2016 Mimosa Public School Annual Report - Amazon S3 · Mimosa Public School is a nurturing, dynamic and innovative learning community. We are committed to everyone reaching their

Mimosa Public SchoolAnnual Report

2016

4432

Printed on: 5 May, 2017Page 1 of 18 Mimosa Public School 4432 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Mimosa 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.

Matthew Fuller

Principal

Message from the Principal

It is with great pleasure that I present the 2016 Annual School Report for Mimosa Public School (MPS). Our students,staff and parents worked together to ensure 2016 was another great year with outstanding achievements in theacademic, sporting and cultural areas. In addition to the regular teaching and learning activities that occur in classroomseach day, teachers gave hours of their own time to co–ordinate and run activities like Code Club, Drama Club, SchoolsSpectacular, Dance Groups, Dance Sport, Primary School Sports Association (PSSA) Teams, Bands, Choirs, Debating,Student Representative Council (SRC) and Environment Club. The experience and opportunities our students have hadthis year have been massive.

Mimosa PS staff members have been involved in several professional learning initiatives to ensure they are up to datewith the latest research and pedagogies. Teachers completed their training in ‘Focus on Reading’, which applies learningdirectly to the classroom to address and improve teacher practice and student outcomes in reading in all subject areas.The professional learning encompassed the teaching of reading comprehension, reading fluency and vocabularyknowledge.

Along with teaching staff from the Warringah Community of Schools (WCoS), Mimosa PS teachers have also beenworking on a research based professional learning program called Visible Learning, to help students articulate what theyare learning, explain the next steps in their learning, set learning goals, see errors as opportunities for further learningand know what to do when they require further assistance with their learning. The aim is for teachers to understand whatthe most powerful influences are on student learning and achievement and how to foster these in the classroom. Ourfocus for this program has been in the learning area of writing with the view to extending this philosophy into other areaslike Mathematics for next year.

This year, we built on our learning support programs with an increase of specialist teachers and Student Learning andSupport Officers (SLSOs) helping those students who need extra assistance particularly in the areas of literacy andnumeracy. We significantly extended our enrichment programs in mathematics, visual arts, STEM (Science, Technology,Engineering and Mathematics), science, writing and languages to extend students’ knowledge, critical thinking,problem–solving and collaboration skills. We took part in several extension sporting opportunities, gala days andcompetitions. One of our greatest achievements on the sporting arena was winning both the overall poinstscore andhandicap pointscore at this year’s Warringah Zone PSSA Athletics Carnival. We took part in several competitions andperformance opportunities including the Schools Spectacular, Dance Sport Challenge, Sydney North Public SchoolsDance Festival, Arts Alive Primary Choral Concert and the Northern Sydney Schools Wind Ensemble Spring ConcertSeries as well as performing at numerous interschool and local events.

Again in 2016, Mimosa parents and caregivers were involved in many ways at school and continued to work inpartnership with us to maximise the educational experiences of all our students. Parents were at school daily, working inclassrooms, in the canteen and uniform shop, volunteering at fundraisers and events and looking after our grounds andgardens. I would like to thank Rachael Antcliffe, President of our Parents & Citizens Association (P&C), theP&Cexecutive members Noel Basille, Mark Bashford, Ellen Woodcock and Scott Ellery and the P&C sub–committeeco–ordinators for always being helpful, approachable and committed to supporting the school’s programs and initiatives.There were many events and activities organised once again this year and without the support and dedication ofeveryone involved, these achievements would not have been possible.

I certify that the information contained in this report is the result of a rigorous school self–evaluation process and is abalanced and genuine account of the school’s achievements and areas for development.


Message from the students

We have thoroughly enjoyed being School Captains for 2016. We have had an amazing year leading Mimosa's studentbody with our Vice–Captains and Prefects. We’ve had the opportunity to lead many assemblies for different occasions,such as the K–6 Values Assemblies, the SRC Leadership Induction Assemblies, the Anzac Day and RemembranceServices and the Presentation Day Ceremonies. In Term 1, we attended the Leadership Camp at Narrabeen where welearnt many leadership skills and participated in team building activities. We also met some other leaders from otherschools.

In Semester 2, we were involved in many activities such as School Tours and the Student Transition and Readiness(STAR) program. We assisted Mr Fuller with guiding new parents around the school and we assisted the Kindergartenteachers with the STAR program. As Captains we have attended SRC meetings and brought many new ideas forfundraisers to the meeting. We have learnt to think fast and to confidently thank a variety of visitors to our school. Ourfinal duty as leaders was to go to NSW Parliament House to meet our local member, Mr Joanthan O'Dea. At ParliamentHouse we had a tour, met some politicians, had a fancy afternoon tea and travelled in the car with Mr Fuller! It has beenan exciting year and we have certainly learnt a lot.

Year 6 has been a busy year and we are all really looking forward to starting our journey in high school. We hope thatour gift to the school, the six table tennis tables, are put to good use by the Mimosa students for years to come.

Wilson Sarkies and Tilly Sutton


School background

School vision statement

Mimosa Public School is a nurturing, dynamic and innovative learning community. We are committed to everyonereaching their personal best in a supportive and respectful environment. We promote excellence and equity to ensure allstudents become successful learners, confident and creative individuals and active informed citizens of the future.

School context

Mimosa Public School is a primary school located on the Northern Beaches of Sydney providing quality education forover 500 students from Kindergarten to Year 6.

It is a dynamic school where all the stakeholders work collaboratively to achieve the best possible outcomes for allstudents. The school has a strong focus on quality teaching including literacy, numeracy and the engagement of studentsthrough information technologies, sport and the performing arts. Mimosa Public School values respect, responsibility,resilience and effort, with each student striving to achieve his or her personal best. The school is a member of theWarringah Community of Schools and benefits from working collaboratively with its local primary and high schoolneighbours. The school has an actively engaged P&C and enjoys a close partnership with its parent community.

Mimosa PS has a vision to deliver high quality education in an inclusive, respectful and nurturing environment. Theschool aims to ensure every child has the opportunity to develop life–long 21st Century skills including creativity,collaboration, communication and critical thinking.

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.

At Mimosa PS our Executive staff members spent time analysing the School Excellence Framework and its implicationsfor informing, monitoring and validating our progress towards achieving and building on our strategic directions.

In the domain of Learning, our focus has been on developing the areas of Learning Culture, Student Wellbeing andCurriculum and Learning. In all these areas we are 'Sustaining and Growing'. Our school has a culture of demonstratingpositive, respectful relationships between staff and students. We aim to promote positive student wellbeing outcomes forall students and setting up students for success is a priority at all times. Curriculum provision is enhanced by learningalliances with other schools and organisations. We have close links to Davidson High School with students and staffcollaborating on various projects and professional development opportunities.

Our major focus for the domain of Teaching has focussed on quality teaching and collaboratively working with colleaguesto improve student learning and engagement. With our Visible Learning project, teachers are more adept at reviewinglearning with each individual student to ensure all students have a clear understanding of how to improve their learning.Our stages, led by Executive staff, work collaboratively to develop teaching and learning plans that reflect latestpedagogical practices and sound educational research.

In the domain of Leading, our focus has been on developing a clear, collective understanding of school expectations andaspirations for improving student learning across the school community. Our leadership team has been instrumental indriving change in teacher practice by leading initiatives and professional learning addressing the school's identifiedpriorities.

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

Students are active, creative and engaged learners.

Purpose

To provide a supportive, positive learning environment which enhances the well–being, engagement and development ofall students.

In addition, to promote a culture of personal excellence through the provision of high quality, challenging educationalprograms that aim to fulfil the diverse capabilities of learners.

Overall summary of progress

In 2016, teaching staff members at Mimosa PS have worked collaboratively to better understand the factors that havethe greatest effect on student learning, the practices that ensure quality teaching is being implemented at all times andthe effect positive relationships have on student learning and wellbeing.

NAPLAN, Best Start, PLAN, L&ST Referrals and school based data was analysed to inform planning of student learningas well as supporting students' social and emotional needs. The completion of the Focus on Reading professionallearning has seen the strategies from this program implemented in all classrooms, Visible Learning principles have beenadopted and Project Based Learning has been introduced in classrooms 3–6. Our Bounce Back program continues to bea valuable way to educate and generate discussion around the area of student wellbeing, with it being tailored to suitspecific needs of the school at the time of delivery.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

All students achieving at‘expected growth or above’ inNAPLAN performance in bothLiteracy and Numeracy. Inaddition, all students meetLiteracy and Numeracy clustermeasures as outlined by theK–6Literacy and NumeracyContinuums.

All school literacy programs,assessment tasks and rubricsreflect changes to pedagogy andcurriculum.

PLAN, NAPLAN and school assessment data wasused to target students who were needing supportor extension as well as to monitor the growth ofstudents. Programs were modified and/or initiatedin response to this data. Programs are monitored byteaching staff, executive staff and L&ST members.

$15000 – teachers attendedWarringah Community ofSchools professionallearning in Visible Learning.

Quality Teaching Roundsintroduced to teams.Teachers released toundertake rounds.

Staff released for wholestage planning day.

Resources purchased forprofessional learning andstudent learning.

Next Steps

Visible Learning (VL) will continue as a focus for Professional Learning and classroom practice. Teachers will be dividedinto groups to allow new staff to be upskilled in the elements of the strategy and experienced staff will be guided tointroduce the elements of VL into Mathematics.

Quality Teaching Rounds will continue with new professional learning communities being established with anexperienced teacher leading each group. Further opportunity will be made available for teachers to observe practice anddiscuss quality teaching practices throughout the year.

In the area of student wellbeing, we will introduce further strategies to identify and assist those students who areidentified as requiring extra support to better understand how to self–regulate their behaviour and make appropriatechoices in social situations. Investigations into programs and current research into positive behaviour practices will beundertaken. An evaluation of current Positive Behaviour for Learners practices will take place and the introduction of thenext phase of the program will implemented.



Teachers are lifelong learners who embrace change, innovation and current educational practices.

Purpose

To build staff capacity, knowledge and skills by providing quality, differentiated professional learning which focusses onnew curriculums, innovative pedagogies and current worldwide educational research.

In addition, to build a culture where teachers engage in professional dialogue, learn from each other and seek feedbackin order to modify and improve on their current practices.


Quality Teaching Rounds was introduced to three new professional learning communities among the staff. These roundspromulgated professional discussion and focussed on analysing quality teaching practices. Changes in teaching andlearning programs was evident, with teachers more aware of student progress and the factors of their teaching that hadthe most effect on their learning.

Teachers undertook 'Learning Walks' with their colleagues in order that they could observe quality teacher practice andclassroom organisation and management. These Learning Walks took place in classrooms within our school and atAllambie Heights PS.




All staff have developed andimplemented a differentiatedprofessional learning plantargeted at improving individualpedagogical practices.

High quality teaching andlearning practices demonstratedand supported across the schoolthrough teaching and learningprograms, assessment,Performance and DevelopmentPlans and improved learningoutcomes.

Visible Learning team completed a year longprofessional learning project with WarringahCommunity of Schools colleagues. Information andknowledge of this research–based initiative wasintroduced to all staff members at professionallearning sessions.

New Professional Learning Communities wereestablished to undertake Quality Teaching Roundsto improve their understanding of the QualityTeaching Framework and how it can enhanceclassroom practice as well as having theopportunity to engage in professional discussionswith colleagues around educational research.

$6700 was allocated torelease teachers to attendprofessional learning inVisible Learning conductedby the WarringahCommunity of Schools andto undertake training andimplementation of QualityTeaching Rounds.

Resources to support theseprograms were purchased.

Next Steps

Visible Learning will continue in 2017. Review of practices and professional learning will ensure teachers continue todevelop their understanding and skills in implementing VL strategies in the learning areas. Writing has been the focus inthe VL area in 2016 but will continue to be a major focus into 2017–2018 in order that teaching plans and programsreflect new ways of teaching writing. New assessment practices including checklists, 'bump it up' walls and rubrics will beformulated to assist students in understanding where they are at with their writing and where to next.

Literacy and Numeracy Continuums will continue to be used with PLAN data to plot students for learning. A Numeracyteam will be trained in the TENS, numeracy program to address the teaching of numeracy in the early years.

Research into effective assessment practices and providing quality feedback will be undertaken. A team of teachers willdevelop professional learning opportunities for staff members in this area so that their is a better understanding ofindividual student achievement and how to plan for future success.

Teachers will be given the opportunity to attend School Development Days where quality teaching and studentengagement will be the focus. Educators from the Mazarno Institute will be sought for teacher professional learningsessions.



Valued partnerships exist with parents, Community of Schools and the wider community.

Purpose

To enhance community involvement and further develop partnerships in all aspects of school life so that all stakeholdershave a shared vision for the future of the school and the learning needs of its students.

Effective, well–developed communication channels will ensure all school community members are actively engagedpartners at all times.


Warringah Community of Schools (WCoS) Principals met regularly to discuss and formulate plans for staff collaborationand professional learning to take place in targeted areas. Plans for student participation across the schools was alsodiscussed and programs implemented. Staff members took part in professional learning with WCoS colleagues in theareas of Visible Learning and Beginning Teaching Support. Students participated in enrichment programs and studentleadership programs with their peers from neighbouring schools.

Class parent representative group met regularly to hear updates of school achievement, discuss plans for schoolimprovement, investigate communication practices and plan events. P&C met monthly to discuss current schoolinitiatives and programs and formulate plans for fundraising and ways to enhance parent community participation.




Parents are supported toparticipate in their child’s learningand are partners in their child’seducation. Parents are involvedand engaged in school projectsand initiatives.

Parents were invited to participate in variousclassroom and school programs. Parents tookresponsibility for several fundraising and socialactivities. Class parent representatives took more ofan active role in supporting and developingcommunity spirit through social activities as well asdeveloping innovative ways to welcome newfamilies to the school, eg organising a picnic fornew families in Kindergarten prior to childrenstarting school.

The initiatives undertakendid not require any funds tobe expended. P&C fundsassisted in setting up anyfundraising or social events.

•High quality teaching andlearning practices demonstratedand opportunities given forinvolvement in extension andenrichment programs acrossWarringah CoS resulting inimproved learning outcomes.

Visible Learning project undertaken with WCoScolleagues.

Enrichment workshops and programs undertakenby Stage 2 and Year 5 students with WCoS peersand Davidson High School staff. Year 5 studentsinvolved in Leadership Training supported byDavidson HS student leaders.

Davidson HS students were trained to be readingtutors for targeted students in the school's Multi–Litreading program.

$1200 for resources andfor staff to be released torun enrichment programsfor students from WCoS.

Next Steps

Continue to develop links with Davidson HS staff and students to support programs and initiatives at Mimosa PS.

The school will continue to work closely with the P&C and Class Parent Representative group to enhance ourpartnership. Communication with parents will be investigated to ensure everyone is well informed of the school'sdirections and programs. Where appropriate, parents will be invited to participate and support programs and initiativesbeing implemented.

Investigations will be made to initiate parent information sessions in specific learning and wellbeing areas.



Key Initiatives Impact achieved this year Resources (annual)

Low level adjustment for disability The Learning and Support Team (L&ST)consists of Executive Staff members,Specialist staff members, Teaching Staffmembers and the School Counsellor. Theteam met fortnightly to monitor the progressof targeted students. The L&ST analysedschool data from NAPLAN, PLAN and othermeasures to prioritise student support andorganise learning plans. Resources werepurchased and Student Learning SupportOfficers (SLSOs) were employed to assiststudents and teachers in the classrooms andplayground. The NCCD survey wascompleted. Individual learning plans wereorganised for students who acquiredIntegration Funding Support and reviewmeetings were held with parents andcaregivers throughout the year.

Teacher entitlement of .4for Learning and Supportwas in place for the wholeyear. P&C funding of$18000 allowed students toaccess enrichmentprograms and improveaccess for students withspecific learning needs.Flexible funding of $19167was used for additionalsupport and resources tosupport student learning.Integration Support Fundingallocation of $26775 wasused to support specificstudents.

Quality Teaching, SuccessfulStudents (QTSS)

Classroom teachers and Executive staff weregiven additional support, time and resourcesto assist in their pedagogical developmentand understanding of latest research andreflective practices. Staff members werereleased from class to work with colleaguesobserving classroom practice in LearningWalks, Quality Teaching Rounds, VisibleLearning, mentoring and professionallearning.

Teacher entitlement of .383enabled staff members tobe released from class tocollaborate with colleaguesand work co–operatively tofocus on improving thequality of teaching acrossthe school.

Socio–economic background All students were given the opportunity toreceive support, enrichment or learningsupport if required. Students accessedresources, excursions, workshops withinschool and uniforms when needed.

An allocation of $6507 wasexpended on uniforms, textbooks, reading material,stationery resources,excursion costs andworkshop expenses foridentified students.

Support for beginning teachers Teachers were given mentors from theExecutive team to support their classroompractices and accreditation requirements.Teachers attended WCoS Beginning TeacherWorkshops held each term. ProfessionalDevelopment Plans reflect the support offeredto beginning teachers. Opportunities toparticipate in team–teaching practices wereafforded to targeted beginning teachers in thefirst two years of their career.

Beginning Teacher Supportfunding was used to assistteachers to build theirprofessional capacity andcomplete accreditationprocesses.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 230 236 245 266

Girls 222 234 247 255

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.7 97 96.4 96.7

1 96.5 96.7 94.6 95.8

2 95.1 96.2 95.1 95.1

3 97.3 96.8 95 96

4 96.7 96.8 93.6 95.2

5 95.7 96 94.8 94.8

6 95.1 95.2 95.8 95.9

All Years 96.2 96.5 95 95.6

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 has remained consistent over thelast four years. Parents of students who are absentregularly without explanation are contacted in order thatdiscussions can take place and support provided toensure all students are attending school regularly. Theschool's Home School Liaison Officer (HSLO) checksstudent attendance and makes recommendations forfollowing up patterns of non–attendance.

Class sizes

Class Total

KS 20

KR 21

K/1H 21

KW 20

1/2L 22

1S 24

1E 24

2G 23

2F 23

2S 23

3F 31

3E 31

3/4M 30

4J 31

4S 30

5T 27

5J 28

5H 28

6O 30

6C 30

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 18.64

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.4

Teacher Librarian 1

School Administration & SupportStaff

3.96

Other Positions 0.18

*Full Time Equivalent

The school's staffing establishment is determined bythe Department of Education (DoE) based on thenumber of student enrolments.


No staff members at Mimosa PS are of Aboriginal orTorres Strait Islander descent.

There is a mix of teaching experience at Mimosa PSwith teachers ranging from beginning teachers in thefirst two years of their career to teachers who have over30 years teaching experience. All staff are committed tomaintaining professional standards, workingcollaboratively with colleagues and improving thequality of their teaching practices.

In 2016 there were 36 member of staff at Mimosa PS.Staff members included permanent, temporary andpart–time teachers and school administrative staff. In2016 the composition of the Executive team included one Principal and four Assistant Principals. Theteaching staff included a full–time teacher librarian,Release from Face to Face teachers in Science andMusic/Drama, a School Counsellor 1.5 days per week,a Reading Recovery teacher and a Teacher of Learning& Support.

In addition, members of the School and Administrativeand Support Staff (SASS) team supported teachingstaff and the school community. The SASS teamincluded a School Administration Manager, threeSchool Administrative Staff, four School LearningSupport Officers and a General Assistant.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 18

Professional learning and teacher accreditation

Professional Learning plans are essential to thedevelopment of all staff members at Mimosa PS.Professional Learning is closely linked to the SchoolPlan and supports the schools strategic directions. Theaim of professional learning at the school is to buildteacher quality, leadership capacity and studentengagement. All staff participated in the DoE's ‘Focuson Reading’ strategy which applies learning directly tothe classroom to address and improve teacher practiceand student outcomes in reading in all subject areas.The professional learning encompassed the teaching ofreading comprehension, reading fluency andvocabulary knowledge. Teachers also participated in aVisible Learning project based on the research of JohnHattie. The aim of the project is to assist studentsto articulate what they are learning, explain the nextsteps in their learning, set learning goals, see errors asopportunities for further learning and know what to dowhen they require further assistance with their learning.The aim is for teachers to understand what the most

powerful influences are on student learning andachievement and how to foster these in the classroom.In addition all staff members participated in professionallearning in the teaching of writing, Critical and CreativeThinking skills, behaviour management, technology,Child Protection, Anaphylaxis update and CPR.


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.

In 2016 funds were held over for planned projectsincluding refurbishment of the lower oval with artificialturf, a shade structure over the lower playgroundequipment, sound equipment upgrade, the setup of anew classroom, replacement of interactivewhiteboards and for additional technology resources tosupport growing student numbers.

Income $

Balance brought forward 273 170.00

Global funds 395 972.00

Tied funds 183 696.00

School & community sources 397 156.00

Interest 4 289.00

Trust receipts 24 746.00

Canteen 0.00

Total income 1 279 029.00

Expenditure

Teaching & learning

Key learning areas 75 035.00

Excursions 113 670.00

Extracurricular dissections 110 285.00

Library 17 300.00

Training & development 9 007.00

Tied funds 147 207.00

Short term relief 59 756.00

Administration & office 99 677.00

School-operated canteen 0.00

Utilities 39 183.00

Maintenance 74 505.00

Trust accounts 29 816.00

Capital programs 63 232.00

Total expenditure 838 673.00

Balance carried forward 440 356.00

The information provided in the financial summaryincludes reporting from 27 January 2016 to 31December 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 530 856.43

(2a) Appropriation 458 328.34

(2b) Sale of Goods andServices

4 152.02

(2c) Grants and Contributions 67 201.31

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 174.76

Expenses -265 804.82

Recurrent Expenses -265 804.82

(3a) Employee Related -100 716.84

(3b) Operating Expenses -165 087.98

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

265 051.61

Balance Carried Forward 265 051.61

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.

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 3 236 174.53

Base Per Capita 26 548.32

Base Location 0.00

Other Base 3 209 626.21

Equity Total 66 919.47

Equity Aboriginal 437.49

Equity Socio economic 6 506.63

Equity Language 0.00

Equity Disability 59 975.35

Targeted Total 81 920.00

Other Total 52 355.34

Grand Total 3 437 369.34

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

School performance

NAPLAN

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

In Year 3, 78 students completed NAPLAN. In reading,87.2% of students scored in the top 3 skill bandscompared with 70.9% of students across the State. Inwriting and spelling, students performed very well with91% of Mimosa students achieving results in the top 3skill bands.

In Year 5, 83 students complete NAPLAN. In reading84.3% of students scored in the top 3 skill bandscompared with 62.3% of students across the State. Intests measuring grammar and punctuation, 85.1% ofYear 5 students scored in the top 3 skill bandscompared with 64.2% of students across the State.

Of the 77 students that could be mapped from Year 3 toYear 5, 91% of students achieved growth in Literacy.



In Year 3, 75.4% of students achieved results inNumeracy in the top 3 skill bands compared with 61%of students across the state.

In Year 5, 76.6% of students achieved results in the top3 skill bands compared with 57.1% of students acrossthe state.

Of the 77 students that could be mapped from Year 3 toYear 5, 91% of students achieved growth in Numeracy.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. In2016 we used the 'Tell Them From Me' (TTFM) suite ofsurveys to determine the opinions of all keystakeholders. In addition, discussions and focus groupswere held to ascertain community satisfaction. Thesegroups included new Kindergarten parents, ClassParent Representative group and P&C members.

Results indicated that 89.8% of parents feel welcomewhen visiting the school and over 90% of communitymembers indicated the administrative staff were able toassist them positively with their enquiries. 80% ofparents indicated that the school reports on studentprogress in terms that are easily understood and thatclear goals for future student learning wascommunicated at parent/teacher meetings.

Surveys and discussions revealed that 98% of parentsmet regularly with their child's class teacher, with mostmeeting at least 3 times per year. Parents alsoindicated that the school made them aware of studentwellbeing practices and that the school supportspositive behaviour.

Teachers surveyed indicated that they felt positivelyabout the school and of their profession. Teachersindicated that they enjoy working in stage teams andworking co–operatively with colleagues to planappropriate programs of learning.

Teachers were becoming more confident in using avariety of assessment techniques to gain a clearunderstanding of student achievement and how to planand set future learning goals.

Students surveyed showed that they felt they werehappy and doing well at school. 89% of students atMimosa said that they tried hard to succeed with theirclasswork. Results also indicated the school's PositiveBehaviour for Learners program was having a positiveeffect with 92% of students indicating that they didn'treceive negative feedback from their teachers fordisruptive or inappropriate behaviour.

Policy requirements

Aboriginal education

Mimosa PS continues to develop in its understandingand respect for Aboriginal culture and perspectives.Our school acknowledges the Guringai people as thetraditional owners of the land the school is on atassemblies, meetings and formal occasions.

All students continue to participate in lessons with anAboriginal focus or perspective as a mandated aspectof the school curriculum. Teaching and learningprograms incorporate Aboriginal perspectives andculture where appropriate and advice is often soughtfrom the local Aboriginal Education Consultative Group(AECG).


In 2016, Stage 2 students took part in a workshop atschool conducted by the Aboriginal Heritage Office.Stage 1 students participated in a workshop with 'KooriKinnections' where bush tucker, dreamtime stories andAboriginal art was featured. In addition, the wholeschool enjoyed the Performance in Educationproduction of 'Let’s Bridge the Gap' which wasdelivered in stage appropriate dialogue and interactivedance performances.

A committee of staff members was also formed tooversee Aboriginal Education policies, programs,initiatives and events throughout the year. These staffmembers also attended training and developmentopportunities on Aboriginal Education andAcknowledgement of Country in order that currentpractices and information could be passed on toteaching staff members. Team members were alsotrained in the Aboriginal 8 Ways of Learning in orderthat the pedagogies from this program could beincorporated into teaching and learning programs.

Multicultural and anti-racism education

Multicultural and anti–racism education aspects areincorporated into all teaching and learning programs atMimosa PS. Each year we celebrate significant culturaldays including Harmony Day and the visit of Japanesestudents from Maebashi High School. Mimosa PS alsohas an Anti–Racism Contact Officer (ARCO) who is acontact person between students, staff, parents andcommunity members who wish to ask questions,discuss events and report racism. The ARCO roleinvolves promoting the values of respect for all racesand cultures within our school community.

Harmony Day

In 2016 Mimosa PS celebrated Harmony Day on 21stMarch. Harmony Day is managed by the Department ofImmigration and Citizenship and coincides with theUnited Nations International Day for the Elimination ofRacial Discrimination. It is a day of cultural respect withthe message being 'Everyone Belongs'. Harmony Daywas celebrated at Mimosa Public School by ourstudents and staff who wore either traditional dress(including costumes from India, Japan, Scotland andSri Lanka) or the colour orange which is synonymouswith Harmony Day. This year we again ran theHarmony Day poster competition which is conducted bythe organisation, Moving Forward Together. This year’stheme, ‘Harmony Day – Moving Forward Together’ wasdepicted in the children’s poster entries.

Maebashi Visit

On Tuesday 9th August, Mimosa hosted 40 studentsand 6 teachers from Maebashi Junior High School,Japan. The students and their teachers were on acultural excursion for two weeks, spending time withlocal families, attending school at Davidson High andtouring Sydney’s attractions.

Mimosa’s students proudly showed the Japanesestudents our school facilities and their classrooms and

invited them to join in some Australian playgroundgames. An assembly was held to welcome the visitorsand the Junior Choir and dance groups performedbeautifully for the students and their teachers. TheMaebashi students also entertained the Mimosacommunity with a presentation of traditional Japanesesongs. The visitors spent time in the classrooms takingpart in a range of activities including reading AboriginalDreamtime stories, craft activities, artwork based onAustralian themes and making bookmarks in Japaneseand English. The teachers from Maebashi had theopportunity to interact with our teaching staff andexchange information about the two education systems.

Other school programs

Science and Technology

Science was an RFF subject in 2016. 18 classes fromYears K – 6 attended weekly lessons in a dedicatedscience room. The program was based on the PrimaryConnections units which focus on developing scienceinquiry skills. Students engaged in investigations whichinvolved a range of activities such as experimentaltesting, field work, locating and using informationsources and model making. Lessons were hands–on,with numerous opportunities provided for students todevelop understanding through planning, designing anddrawing conclusions from their experiments.

22 students were selected to participate in an 8 weekscience enrichment program. Students in this classcollaborated in groups to research solar energy. Theydevised their own experiments following the scientificmethod to test appropriate materials. They used thisknowledge to design, build and test their ownsolar ovens.

Band

2016 was a very busy year for the school bandprogram. Rehearsal times doubled and this hasresulted in a noticeable improvement in the quality of allband performances. Each band performed at the twoNorthern Schools Symphonic Wind Ensemble(NSSWE) concerts, school assemblies, a communityband evening with Benjamin's Big Band, the MimosaFireworks Spectacular and at Presentation Day.

The annual Band Camp was held in April at CampKedron, Ingleside. The children worked hard duringtutorial and rehearsal sessions as well as participatingin recreational activities like watching the fire twirlingdisplay, doing craft activities, practising archeryand enjoying a disco. The camp concluded with aconcert for parents and caregivers before headinghome.

This year band members also undertook somefundraising opportunities for the program. At a BBQnight, band members and guests were entertained byBenjamin's Big Band as well as performing themselves.The band students also had a chance to do somebusking. Another fundraiser was the Election Day BBQand Cake Stall.


Code Club

In 2016, Mimosa Public School ran a before–schoolcoding club over two days per week. 50 students fromYears 2–6 participated in the program and fourparents/caregivers who work in the technology industryand an older brother of one of the students, who isstudying information technology at university, regularlyvolunteered to help the students attending.

Cod Club participants utilised the Code Club Worldprogram. Code Club World is a not–for–profitorganisation that provides project materials to schools,public libraries and community organisations aroundthe world with free, before or after school programs forchildren to learn the basics of coding.

Students completed projects using Scratch, aprogramming platform developed by MIT, and Kodu, aMicrosoft coding platform. Students have workedcollaboratively with their peers and volunteers to planprojects, follow written instructions, check and test theirprojects and to solve problems. At the completion ofcertain projects, students had the opportunity to sharetheir game with their parents/caregivers and theirpeers.

Dance

2016 saw the dance program at Mimosa changeslightly. We still had three groups; Junior, Intermediateand Senior dance made up of Years 1–2, Years 3–4and Years 5–6 which children auditioned for in Term 1.The Junior group was choreographed by Mrs KathrynGarrihy and run by Mrs Amanada Wakefield, theIntermediate group was choreographed by Mrs LizPymble and run by Mrs Jen Renoden and the Seniorgroup was taught and run by Mrs Stephanie Thompson.A new Ensemble group, made up of students in Years2–6 was also included. This group had some guidelinesfor students to be aware of prior to the audition. To beeligible, student's needed to be taking a minimum of 3hours of dance type activity with the inclusion of balletor technique training outside of school. This Ensemblegroup was taught by Mrs Thompson and was involvedin two eisteddfods in Term 2 where they receivedHighly Commended.

The Intermediate, Senior and Ensemble groups allauditioned and were successful in being selected forthe Sydney North Dance Festival in early Term 2. Thissaw all three groups involved in the two week festivalwhich runs in the last two weeks of Term 2. All dancegroups performed in Education Week, in the MaebashiAssembly and at the Mimosa Fireworks event. TheJunior group was also asked to perform at the SchoolTransition and Readiness (STAR) program for the newKindergarten students of 2017.

Mrs Thompson also submitted an audition entry into the2016 Schools Spectacular held in November across 4shows. Mimosa was successful in gaining 12 places forstudents in years 3–6. Auditions were conducted at theend of Term 2 in front of a panel of 6 teachers. The 12successful students worked with Mrs Thompsonthroughout Terms 3 and 4 to take part in the GuinnessBook of Records winning event which included over

5000 performers.

From this dance program, 2 Year 5 studentssuccessfully auditioned for the Sydney North DanceJunior Ensemble and 3 Year 5 students gained places,through an audition process into the Junior State DanceEnsemble.

Drama

The school's drama group grew during 2016 andwas led by several teachers, with a range ofexperiences. Drama Club consisted of a Stage 2 andStage 3 skills development squad and a combinedYears 3 – 6 development squad. Students meet weeklyto develop skills in acting, play making andimprovisation. Students developed skills in voice,movement, stage management, stage direction andcharacterisation in a collaborative and supportiveenvironment. The major drama production this yearwas 'Mr Fuller’s New Clothes', a twist on the favourite'The Emperor’s New Clothes'. This production waswritten in house to tailor the content to Mimosa PublicSchool.

Debating

Debating club comprised 15 students from Years 5 and6. The club was open to all Year 5 and 6 students andall students were given the opportunity to compete ineither friendly debates or the Premier’s DebatingChallenge. Students who took part in Debating clublearnt the valuable lifelong skills of reasoning andevidence building, thinking quickly and logically on theirfeet and delivering a well–constructed argument.Students also developed critical listening skills,essential to developing a well–reasoned response. In2016 two teams competed in the Premier’s DebatingChallenge and the school's Year 5 team won their zonecompetition and made it through to the regionalrounds. Debating was also extended in the classroomwith an enrichment program being offered to studentsin Years 4 and 5.


Documents

2016 Mimosa Public School Annual Report - Amazon S3 · Mimosa Public School is a nurturing, dynamic and innovative learning community. We are committed to everyone reaching their