also got some new signage put up around our playgrounds

Mona Vale Public SchoolAnnual Report

2018

2593

Printed on: 28 May, 2019Page 1 of 15 Mona Vale Public School 2593 (2018)

Introduction

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

Greg Jones

Principal

School contact details

Mona Vale Public SchoolWaratah StMona Vale, 2103www.monavale-p.schools.nsw.edu.aumonavale-p.school@det.nsw.edu.au9999 3481

Message from the Principal

Welcome to Mona Vale Public School. As a school community, we are proud of our academic, cultural and sportingachievements. Mona Vale is a wonderful example of what can be achieved when students are at the centre of ourendeavours. At Mona Vale we pride ourselves on having inquiring, happy, resilient students, dedicated and professionalstaff and a supportive and engaged parent body.

In consultation with our community we have developed the school's strategic directions for 2018–2020, Excellence,Innovation and Community. As a community we believe that by working in partnership we will ensure our students willdevelop into successful and confident citizens.

This report provides a detailed account of the progress the school has made to provide high quality educationalopportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect theimpact of key school strategies for improved learning and the benefit to all students from the expenditure of resources,including equity funding.

I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced andgenuine account of the school's achievements and areas for development.

Message from the students

2018 was a fun and successful year for all the students and teachers at Mona Vale Public School. We have participatedin many different fundraisers and events. In 2018, Mona Vale Public Schools SRC painted a mural out the front of ourschool displaying our 3 school mottos (Respect, responsibility and Personal Best). We also got some new signage put uparound our playgrounds showing respectful and responsible things to do in our school. In Term 1, all of Mona Valedressed up as farmers and brought in a gold coin donation for 'A Fiver for a Farmer' foundation. This fundraiser raisedawareness for all students to remember about our Australian farmers while in drought. Mona Vale Public School's focuslast year was to improve students reading and comprehension. We introduced a program called reading eggs to learnon. This program really helped with our understanding of comprehension, spelling and reading.. Mona Vale alsoparticipated in State arts including our Year 5 Dancesports and our Drama group. Our Years 4 to 6 drama group gotthrough to perform at a state level and then was the only group to get asked to perform at the Principals Conference anddid very well. Our Year 5 Dancesports group got the highest overall school and won the competition with many soloawards.

2018 was a great year of learning and fun and all students thoroughly enjoyed it.

Jessica England– Year 6 2019


School background

School vision statement

A school of learners committed to Excellence, Innovation and Community.

At Mona Vale Public School we sail towards:

Respect, Responsibility and Personal Best.

School context

Mona Vale is situated on the Northern Beaches of Sydney and is a member of the Peninsula Community of Schools(PCS) within the Northern Sydney Region.

The school is a P4 school, with current enrolments of 1129 students. Most of the students come from the local area. Thetalented teaching staff reflects a wide range of experience, from a significant number of beginning teachers seekingaccreditation to those approaching retirement. Staff are hardworking and supported by an active school community.

A special feature of the school is the diversity in the educational services that are provided for primary aged students.There is a class for students with a moderate intellectual disability (IO) and two classes for students who have AutismSpectrum Disorder (AU). The school has two opportunity classes (OC) for students in the gifted range and entrance tothese classes is by way of state wide testing conducted by the Department of Education and Communities.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Learning

In the Learning Culture element, Mona Vale is Excelling. There is an explicit Gifted and Talented identification process inplace as well as a High Order Thinking Skills Scope and Sequence to ensure engagement and success for students. Wealso have detailed documentation on students who require adjustments, individual learning plans and personalisedlearning plans to their learning due to disability, which is kept in the teacher's program and updated regularly. We have astrong connection with our local aged care facility, where we work collaboratively and have regular visits to interact withthe senior citizens of Mona Vale House. Community volunteers also work with students in the Read to Me and Kids Hopeprograms which foster positive and respectful relationships.

The school is excelling in the Wellbeing element due to the fact we have comprehensive and inclusive programs tosupport and improve the wellbeing of our students. We have continued to implement our Wellbeing Week each term forthe whole school. This initiative has resulted in optimum conditions for students and staff.

In the Curriculum element we are also excelling. Teachers at Mona Vale work collaboratively to deliver qualitydifferentiated teaching and learning programs. We work with the Peninsula Community of Schools to participate inProfessional learning and networking in order to improve our professional knowledge. We have successful programs inplace for Kindergarten, High School and Support Class students to ensure continuity of learning and support for studentsduring transition. The school involves the student and the parents in the planning for their learning through reviewmeetings, Personal Learning Plans and parent interviews.

Mona Vale is also excelling in both Assessment and Reporting elements. Internal assessment data is monitored andtracked K–6 and is available to all teachers. External assessment data is also analysed and used to informed teachingand future school targets. Student progress is reported to parents via school reports and parent teacher interviews.

In the element of Students Performance Measures we are excelling. However, we want to improve our percentage ofstudents achieving in the top 2 bands and above expected growth.


Teaching

Mona Vale is currently Sustaining and Growing in Effective Classroom Practice. In 2018, teachers were provided withweekly times to collaboratively plan and reflect with their team. During this time, teachers also have had the opportunityto observe colleagues or have a lesson modelled to them from an experienced teacher.

Data skills and use, continues to be an area of further development for Mona Vale. Whilst several professional learningsessions have targeted data analysis, along with presentations to staff and community regarding results of other internaldata such as Torch Tests, Dalwood Spelling and Benchmarking, further work needs to be done by staff in further usingthis data to inform the teaching and learning sequence.

In the Professional Standards element we are sustaining and growing. Most of our teachers are accredited at Proficientlevel and executive are encouraging certain staff to obtain Highly Accomplished. Staff are highly engaged in broaderschool programs related to expertise and now need to take more ownership over their professional learning hours. Theschool's work in the implementation of the Professional Standards remains an area of growth for 2019 as we plan tobroaden the staff's understanding of the standards as part of their ongoing development and mandatory factors aroundMaintenance of Accreditation.

The school is also sustaining and growing in Learning and Development, as evidenced by our comprehensiveprofessional learning schedule which is directly related to our strategic plan milestones and linked to the AustralianProfessional Teaching Standards. All staff have a negotiated Performance and Development Plan, which is specific totheir individual needs and the school's strategic directions, and is reviewed by their supervisor when exploringprofessional learning opportunities.

Leading

Mona Vale is excelling in the Educational Leadership domain. Distributed leadership is a focus with many staff holdingleadership positions, both formal and informal. Students, staff and the community are provided with opportunities todevelop and refine their skills in a supportive positive environment.

Community partnerships are an important aspect of the school's vision of Excellence, Innovation and Community. OurSupport Unit has strong links with Quays Marina who sponsor our Unit, providing opportunities to use their facilities,services and personnel to support our learning goals.

Our Student Council has been collaboratively targeting particular school projects that need to be addressed.

Macquarie University and the school have a long standing strategic relationship focusing on opportunities for studentsand staff to engage with both the University and University Hospital.

In School Planning, Implementation and Reporting we are excelling. We regularly monitor and update our improvementmeasures and feedback this data to all staff and our community. We ensure the School Plan is impacting studentoutcomes and if not make the required changes.

We are excelling in the School Resources element. Technology is utilised by staff as a learning tool and is readilyavailable. Our school grounds are open to the general public during holidays as part of a government initiative.

In the Management Practice and Processes element, we are also excelling. The school leadership team works closelywith both the Executive of the P & C and School Administration to ensure systems and process are aligned to the SchoolPlan and provide efficient service to our community.

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

Excellence– Quality teaching and empowered learners

Purpose

To deliver a quality teaching and learning environment that recognises and engages every student, to enable all studentsto become empowered learners and improve student outcomes in reading.

Overall summary of progress

The focus for 2018 was in the curriculum area of English, notably in reading comprehension. Teachers reviewed dataincluding PLAN, NAPLAN, and formative and summative assessment tasks to enable them to have an accurate pictureof each students' progress and needs. In grades, assessment data is collaboratively analysed to inform future teaching.

K–3 teachers have implemented Read Write Inc. as a consistent phonics program and 3–6 have implemented aconsistent guided reading program. Survey data has shown a positive implementation process.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

85%* of students achieve orbetter NSW Syllabus ReadingOutcomes for their stage.

*Percent of students not onNCCD. Total Students (2017)1130. 167 students recognisedon NCCD.

Additional resources weredevoted to books andonline literacy resources.Instructional leader forliteracy was available allyear.

Professional learning sessions and gradeworkshops on effective reading instruction toenhance teacher's ability in teaching reading.

Percent of students achieving or beyond NSWSyllabus Reading Outcomes for their stage–

Kindergarten: 85% Year 1: 88% Year 2: 91% Year3: 85% Year 4: 89% Year 5: 93% Year 6: 97%

85%* of students from Year 3 toYear 5 exhibit growth in the valueadded component of readingin NAPLAN.

(State expected growth 2017– 1.5bands or 78 points)

Grade planning time wasused to analyse data.

Average value added growth from year 3 to Year 5was 82.03 points. (State expected growth 2018– 85points)

85% of students feel empoweredto take on challenges and makeinformed choices about theirlearning.

Grade planning time andweekly staff meetings.

Continued focus on improving studentsempowerment.

Growth mindset language being utilised throughoutthe school.

Next Steps

• In 2019, we will continue to implement Read Write Inc. & our consistent reading program. • Data will be regularly analysed to ensure the effectiveness of the programs and to ensure students are achieving

at or above expected level in reading. • Teachers will continue to be supported through observations and regular feedback in the implementation of the

phonics and reading programs. • An assessment committee will be reviewing current reading assessments.



Innovation– A culture of forward thinking and reflective practice

Purpose

Reflective practice in the school community will promote a culture of enquiry, creative thinking and collectiveresponsibility to improve school and student performance.


In 2018 the school ensured staff developed and reflected on their Performance and Development plans. Professionallearning was provided to ensure all staff know how to maintain Australian Professional Standards for Teachers. AModern Learning Team was formed and has supported teachers on their process of implementing inquiry learning in theclassroom and continual development of 21st centuries fluencies in all programs.





Teaching and learning programsshow evidence of 21st centuryfluencies.

Collaborative gradeplanning, professionallearning and ModernLearning Team support.

Teaching programs are starting to have moreevidence of 21st century fluencies.

100% of teachers and studentsare demonstrating 21st Centuryfluencies.

Teacher professionallearning and regularmeetings for the ModernLearning Team.

Teacher and lessonobservations.

50% of teachers are demonstrating 21st centuryfluencies in the classroom.

100% staff meet and maintainAustralian ProfessionalStandards for Teachers.

Teacher professionallearning.

Staff are logging their professional developmenthours and continuing to ensure they are meetingAPST.

100% of staff develop and reflecton their own practice using theirPerformance and DevelopmentPlans to enable all staff toimprove every year.

QTSS & grade meetings. All staff have completed PDPs reflecting the APSTand teaching staff have participated in lessonobservations and feedback processes to meet PDPrequirements.

Next Steps

The following strategies will continue to be built on and further developed in 2019: • Evidence of 21st century fluencies in all Key Learning Areas. • Inquiry based learning in the classroom. • The development of individual performance and Development Plans that stretch the individual. • Staff organising and prioritising professional learning aligned to their PDPs, Strategic Directions and APST.



Community– Inclusive educational relationships

Purpose

To develop quality processes and practices which foster a culture of collaborative and innovative learning througheffective community partnerships.


Many initiatives were implemented throughout 2018 to promote community engagement in our school. We increased ourparticipation in a range of Aboriginal peoples events.

The school continued to strengthen its relationship with our professional partner, Macquarie University .





Increased participation in eventsthat promote Aboriginal identityand our multi–cultural community.

Teacher ProfessionalLearning

Students engagement in programs delivered inconjunction with community partner: • Harmony Day celebrations • PCS art show • NAIDOC celebrations • Doonoch Aboriginal dance troop • Caring for country video sharing.

Increased involvement inprograms delivered by communitypartners including MacquarieUniversity and the PeninsulaCommunity of Schools.

Students engagement in programs delivered inconjunction with Macquarie University: • Physiotherapy unit • Museum Ancient cultures.

Our Mona Vale PerformanceSpace has the highestvisitor retention on the NorthernBeaches.

Discussions are in progress with all stakeholders.

Next Steps

The following strategies will continue to be built on and further developed in 2019: • Working closely with the community to progress the Mona Vale Performance Space. • Increase involvement with the PCS. • Continuing to work closely with our professional partner, Macquarie University, with students attending sessions

run by university staff.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6,677 • Personal Learning Plans developed forAboriginal students and parent meetingsconducted. • All Aboriginal students attended PeninsulaCommunity of Schools' NAIDOC celebrations.Students participated in Aboriginal cultureactivities, including a smoking ceremony,dance, stories and art. • All students participated in Harmony Dayand embraced the concept of "We all belong".

English language proficiency $66089.00 • EAL/D programs run by our additional staff. • All classes had access to quality literacyresources to support student learningoutcomes.

Low level adjustment for disability Staffing allocation$72879.00

Flexible funding $66925

• All students with a Record of Adjustmentare supported by the Learning and SupportTeam which has resulted in improvedoutcomes for these students. • Review Learning and Support programs runby our addition casual staff.

Quality Teaching, SuccessfulStudents (QTSS)

$205311.00 • School executive and teachers wereprovided with release time to mentor andcoach staff in high quality teaching andlearning practices. • Staff collaboratively planned for 2019 andcontinue to work together to enhance learningopportunities.

Socio–economic background $24863.00 • Students were able to participate in schoolcamps and excursions. School fees and lunchorders were taken care of using this funding. • Out–of–Home–Care Educational Plans forOOHC students.

Support for beginning teachers $116772.00 • Beginning teachers continued to work withtheir mentors and had time for report writing.They now feel confident in their ability to writereports. Collaborative time also enhancedtheir ability to analyse data to use it to informteaching and learning programs. • Positive improvement in confidence wasevident in lesson observations.

Targeted student support forrefugees and new arrivals

$822.00 • The EAL/D NAP teacher attends the LaSTmeetings each week to report on studentsprogress.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 574 589 605 600

Girls 497 505 525 543

It is a requirement that the reporting of information forall students be consistent with privacy and personalinformation policies.

Student attendance profile

School

Year 2015 2016 2017 2018

K 96.4 96.2 95.3 95

1 95.4 95.5 95.5 95.6

2 95 95.8 95.5 95.3

3 95.7 95.1 93.2 95.7

4 95.3 94.5 94.8 93.9

5 95.2 95.2 95.2 95.9

6 95.7 95.1 95.3 93.4

All Years 95.6 95.3 95 95

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

The school follows the School Attendance Policy. Thispolicy sets out the requirements for the attendance ofstudents in NSW Government schools.

Attendance is monitored on a daily basis, with weeklyreports generated to track student absences.

Absence

If a student is absent from school parents/carers needto write a note within seven days to either theclassroom teacher or administration staff.

Unsatisfactory patterns of attendance

The school's Learning and Wellbeing Team will: • in partnership with parents, identify and

implement strategies that address the learningand support needs of a student with attendancepatterns of concern

• connect families with appropriate referral andsupport networks within the department and withlocal external agencies.


Class sizes

Class Total

KM 19

KG 20

KE 19

KSW 20

KBC 20

KR 19

KB 20

1A 22

1J 23

1E 21

1D 22

1R 22

1C 22

1L 23

2L 24

2W 24

2B 23

2TG 23

2A 24

2OW 23

2ME 23

3TG 25

3P 28

3O 27

3DC 27

3V 25

3B 30

4G 30

4F 30

4D 32

4L 29

4H 29

5D 29

5B 30

5S 32

5A 29

5MW 28

5H 27

6G 30

6T 26

6F 27

6OE 27

6M 31

6K 25

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 7

Classroom Teacher(s) 44.96

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.7

Teacher Librarian 1.6

School Counsellor 1

School Administration and SupportStaff

9.47

*Full Time Equivalent

Three staff members at Mona Vale Public Schoolidentify as Aboriginal or Torres Strait Islanders.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 68

Postgraduate degree 32

Professional learning and teacher accreditation

The school recognises the importance of supporting thecontinuous development of professional practice for allstaff. Professional learning is linked to the school planand strategic directions of 2018. Each year teacherprofessional learning is mapped to achieve goalsoutlined in the PDP process. Professional learningmeeting are scheduled each week for an hour. In thesesessions we use a variety of effective professional


learning strategies to assist teachers to engage withknowledge pertinent to their practice. Opportunities arealso regularly provided for teachers to plan togetherand observe one another in the classroom setting. Thiscombination provides professional growth through boththeoretical and practical knowledge.

In 2018, there was a major focus on Reading. Staff alsocompleted mandatory training for CPR, EmergencyCare, Anaphylaxis and Child Protection. The school iscommitted to supporting and developing beginningteachers to ensure they become capable and confidenteducators. The school offers an extensive mentoringprogram for beginning teachers and this included 4teachers. In 2018, 4 teachers were successful ingaining accreditation at proficient level.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 435,750

Revenue 9,598,049

Appropriation 8,644,244

Sale of Goods and Services 25,595

Grants and Contributions 916,598

Gain and Loss 0

Other Revenue 1,600

Investment Income 10,012

Expenses -9,318,097

Recurrent Expenses -9,318,097

Employee Related -8,037,120

Operating Expenses -1,280,977

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

279,952

Balance Carried Forward 715,702

The school meets the audit requirements of both theDepartment of Education and the Auditor General withwork flow and authorisation for all income andexpenditure as determined by SAP system.

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 7,012,536

Base Per Capita 221,833

Base Location 0

Other Base 6,790,703

Equity Total 237,433

Equity Aboriginal 6,677

Equity Socio economic 24,863

Equity Language 66,089

Equity Disability 139,804

Targeted Total 794,410

Other Total 358,929

Grand Total 8,403,309

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

2018 English International Competitions andAssessments for School

101 students participated in the competition in 2018.Students in the school received 5 High Distinctioncertificates, 19 Distinction certificates, 36 Creditcertificates, 11 Merit certificates and 30 Participationcertificates.

2018 Writing International Competitions andAssessments for Schools


2018 Mathematics International Competitions andAssessments for Schools



2018 Science International Competitions andAssessments for Schools


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.

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.

Year 3 performed very well in their very first NAPLANassessments in 2018 with the following percentage ofstudents achieving in the top two bands for: • Grammar & Punctuation– 63% • Reading– 68.75% • Spelling– 61% • Writing– 59%

These very pleasing results reflect the structured,differentiated and explicit teaching that is happeningfrom Kindergarten to Year 2. Across all literacydomains we were underrepresented in the bottom twobands.

Year 5 students showed pleasing growth in Literacysince their Year 3 assessment, with the followingresults being achieved: • Grammar & Punctuation– 55% of students

achieving greater than or equal to expectedgrowth.

• Reading– 76.9% of students achieving greaterthan or equal to expected growth.

• Spelling– 53.8% of students achieving greaterthan or equal to expected growth.

• Writing– 62.5% of students achieving greater thanor equal to expected growth.

In 2019, we aim to get 85% of student achievingdesirable expected growth.



Our results were strong in Numeracy, with 80% of Year3 students in the top three bands and 75% of Year 5students in the top three bands. We wereunderrepresented in bottom two bands in both grades.

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

Overall, the percentage of Year 3 students performingin the top two bands was 50.63% in Numeracy and


68.75% in Reading.

The percentage of Year 5 students performing in thetop two bands was 49.43% for Numeracy and 53.45%for Reading.

Parent/caregiver, student, teachersatisfaction

Several different focus groups including the StudentLeadership Team, SRC Representatives, StageTeams, the Executive Team and the Parents & CitizensAssociation were consulted with regard to the school'soperations and performance. Parents who attendedwere very supportive of the school's programs.

Feedback from discussions included: • Parents and carers indicate that they feel

welcome when they visit the school and theschool's administrative staff are helpful when theyhave a question or problem.

• Most parents believe they are well informed aboutschool activities.

• Parents and students believe teachers have highexpectations for them and they are encouraged todo their best.

• Staff give students feedback on how to improvetheir performance on formal assessment tasks, aswell as bringing them closer to achieving theirgoals.

• Staff have indicated that students haveopportunities to use computers or otherinteractive technology, however, BYOD continuesto be an area of development.

Parents and carers have regular opportunities toprovide feedback through a variety of ways includingformal interviews and informal meetings, informationevenings and meet the teacher.

Overwhelmingly, parent, staff and students indicatedMona Vale an excellent school for strong leadershipand projecting a clear direction for the future.

Policy requirements

Aboriginal education

Mona Vale Public School works with the PCS toengage in many culturally significant events to promoteharmony, inclusivity and acceptance around indigenouseducation. Aboriginal Education, taught as aperspective across the curriculum, has become a focusfor awareness– raising activities and teaching. MonaVale has a proud tradition in teaching Aboriginalperspectives. The school is highly regarded by theAboriginal Community for the quality of our Aboriginaleducation initiatives. Students have a positive attitudetowards Aboriginal and Torres Strait Islander cultureand people.

Multicultural and anti-racism education

Mona Vale has a small but growing number of studentsfrom backgrounds other than English. The schoolteaches multi–cultural perspectives across thecurriculum with a focus on developing respect andtolerance for the many cultures that make up ourdiverse Australian society. The Student RepresentativeCouncil helps organise Harmony Day celebrations andthis focus on celebrating our diversity is widelysupported by the Mona Vale community.


Documents

2018 Mona Vale Public School Annual Report · school displaying our 3 school mottos (Respect, responsibility and Personal Best). We also got some new signage put up around our playgrounds