2019 Colyton Public School Annual Report · 1596 Page 1 of 19 Colyton Public School 1596 (2019) Printed on: 19 March, 2020. Introduction The Annual Report for 2019 is provided to

Colyton Public School2019 Annual Report

1596

Printed on: 19 March, 2020Page 1 of 19 Colyton Public School 1596 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Colyton 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.

School contact details

Colyton Public SchoolNelson StMount Druitt, 2770www.colyton-p.schools.nsw.edu.aucolyton-p.school@det.nsw.edu.au9625 8185


School background

School vision statement

Colyton Public School is future focused, fostering inclusivity and equity. School staff and community work together toprovide a safe environment in which students are valued and their individuality and creativity are supported. The schoolequips students with skills and knowledge, along with self esteem and resilience, allowing them to grow into active andinformed citizens.

Our staff are passionate about quality teaching and provide enriched and differentiated learning opportunities for allstudents, supported by evidence based best practice and on going professional learning.

School context

Colyton Public School has an enrolment of 860 students, including 2% who identify as Aboriginal and/or Torres StraitIslander and 75% from a non–English speaking background.

Teachers deliver highly effective programs based on student need, data analysis and best practice. Collaborative andconsultative leadership drive the school's strategic directions and school plan. The 2018–2020 school plan continues toimplement quality, future focused literacy and numeracy programs with a focus on STEM and EAL/D.

Our facilities include a range of technology accessible in all learning settings, a computer room, STEM room, library, halland large playground areas with and a full sized basketball court. The school also caters for students with disabilities andmobility issues.

The school is committed to equity and student wellbeing programs built around Positive Behaviour for Learning. Twoopportunity classes for gifted and talented students are based at the school. A Community Hub is based in the groundsof the school and works in partnership to support local families.

We encourage our students to be critical, creative thinkers and to take responsibility for their learning. A professional andcommitted staff offer a wide range of extracurricular activities that are highly regarded by the school community.


Self-assessment and school achievement

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 is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Excelling

LEARNING: Wellbeing Excelling

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Excelling

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Sustaining and Growing

TEACHING: Professional standards Excelling

TEACHING: Learning and development Excelling

LEADING: Educational leadership Excelling

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Excelling

LEADING: Management practices and processes Excelling


Strategic Direction 1

Diverse Learners, Personalised Learning

Purpose

All students are engaged in significant and relevant learning that caters to their individual needs, leading to improvedstudent outcomes.

Improvement Measures

Each student will have a minimum of three years growth for three years learning in Reading, Comprehension andNumber.

All students value and engage in their learning as evaluated against qualitative and quantitative measures

Progress towards achieving improvement measures

Process 1: Personalised Learning for Growth

Implement whole school differentiated teaching and learning practices responsive to individual studentneeds.

Evaluation Funds Expended(Resources)

Question: How are the diverse needs of students catered for across theschool? Are students making expected growth?

Data: NAPLAN, NCCD, student progress reports, Kindergarten phonics data,LLI data, L3 data, Speech Therapy reports, LST minutes, HSLO applications,IFS, SES applications, NAP applications, student tracking data, PLAN2,School Counsellor recommendations, ILPs, PLPs, student Behaviour Supportplans, Health Care plans.

Findings: Data demonstrates student growth beyond expectations. Individualstudent data reflects accurate implementation of targeted support throughschool programs and personnel. Existing school report format did not allowteachers to report on student wellbeing, social capabilities or individuallearning plans.

Implications: Provide PL for staff around the writing of SMART goals withinILPs. Continue to revise systems to support regular reviews of ILPs withfamily contribution. Speech therapy will continue 2 days per week into 2020.Additional SLSO to be employed to support students and programimplementation. Review student report format to include EAL/D data. Alterreporting to parent schedule to increase communication of student progressbetween home and school.

LaST allocation (2.6) 4 staff members

3 x fulltime SLSO

Speech Therapist 2 days per week

School Counsellor (0.8)

HSLO Meetings fortnightly

Process 2: Student Engagement for Learning and Wellbeing

Implementing evidence based practices and programs to enhance student engagement and supportlearning and wellbeing.


Question: Have students taken on responsibility for environmental educationaround the school and has their knowledge of sustainability increased?

Data: Timetables, grant submissions, student rosters, teacher observation,receipting of money from Return and Earn project, student work samples.

Findings: Students demonstrate interest in environmental projects and anincreased understanding of the impact of humans on the planet and a need

Nippers for the collection of rubbish

Blacktown City Council – plants,recycling bins, education programs

Irrigation system

Bunnings– seedings, fruit treesPrinted on: 19 March, 2020Page 5 of 19 Colyton Public School 1596 (2019)


for sustainable practices. Return and Earn is operating within the school.Staff are integrating garden produce into curriculum programs.

Implications: Increased focus on 'Garden to Table' in 2020. Focus on sale ofproduce to the local community. Extension of recycling projects with a schoolwide focus.

Crates

Mulch

Student gardening club

Staff professional learning

Mobile kitchen



Teacher Quality, Differentiated Practice

Purpose

All staff have a deep knowledge and understanding of effective quality practice to drive ongoing, schoolwideimprovement in teaching and learning.


All students set and evaluate their own literacy and numeracy goals in collaboration with their teacher and canarticulate their progress resulting in academic growth.

All staff are actively engaged in professional learning and share and articulate effective strategies resulting in improvedliteracy and numeracy outcomes.


Process 1: Building Capacity for Innovative Practice

All staff have a deep knowledge of best practice and evidence based programs in literacy andnumeracy. This drives schoolwide improvement and innovative practice.


Quality Literacy Instruction (QLI)

Question: Has teacher understanding and implementation improved as aresult of QLI PL?

Data: Reading data monitoring graph collection week 10, CTJ in writing –student workbooks

Findings: Monitoring graph data suggests that 66% of Stage 1 students arereading at level 21 or beyond. Teachers indicate that they feel confidentimplementing Reciprocal Reading and are doing so for students readingabove level 21. Student work samples suggest that writing is of a highstandard in Stage 1 with a particular strength in informative and persuasivewriting. Imaginative writing is not as strong as the other text types but hasdefinitely improved as a result of QLI.

Implications: PL for Stage 1 staff in the implementation of quality literacyinstruction should continue into 2020. Staff new to Colyton will need intensivesupport and PL and existing staff will require maintenance.

Flexible Learning Spaces

Question: Are students engaged in learning through flexible learningspaces?

Data Sources: Student survey results on using Flexible Learning Spaces

Findings: As a general overview, K–2 students find the flexible learningfurniture aesthetically pleasing, more comfortable and enjoy the fact that theycan move without being told to sit still. For some K–2 classes, the furniture isused for students who finish their work early or to read. A significant numberof students still enjoy sitting at the traditional tables and chairs as they areeasier to work at. No one in K–2 utilised outdoor learning spaces.

As a general overview, 3–6 students find the flexible learning spaces to bebeneficial to their learning as they can sit away from other students who aredistracting them. They like the fact they can change spaces and move aroundto different spots throughout the day. The students really like the wobbly

QLI

QLI presentation slides

Flexible Learning Spaces

Purchase of different types of furniture



stools and sitting at normal tables. Students would like to use outdoorlearning spaces such as their verandahs to work. Some classes have not hadfull access to flexible learning furniture throughout the day.

Implications: K–2 students need to be shown how to utilise flexible learningfurniture and have access to them on a regular basis. Teachers need to beshown how outdoor learning spaces could be utilised as part of theirteaching.

More flexible learning furniture should be purchased for 3–6 students and itwould be preferable to have access at all times for use in their learning.

Process 2: Formative Assessment for Ongoing Success

All teachers understand assessment and the use of data in literacy and numeracy. Staff explicitly teachstudents at their level of achievement, and use data to drive and inform teaching and learning.


Comprehension

Question: Do staff have a greater understanding of how to accurately assessstudents' comprehension skills and strategies? Are students using a widerange of comprehension skills and strategies to assist their understanding oftexts?

Data Sources: Probe assessment completed by all teachers with both fictionand non fiction texts Years 2–6. Probe tracking sheet contains data availablefor staff in 2020. Staff survey data.

Findings: Staff survey data demonstrates an increased understanding of theschool focus on comprehension. Staff have an increased understanding ofhow to assess student comprehension using the Probe assessment tool. Allstaff, both on and off class, have experience using Probe to assess studentcomprehension. Staff have developed a common language for talking aboutcomprehension skills and strategies.

Implications: It was not possible to complete all of the milestone in one year.2020 will need to focus on students applying a wide range of skills andstrategies to comprehend texts. The teaching of comprehension skills andstrategies will need to be embedded into English Scope and Sequences. Thefocus of the School Plan should be narrowed and the number of projectsreduced in order for staff to have an increased understanding of school widegoals.

Mathematics:

Question: How do we create sustainable Mathematics programs within ourschool?

Data Sources: Feedback from stage representatives

Findings: Stage representatives have reported that the changes madethroughout 2019 and the implementation of programs with the A LearningPlace, A Teaching Place (ALP, ATP) resources have promoted consistencyin the teaching of Mathematics K–6. Due to the interrupted access to theALP, ATP resource many teachers had difficulties following previous scopeand sequence documents.

Implications: In order to program effectively to cater for the needs ofstudents in different grades we need to develop stage based scope andsequences with grade based content. Differentiation will be documented tosupport each grade. This will require further monitoring and evaluation inTerm 1 2020.

Comprehension

Probe Assessment kits

Whole staff PL from external provider

Mathematics

K–6 Numeracy Advisor

Casual teacher relief funding



Building Relationships, Making Links

Purpose

Engage the wider school community in positive partnerships, promote wellbeing for all and provide opportunities toenhance student learning.


Increased effective external partnerships measured by qualitative and quantitative data.

Increased number of students moving through the positive PBL levels.

Increase in student attendance from 91.66% to 94%.


Process 1: Community Connections for Developing Partnerships

Collaborative partnerships support school strategic directions with maximisation of resources forimproved student outcomes and high quality service delivery.


Question: What impact did the OOSH and Hub talks have at informationnights? Did the community and parent helpers feel appreciated through theMorning Tea event?

How successful was the community awareness project generated from theKreative Koala for the students and the wider community of Colyton?

Data Sources: Number of participants who attended morning tea, number ofparents enquiring about Hub after the talks, photos, Koala, awards, mediarelease.

Findings: 15 new enquiries about the HUB came in the 2 days following theKindergarten Orientation night. The students, staff and community had verylittle understanding of the impact of non recyclable clothing and fibres on theenvironment before the Kreative Koala Project.

Implications: We now have a solid core of community members as aleadership group. The whole community now is more aware and understandswhy and how clothing impacts the environment. The school received twoawards, Best Community Project and Best Digital Blog for their work. Onestudent also received an Ambassador's Award.

We are now considering how we can make a better fabric choice for the 2020Year 6 shirts.

Overall impact of the 3 projects within Process 1:

Significant increase in the number of families accessing the HUB.

Successful first year of operation of the OOSH with small numbers in themorning but increasing numbers in the afternoon.

Significantly increased access to and support of the community through allthe projects conducted this year. Partnerships have been established forfurther work.

HUB Leader

Staffroom and Staff

Decorations and food

Miss Tiffany involved in PreschoolTransition program


Penrith City Council

Bus for transport to Newcastle

Resources for the Kreative KoalaProject

Process 2: Leading for Positive Relationships



Process 2:Embedding a culture of high expectation, engagement and equity for whole school improvement.


Positive Behaviour for Learning (PBL)

Question: Are students achieving positive levels on the behaviour system?Are staff and students aware of PBL systems and practices? Is PBLprominent across the whole school community? Is student wellbeing cateredfor across the school?

Data: TTFM surveys, school survey data K–3, staff survey, student levelachievement, ebs behaviour data, PBL Level system, detention records,Dance Fever program evaluation, YPEP staff and student evaluations.

Findings: Students strive to achieve their positive level and datademonstrates more students achieved their level each term. Studentsunderstand criteria for achieving level and the rewards/consequencesassociated with behaviour expectations. Staff indicate they have a very goodunderstanding of the Level System and use a common language aboutbehaviour expectations with students. Students have a low sense ofbelonging.

Implications: Clear explanation of Colyton Champions point system isneeded for staff, students and parents in 2020. Continue to promoteunderstanding of PBL across the wider school community. IntroduceDiamond Reward Level in 2020. School will participate in the Smiling Mindsprogram in 2020 to support student wellbeing along with the introduction oftrauma informed practices into classrooms and the integration of music intoclassroom literacy practices.

School signage

Student rewards to acknowledgepositive behaviour

PBL mascot


Dance fever multisport program – 5weeks, Years 4–6

YPEP program delivered by YWCA

Berry Street Model PL


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Arts and Craft , Aboriginalspeaker to support program

Food, financial support anduniform

Funding Sources: • Aboriginal backgroundloading ($10 000.00)

Aboriginal students able to share their cultureso others develop greater understanding.

Students have access to all necessary itemsand activities.

English language proficiency Guest performers, drums,arts and craft, financialsupport and food.

Mobile Kitchen.

Funding Sources: • English languageproficiency ($307 800.00)

All E/ALD students supported in all settings.Increase in student outcomes in English andMathematics. Cultural diversity celebrated byall.

Low level adjustment for disability Staff and additionalclassroom resources.

Funding Sources: • Low level adjustment fordisability ($185 000.00)

Childrens' needs are met and childrensupported academically leading to improvedoutcomes.

Quality Teaching, SuccessfulStudents (QTSS)

Furniture, teaching andlearning resources.

Additional staffingallocation.

Funding Sources: • Quality Teaching,Successful Students(QTSS) ($149 000.00)

Improved quality of instruction leading toimproved student outcomes, particularly K–3.

Socio–economic background Panels for manyclassrooms, ipads, chromebooks and software.

Food, financial supportwhere needed anduniforms.

Funding Sources: • Socio–economicbackground ($140 000.00)

All students had equal or improved access toschool events and resources.

Support for beginning teachers Teaching and learningresources.

Flexible use of staffingallocation.

Funding Sources: • Support for beginningteachers ($85 000.00)

All beginning teachers felt well supported andgained insight into quality teaching practicesand improved their classroom management.

Targeted student support forrefugees and new arrivals

Uniforms, food, buses,learning equipment.

Staff

Funding Sources:

Students needs were met as they becameapparent.


Targeted student support forrefugees and new arrivals

• Targeted student supportfor refugees and newarrivals ($20 000.00)

Students needs were met as they becameapparent.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 400 431 454 454

Girls 328 358 393 421

Student attendance profile

School

Year 2016 2017 2018 2019

K 91.4 91.7 91.2 91.1

1 92.2 90.5 92.1 91.4

2 91.6 92.9 90.5 90.9

3 94.3 92.8 92.5 92.2

4 93.4 93.8 92.6 92.2

5 93.9 95.1 93.9 92.5

6 93.8 93.1 92.8 93.4

All Years 93 92.9 92.3 92

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 2

Assistant Principal(s) 4

Classroom Teacher(s) 33.31

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1.8

Teacher Librarian 1.4

Teacher ESL 2.6

School Counsellor 1

School Administration and Support Staff 5.17

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 1,518,128

Revenue 7,467,695

Appropriation 7,179,696

Sale of Goods and Services 59,545

Grants and contributions 217,508

Investment income 10,245

Other revenue 700

Expenses -7,367,659

Employee related -6,179,748

Operating expenses -1,187,910

Surplus / deficit for the year 100,036

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 32,937

Equity Total 786,586

Equity - Aboriginal 16,291

Equity - Socio-economic 151,979

Equity - Language 307,872

Equity - Disability 310,444

Base Total 5,590,036

Base - Per Capita 198,739

Base - Location 0

Base - Other 5,391,297

Other Total 560,232

Grand Total 6,969,791

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.


Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school.

Students in Years 4, 5 and 6 completed the Tell Them From Me (TTFM) survey in Term 1. Students again completed thesurvey at the end of the year along with parents and teachers. This survey measures 20 indicators based on the mostrecent research on school and classroom effectiveness.

In total 352 students provided data in the 2019 TTFM II survey. Their responses are presented below.

Students with positive behaviour at school: • In this school, 86% of students had positive behaviour; the NSW Government norm for these years is 83%. This is

a 1% increase from the 2018 survey and may be a result of the school's relaunch of our Positive Behaviour forLearning expectations.

Students value schooling outcomes: • 93% of students in this school believe that schooling is useful in their everyday life. 75% of these students state

that they expect to go to University after they complete High School. • Our students rate the relevance of the classroom instruction an average 7.7 out of 10; the NSW Government norm

for these years is 7.9. • 51% of our students feel challenged in their English and Mathematics classes and feel confident in their skills in

these subjects while the NSW Government norm was 53%. The gap has been reduced by 11% compared to the2018 survey results. Providing students with explicit and challenging content in Reading and Number continues tobe a primary focus of our future direction. Ensuring our students understand the relevance and significance ofthese learning experiences will also support school based improvement measures.

• Our students believe that important concepts are taught well and that class time is used efficiently and they feelthat classroom instruction is well organised, with a clear purpose, and with immediate feedback that helps themlearn.

In our school, 77% of students say they feel accepted and valued by their peers and others within the school; the NSWGovernment norm for these years is 81%. A high portion of students surveyed feel their teachers are responsive to theirneeds and encourage independence with a democratic approach. Future directions of the school focus on ensuring thatall students have a sense of belonging and that they feel they have someone at school who consistently providesencouragement and who they can turn to for advice.

Twenty seven parents participated in the TTFM survey in 2019, 90% of whom stated that they are actively involved incommittees within the school.

Their responses provided the following information: • Our parents believe that our school supports positive behaviour, sharing the same mean score as the NSW

Government. Most stated that teachers expect their children to pay attention in class and that their child is clearabout the school rules.

• Parents feel informed, with survey results showing that they understand the written reports outlining their child'sprogress and that they believe that teachers make them aware of their child's behaviour, both positive andnegative.

Parents were asked for their opinion about our new sport shirt. 10% indicated that they like the change to allow studentsto visibly represent their house group. Due to our relaunch of Positive Behaviour for Learning in 2019, we asked parentsif they could identify a means of positive reinforcement that their child has discussed with them. The majority ofrespondents were able to state that Class Dojo was an incentive for positive behaviour while others could identify thereward systems in Years K–2.

The 2019 TTFM Teacher survey had 46 respondents who provided the school with the following information. This was a65% increase in responses from 2018.

• The school leadership scored 7.4 out of 10, 0.3 higher than the state average. Most respondents strongly believethat the leadership team at our school creates a safe and orderly school environment and that this team hashelped them to create new learning opportunities for their students.

• Teachers at our school strongly believe that they set high expectations for their students and that they monitor theprogress of individual students.

• The school wide focus for Mathematics was to develop consistency in the teaching of mathematical content K–6.67% of teachers believe there is now greater consistency through the use of A Learning Place, A Teaching Placeto support the delivery of Mathematics K–6, 20% remained impartial.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.


Documents

2019 Colyton Public School Annual Report · 1596 Page 1 of 19 Colyton Public School 1596 (2019) Printed on: 19 March, 2020. Introduction The Annual Report for 2019 is provided to