2016 Campbelltown East Public School Annual Report...The Annual Report for€2016 is provided to the community of Campbelltown East Public School€as an account of the school's operations

Campbelltown East Public SchoolAnnual Report

2016

4277

Printed on: 4 May, 2017Page 1 of 20 Campbelltown East Public School 4277 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Campbelltown East Public School as an account of theschool's operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Janene Cook

Principal

School contact details

Campbelltown East Public SchoolWaminda AveCampbelltown, 2560www.campbellte-p.schools.nsw.edu.aucampbellte-p.School@det.nsw.edu.au4626 2022

Message from the Principal

Campbelltown East Public School is a dynamic school of 297 students. The school provides a supportive and safelearning environment with hardworking and dedicated staff with varied years of teaching experience.

2016 was a productive year at Campbelltown East Public School with many successes achieved for our students, staffand community.

Ms Brien was recognised at the Campbelltown/ Macarthur /Wollondilly Principal’s Network Awards Night receiving anaward in the School Executive Role. This is a huge accomplishment which recognises Ms Brien’s dedication to her job.Mrs Brown received the Parent or Community Member award for her outstanding work in supporting the school tosupport the students.

We celebrated the Creative and Performing Arts with CEPSTACULAR The Musical. This was an extremely successfulevent that showcased the talents of all students in our school. 95% of students participate in the Creative and PracticalArts Extravaganza with over 650 parents and community members attending the Extravaganza.

The staff at Campbelltown East Public School demonstrated their commitment to teaching and learning on a daily basisthrough delivering learning experiences that catered for individual learning needs of all students. L3(Language, Learningand Literacy) was a main focus for teacher professional learning for all Stage 1 teachers.

Campbelltown East Public School was successful in applying for a grant through the Gary Walden Trust Initiative. Thegrant will further develop the Outdoor Learning Environment for use by the students in the Multicategorical Classes andthe wider school community.

Janene Cook

Principal


School background

School vision statement

At Campbelltown East Public School, we believe in quality teaching, challenging, innovative and enriching programswithin an inclusive environment, to encourage all students to reach their full potential and become successful, confident,productive lifelong learners and leaders in today’s changing world.

School context

Campbelltown East Public School (enrolment 297 students, 11% Aboriginal, 30% non–English speaking background)has 3 Multicategorical support classes and is a Positive Behaviour for Learning school. In addition, the school is one oftwo bases for the Campbelltown/Macarthur Itinerant Support Teachers – Hearing.

Campbelltown East Public School commenced its participation in the Early Action for Success strategy in 2015. Thestrategy aims to promote improved performance in the early years of school through high quality leadership that focuseson personalised learning and early intervention to ensure students at risk are identified and provided with additionalsupport.

Our teachers are enthusiastic and dedicated professionals who support and promote student development with carefullyplanned, relevant and challenging learning experiences. This positive learning environment is supported by experiencedand caring staff, who efficiently manage our school and foster positive relationships with the school community.

Our school's purpose is to provide high quality education for all students within a safe, positive and caring environment,and to create valuable members of society who have positive attitudes to life–long learning.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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 domain of Learning, all staff demonstrated a commitment within the school community to strengthen and deliver onthe school learning priorities.

This ongoing commitment has been exemplified through the Positive Behaviour for Learning (PBL) program. PBL hascontinued to be a high focus at CEPS with PBL lessons being explicitly delivered each week by all staff members. Staffuse school wide data to design and implement highly engaging lessons that are relevant to the students within theschool. In Term 3 PBL was relaunched to the students and community with the introduction of 3 PBL Ambassadors, SirLearn–A–Lot, Sponge Betty Safety Pants and Penelope the Polite Princess. The 3 Ambassadors feature prominently inPBL lessons, daily classroom management and school wide signage to promote the positive message and highexpectations of PBL.

There is a demonstrated commitment within the CEPS schools community to strengthen and deliver on school learningpriorities. This was particularly evident through the CEPS Extravaganza, Science Showcase Night, Project BasedLearning Showcase afternoon, Community Expo which was strongly supported by the community.

Quality teaching and professional practice are evident in every learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development. LearningIntentions and Success Criteria were introduced in all classrooms with a particular focus on Writing.

CEPS provides a wide range of extra–curricular offerings for all students. This year, Interest Groups were introduced to


the students enabling students to participate in an extra–curricular activity of interest to them ranging from photography,fitness, drama, drawing and many more.

This year, a Homework Help Club was introduced and offered to all students. The Homework Help Club operates afterschool and provides support for students with homework.

School staff have maintained currency of their knowledge about requirements to meet obligations under Keeping ThemSafe, all staff have completed up to date Professional Learning in Child Protection.

Teaching

In the domain of Teaching, all teachers are committed to identifying, understanding and implementing the most effectiveteaching methods. This has been supported through the introduction of the evidence based Quality Teaching (QT)Rounds. QT Rounds is a type of school–based professional development that provides both the processes andsubstance to initiate and build professional conversations around classroom practice and teaching. 10 teachers haveparticipated in Quality Teaching Rounds in 2016.

Teachers incorporate data analysis in their planning for learning. Data walls have been implemented in Literacy andNumeracy K–6 to monitor progress and inform future learning. All teachers regularly use student performance data andother student feedback to evaluate the effectiveness of their own teaching practices. Evidence of this includes theanalysis of NAPLAN, PLAN, L3 and TEN data, student and staff surveys, formative assessment strategies such as exitslips.

Opportunities are provided for teachers to work together to improve teaching and learning in stage and year groupsthrough stage meetings, staff meetings and planning days.

5 teachers completed their professional learning in L3 Stage One.

Leading

In the domain of Leading, parents and community members have the opportunity to engage in a wide rangeofschool–related activities. Parents and carers were invited to complete professional learning in Parents as Teachers andClassroom Helpers (PaTCH). PaTCH training was completed across the Community of Schools. 4 parents completed thePaTCH training that involved fortnightly training and classroom implementation.

Parents were actively involved and supported the students and school in events such as CEPS Extravaganza, schoolmovie night, Multicultural Day, Book Week and Grandparents day.

The school is committed to the development of leadership skills in staff and students. Increased leadership opportunitieswere provided for students through the SRC. Representative students from Year 2 to 6, including students from theMulticategorical support unit actively participated in increasing student voice through the SRC.

Strategic financial management is used to gain efficiencies and to maximise resources available to best implement theschool plan. All staff participated in a strategic planning conference to analyse data, investigate current programs andplan future programs and initiatives.

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

For more information about the School Excellence Framework:

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


Strategic Direction 1

Academic Achievement

Purpose

To develop consistent, high quality educational delivery and practices, through motivational leadership and effectiveteacher professional learning, to improve student learning outcomes.

Overall summary of progress

Our continued school–wide focus on staff and teacher training has enabled us to achieve significant progress in thestrategic direction through a wide range of teacher training courses and activities. TPL in L3 has ensured that there is aconsistent approach through the teaching of reading, writing and comprehension across K–2 trained teachers. Therehave been significant observable changes in teaching pedagogy and in the way that classrooms look and function with amore individual student needs focus within the key literacy areas.

The TEN program has continued to run throughout K–2 with new teachers being training and mentored. The program isrunning all K–2 classes with consistent strategies and vocabulary used.

The development of a deeper understanding of the Quality Teaching Framework was achieved through theimplementation of Quality Teaching Rounds with staff. Staff were broken into small learning groups where open andhonest feedback was given on lessons. Teaching across the school has become more purposeful and a collegialenvironment was created.

The establishment of an ALFI (Action Learning for Innovation) project team that participated in training and chose anarea of focus with the school that was determined through findings in PLAN, NAPLAN and survey data. The teamfocused on the development of purposeful lessons and the introduction of learning intentions and success criteria. Wholeschool templates were created for use K–6. This has enabled students to be more reflective of their own learning andjudging their own work against individual learning goals.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

All students to attain at leastminimum growth in NAPLAN fromyear 3 to 5

79.7% of students achieved average scaled scoregrowth

57.6% of students achieved greater than or equal toexpected growth.

87.6% of Girls achieved average scaled scoregrowth

65.2% of Girls achieved greater than or equal toexpected growth.

80% of K–6 students will meetPLAN end of year benchmarks.

PLAN data analysis of reading shows 70% ofstudents on target with reading / writing andcomprehension.

All staff members willpromote student creativity,communication, collaboration andcritical thinking and improvingstudent engagement

*PaTCH Graduation for 4 parents who completedtraining

*4 community members successfully completedPaTCH and continued to work in classrooms untilthe end of the year.

*The majority of students starting Kindergartenattended at least one of the Little Kindy sessions.


Next Steps

Staff will continue to focus on improving Literacy and Numeracy standards in 2017.

A team of teachers will once again participate in Action Learning for Innovation (ALFI) with the aim to consolidate andexpand on the work done by staff to improve writing achievement and the ability of students to monitor their ownprogress against individual learning goals.

Staff will participate in TOWN training to build the Numeracy skills of students in years 3–6 and receive in–class supportto enhance teacher capacity and confidence to deliver the program successfully .

Staff K–2 will continue to deliver high quality differentiated programs K–2 supported by professional learning in both TENand L3. As new measures for tracking and assessing student learning are released by the Department of Education, staffwill be engaged in learning to build their capacity to use these resources to ensure that teaching and learning programsare relevant and engaging for all students.



Student Engagement

Purpose

To create highly engaging learning experiences that are personalised and innovative, enabling all students to becomemore socially aware, technologically competent and responsible citizens. Students will be exposed to, and encouraged toembrace, the 21st century thinking and learning principles required to engage in the world around them in the presentand future climates in which they find themselves.


Staff and committee meetings throughout the year are regularly monitored progress across all Strategic Directions,assessed ongoing need and redefined parameters in response to those needs. Overall, Strategic Direction 2 –STUDENT ENGAGEMENT – met most milestones in 2016. Funds and staff training impacted the implementation ofpurchasing and rolling out ICT equipment. Evaluation and feedback regarding Interest Groups resulted in the decision towait until 2017 for the second round of Interest Groups to ensure quality programs are delivered.




Improved attendance from 91%to 93%

Attendance percentage is currently 92%.

Reduced suspension rate by 10% Suspension rate reduced from 10 suspensions in2015 to 7 suspensions in 2016.

Reduced incidents of negativebehaviours recorded on Sentralby 10%

Significant decrease in negative incidents asrecorder on Sentral–

2016 = 889 incidents

2015 = 1076 incidents

Increase opportunities for studentleadership

18 students participated in the Student Leadersprocess in 2016.

10 students were elected leaders– following thenew Student Leadership policy. This increased theStudent Leadership team from 4 students to 10students.

Students engaged in high qualityCreative and Performing Artsprograms K–6.

96% of students participated in the CEPSTACULARExtravaganza in 2016. The CEPSTACULARExtravaganza was highly successful and wasextremely well supported by the CEPS communitywith in excess of 650 tickets sold to watch theperformance.

Complete the Yarning Circlegarden and establish a bushtucker/vegetable garden.

Yarning Circle completed and ready for use by allstudents.

PBL lesson has been explicitly taught to all studentsregarding the positive expectations of its usage.

PBL lessons are targeted,purposeful and relevant.

PBL lessons are taught every Monday afternoon byall teachers. Teachers swap the class that they areteaching for PBL lessons. This method wasimplemented so that students could see that allteachers had the same expectations across theschool.

Costumes $400





PBL lessons are targeted,purposeful and relevant. PBL relaunched in Term 3 with the introduction of 3

PBL Ambassadors– Sir Learn–A–Lot, Sponge BettySafety Pants and Penelope the Polite Princess.

PBL Targeted Fidelity Inventory (TFI) completed byregional PBL team with a final result of 75%

Next Steps

Continue to implement Interest Groups with a focus on planning groups with a strong curriculum links.

Continue planning for Extravaganza 2018. Increase costume stock and other resources. Continue with extra–curriculargroups (dance/recorder/choir) and provide opportunities for performance.

Recorder group to form part of Macarthur Community and perform at Opera House.

Organise and hold Art show in 2017

Introduce Code of Conduct to students and community. Build technology resources (computers & iPads &cabling)

Introduction of more PBL Ambassadors at PBL Relaunch in Term 2 2017. Continued implementation of whole schoolPBL afternoons



Community Partnerships

Purpose

To ensure learning experiences for all students are contextually supportive and culturally relevant. Joint collaborationsbetween the school and local community to develop effective partnerships through collaborative consultation withfamilies and the wider community, to inspire shared values, goals and responsibilities. This will lead to improved studentsoutcomes and a deeper sense of pride within the community.


During 2016, Campbelltown East Public School was involved in a number of successful Community Programs andevents to foster community partnerships. These programs encouraged increasing community and parental involvementwithin the school.

Grandparents’ Day enabled us to recognise and celebrate International Grandparents' Day with an assembly, studentperformances, classroom visits, a picnic lunch, and the collation of a book containing student stories outlining specialmemories with their grandparents. As a result, these books were distributed to grandparents as a keepsake.

A Community Expo was hosted by our school for the first time and involved external agencies and organisations withinour area showcasing their expertise and services to parents and families connected to our school and the localcommunity. These agencies and organisations included emergency services, health and welfare.

The PaTCH program commenced at our school, involving 4 parents being trained in early literacy and numeracy toeffectively support teaching and learning in K–2 classrooms. This program was organised in conjunction withCampbelltown North Public School, Campbelltown Public School and Beverley Park SSP.

CEPS Extravaganza was held at Events Cinemas, enabling our school community to link with a local business andprovide a venue large enough to encourage and accommodate parents, carers, siblings, grandparents and other familyand community members to attend.




Parent and student feedback isincreased by 25% across theschool.

Parent / Carer survey completed by 43respondents.

The school increasing it's use of Facebook andSkoolbag throughout the year, successfullyinformed the school community of events andachievements within the school and also increasedparent and community participation on the school'sFacebook page, e.g likes, comments.

Increase Parents and Communityparticipation by 50%.

There was an increase in parent participation inmeetings involving parents/carers and teacherscommunicating about school events and teachingand learning programs.

Establish a community referencegroup and increase parent andcommunity participation by 50%.

Community Reference Group was initiated howeverwas not moved forward due to limited interest.

A Community Expo was launched with greatsuccess. Over 50 local agencies attended the expo,supported by over 100 parents and carers.

95% of parents/carers andstudents are satisfied with theeffectiveness of communicationbetween school and home.

Majority of parents reported satisfaction withcommunication between home and school


Next Steps

* Launch, establish and maintain incursions and learning programs through The Soldiers Settlement Museum and theschool canteen, offering the opportunity for schools and external agencies to visit the museum and be provided withsnacks/meals.

* Continue the PaTCH program with Beverley Park SSP, Campbelltown PS and Campbelltown North, enabling parentsto be trained insupporting student learning in literacy and numeracy.

* Broaden Community Reference Group and increase involvement in school programs

* Continue fortnightly playgroup for 0–5 year olds who are deaf or hearing impaired to build a sense of community andbelonging for children and parents and prepare them for the school setting. Establish a Playgroup for all preschoolstudents in 2017.

* Host another Community Expo and increase involvement and breadth of external agencies and organisations within ourarea and increase parent and community participation and attendance.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Yarn Up– Stage 3 students participated inYarn Up program at Parliament House.

Opportunity Hub successfully completed byStage 3 students. Program supports selfesteem, culture and the transition to highschool.

Stage 3 Aboriginal students participated inYarn Up program.

Sista Speak training completed forimplementation in 2017

Participation in Healthy Culture, HealthyCountry program– 2 teachers

100% of Aboriginal and Torres Strait Islanderstudents have an Personalised LearningPathway– authentic consultation with student,parent and carers to complete and regularlyreview PLP's.

Aboriginal Background–$22,388

Teacher Release toimplement Yarn Up– 6 xteacher release days @$450

Teacher release to supportOpportunity Hub– 2 hourper week.

Sista Speak– 1 x casualday @$450

• Aboriginal backgroundloading ($450.00)

English language proficiency The EAL/D teacher was able to effectivelyprioritise learning needs, ascertain studentprogression throughout the year anddetermine the support required for EAL/Dstudents across the school K–6. Thisinformation was used to identify students whowould be targeted for support at the beginningof 2017.

Students from Language Backgrounds otherThan English form 30% of the schoolpopulation.

Our English as an Additional Languageand/or Dialect (EAL/D) teacher works as apart of the Learning and Support Team.Students are supported in the classroomswith extra resources to improve their orallanguage and literacy skills. Priority wasgiven to newly arrived students and thosestudents identified as beginning or emergingaccording to the EAL/D Learning Progressionand ESL Scales. These students receivedspecific, targeted instruction throughindividual or small group intervention. Thecontent of the programs were aligned with theliteracy continuum to support students inreaching their personal goals.

$28,202

English LanguageProficiency Funding

Low level adjustment for disability Increased staff on Learning and Support teamto support students with additional learningand support needs.

Engage SLSO's to work with identifiedstudents socially and academically.

Regular meetings with LAST team to identifystudents requiring additional transition,implement programs, track progress etc.

Low Level Adjustment forDisability– $168,126

Quality Teaching, SuccessfulStudents (QTSS)

10 staff members participated in QualityTeaching rounds with a focus on writing.

0.241 QTSS FTE


Quality Teaching, SuccessfulStudents (QTSS) Opportunities provided to provide

constructive feedback to teachers on lessondelivery, programming, assessment andclassroom management.

0.241 QTSS FTE

Socio–economic background Funds allocated to provide resources tosupport learning needs of the students.

Following consultation with staff and studentsfunds were allocated to support achievementof school goals as identified in the schoolplan, this included–

* quality texts= $20,000

* engage additional staff

$151,216

Support for beginning teachers Our 2 beginning teachers were released fromclass for one day each fortnight to be trainedin L3 Stage 1. The beginning teachersparticipated in a range of learningopportunities to develop their skills in teachingLiteracy. These activities included mentoringand coaching sessions with their team leaderand Instructional Leader, lesson observationby the L3 facilitator and a wide range oflesson and programming ideas throughcollaborative sharing with teachers atCampbelltown East Public School andClaymore Public School.

Through EAF/S beginning teachers weretrained in the Ten mathematics programthroughout four training sessions in 2016. Theprogram has been successfully implementedby all Early Stage 1 and Stage 1 classrooms.Demonstration lessons, goal setting andfeedback has been provided to beginningteachers through stage mentors.

The teachers have participated in QualityTeaching Rounds across a wide range ofclassrooms across out school. The programhas helped build a stronger understanding ofthe Quality Teaching Framework and has alsogiven the beginning teachers feedback onlessons to develop their skills andunderstanding. As part of a team completingthe Quality Teaching Rounds they felt thatthey were valued members of the schoollearning community.

As part of the Performance and Developmentframework the beginning teachers set goalsand were mentored and given a wide rangeon feedback from their lessons across a widerange of KLA’s. Feedback from participantsindicated that the support improved theirclassroom practice, behaviour managementand understanding of whole schoolresponsibilities.

$13,378

Early Action for Success Through Early Action for Success anadditional support teacher, an interventionist,was employed to support students workingjust below expected benchmarks to boosttheir achievement level to increase the


Early Action for Success percentage of students attaining gradebenchmarks. The instructional leader workedshoulder to shoulder with staff K–2 to assist inthe delivery of differentiated whole classprograms including L3 and TEN as well asproviding and supporting staff in their training.The instructional leader and another staffmember attended PaTCH training,collaborating with Campbelltown PS,Campbelltown North PS and BeverleyPark SSP to deliver the training to acrossschool parent groups. A large number ofquality texts were purchased to supportin–class teaching programs, allowing staff tomatch text to personal learning goals.Significant gains in student achievement weremade in reading and comprehensionwith 78% of students in Year 2 reaching orexceeding reading benchmarks. Ongoing staffprofessional learning and discussions arounddata and evidence increased the reliabilityand consistency of student records.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 132 131 131 146

Girls 129 128 129 151

Student enrolments at Campbelltown East PublicSchool are showing a steady increase.

Student attendance profile

School

Year 2013 2014 2015 2016

K 92.5 94.7 93.2 92.6

1 93.5 93.5 91.9 93.6

2 94.1 92.8 92.5 93.2

3 93.8 93.8 88.4 91.8

4 95.3 93 92.1 87.3

5 92.6 92.9 93.9 93.1

6 92.5 90.9 92.2 91.2

All Years 93.4 93.1 91.9 91.9

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

Student attendance is a high priority. The Home SchoolLiaison is engaged to support students and familieswhen attendance becomes an issue. 1 student in 2016was on the Home School Liaisons Case load.

Class sizes

Class Total

KC 19

K-1G 20

KL 20

1-2S 21

1H 22

2W 23

3-4T 29

3-4D 29

4-5S 26

5-6W 29

5-6M 27

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 6

Head Teacher(s) 1

Classroom Teacher(s) 11.59

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.3

Teacher Librarian 0.6

School Administration & SupportStaff

5.57

Other Positions 3.61

*Full Time Equivalent

Currently there are some staff members in the schoolwho are of an Indigenous background.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 99.5

Postgraduate degree 0.5


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

Financial information

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

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

The information provided in the financial summaryincludes reporting from 1st December 2015 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 528 115.27

(2a) Appropriation 503 558.33

(2b) Sale of Goods andServices

1 600.93

(2c) Grants and Contributions 22 795.68

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 160.33

Expenses -153 710.11

Recurrent Expenses -153 710.11

(3a) Employee Related -112 887.13

(3b) Operating Expenses -40 822.98

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

374 405.16

Balance Carried Forward 374 405.16

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

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

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

(2a) Appropriation amount.

Funds retained will be expended as per the SchoolPlan in this financial year.

Financial summary equity funding

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

2016 Actual ($)

Base Total 1 986 269.99

Base Per Capita 14 723.62

Base Location 0.00

Other Base 1 971 546.37

Equity Total 364 116.98

Equity Aboriginal 22 387.60

Equity Socio economic 151 216.26

Equity Language 28 201.98

Equity Disability 162 311.14

Targeted Total 563 832.59

Other Total 774 587.27

Grand Total 3 688 806.83

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance


NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.



The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.>


Parent/caregiver, student, teachersatisfaction

95% of parents / carers agree or strongly agree that theschool leaders have a positive influence on the schoolculture.

95% of parents / carers agree or strongly agree thatnew students and families are made to feel welcome atCEPS.

88% of parents / carers agree or strongly agree that theschool encourages students to achieve their best.

83% of parents / carers agree or strongly agree that theschool is finding ways to improve what it does.

85% of parents / carers agree or strongly agree thatteachers and executive staff are responsive to parent /carer enquiries.

81% of parents / carers agree or strongly agree that theschool meets the individual needs of the students.

81% of parents / carers agree or strongly agree thatteachers are friendly and approachable.

Parents and carers surveyed reported that thesuccesses at Campbelltown East PS in 2016 includedthe Extravaganza, Community Expo, HomeworkCentre, changes to the school uniform andimprovements made to classroom learningenvironments.

Policy requirements

Aboriginal education

Campbelltown East continued its relationship with theOpportunity Hub during 2016 through theimplementation of Sista Speak. The Sista Speakprogram is designed for Aboriginal girls with the aim ofincreasing student engagement and retention andimproving the self esteem and confidence of Aboriginalstudents. Students from years 4, 5 and 6 participated inthe program.

Campbelltown East participated in Yarn Up for the firsttime. Yarn Up is part of a series of transition programsrun by the Aboriginal Education and Wellbeing Team,specifically targeting Aboriginal students in order toinvolve them in school life and see them grow inconfidence as they prepare to move on to high school.Five of our stage 3 students participated in the threeday workshops. With the final day, seeing student’spresent speeches at NSW Parliament House.

Campbelltown East continues to recognise andcelebrate days of Aboriginal significance. NAIDOC wascommemorated with the whole school participating increating a Rainbow Serpent Mural and Reconciliationsaw students involved in lessons around thesignificance of an Acknowledgment to Country.

We continue to recognise the importance of communityconsultation and 2016 saw the continuation of staffsupporting and attending our local AECG meetings.

This year one of stage 3 students successfullyauditioned and took a place in the GondwanaIndigenous Children’s Choir. He proudly representedCampbelltown East with a performance in Sydney.

We rejoined the Heartbeat: get the rhythm program.Nine students from stage 2 underwent a series ofworkshops that aim to give students a head start withhealth through fun and engaging activities exploringhealth ,medicine and related sciences through eventsat Western Sydney University.

Two members of the Aboriginal Education committeealong with colleagues from the CampbelltownCommunity Hub in partnership with Western SydneyUniversity attended The Healthy Culture HealthyCountry programme run by the AECG. This programaims to advance the importance of maintaining localAboriginal languages and cultures through education.The committee is working towards creating anAboriginal curriculum program designed in consultationwith community to begin in 2017.


Multicultural and anti-racism education

With an increasing number of students enrolling atCampbelltown East Public School from culturallydiverse backgrounds, we have actively drawn onpolicies, programs and practices to ensure therecognition and acceptance of the increasingmulticultural nature of our school community.

Multicultural perspectives have been integrated into allaspects of school life, particularly throughout thecurriculum, to ensure all students have access toinclusive teaching and learning experiences. This wasachieved by assisting students to develop proficiency inEnglish, in depth knowledge and awareness of theirown and other cultures, an understanding of curriculumareas related to the multicultural natures of Australia’spast and present history and to successfully interact inintercultural settings.

English as a Second Language / Dialect students havebeen targeted with appropriate literacy interventionprograms linked to classroom activities to support theirlearning. With an increase in enrolments of NewArrivals and students in the beginning phase of the ESLScales, we actively reviewed our teaching and learningprograms across the school to target and support thesestudents to explore the English language throughstructured and enriching reading, writing and speakingand listening activities.

Our school celebrated cultural diversity through a rangeof whole school events involving students, staff, parentsand the community. These events included HarmonyDay and Multicultural Day to communicate theimportance of cultural diversity and encourage values,promote participation and provide some fun ways tolearn through assemblies, performances and classroomactivities.

Our school aims to foster an environment of toleranceand one free of racism, to create a whole community inwhich racism and prejudice are fought and harmonypromoted. Our designated Anti–Racism Contact Officer(ARCO) supported our staff, students and schoolcommunity to enhance student welfare and develop anunderstanding of racism and implementing theAnti–Racism policy to support students.


Documents

2016 Campbelltown East Public School Annual Report...The Annual Report for€2016 is provided to the community of Campbelltown East Public School€as an account of the school's operations