2017 Daceyville Public School Annual Report · Page 2 of 16 Daceyville Public School 7413 (2017) Printed on: 8 March, 2018. passions recognised, supported and celebrated throughout

Daceyville Public SchoolAnnual Report

2017

7413

Printed on: 8 March, 2018Page 1 of 16 Daceyville Public School 7413 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Daceyville 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.

Michelle Hostrup

Principal

School contact details

Daceyville Public SchoolJoffre CresDaceyville, 2032www.daceyville-p.schools.nsw.edu.audaceyville-p.School@det.nsw.edu.au9349 1211

Message from the Principal

It has been my absolute pleasure to join Daceyville Public School in 2017. I am incredibly proud to lead such awelcoming, involved and passionate school community of teachers, students and parents and carers. This year we haveaccomplished a great deal and all members of our community should be very proud of what has been achieved. Ourstudents have applied themselves with effort and determination to achieve their personal learning goals and have madegreat progress as a result. The introduction of a specific synthetic phonics program to help students with their reading,writing and spelling has had a positive impact for our Kindergarten to Year 2 students. It has been fantastic so see ourstudents in Years 3 to 6 engaged in a range of activities to build up their knowledge and understanding of the Englishlanguage through specific word study activities. The 'Big Writing' program has been implemented from Kindergarten toYear 6 and students are enthusiastically engaging in writing activities to build up their understanding of features of writingand express their ideas with clarity and confidence.

Across the school, teachers are using Learning Intentions and Success Criteria to support students in understandingwhat they are learning and how they will know if they have achieved the learning goal for the lesson. Our students havetaken this on board and are now actively engaged in reflecting on their learning progress in every lesson and identifyingwhat they can do to improve their understanding and skills in particular areas.

We have trialled a number of different approaches this year in an effort to identify what will engage our studentseffectively and help them to recognise the impact and value of their learning. The STEM and innovation program thatwas undertaken by four classes this year saw our students thinking deeply about issues that impact on people's lives andcollaborating to design and prototype solutions for people with disabilities. Their passion for this topic and the creativity oftheir solutions was inspiring. We are looking forward to engaging in more of these learning programs in 2018. Ouroutdoor learning program has gone from strength to strength this year with classes participating in regular activities in thegarden areas, both to do gardening and when doing other learning activities, such as mathematics, science, writing andart. We are committed to embedding outdoor learning in our teaching and learning programs and recognise the value ofthese experiences for our students. Another approach we have implemented is 'Philosophy for Children'. This teachingapproach engages children in collaborative discussion of particular ideas and issues, they share their opinions andrespond to the opinions of others. Our students and teachers have reported how this has helped them to think differentlyabout the world and to listen better to others. Across the school we have been using creative and critical thinking skills indifferent ways. Students have been learning about different dispositions to learning that help them to learn effectively andreflecting on themselves as learners. This formed the heart of our Creative Life Festival 2017 where students participatedin a range of different workshops linked to the brain and how it works and how they use it. Our Kindergarten studentshave been using these dispositions during 'Play Based Learning' programs to explore different ideas.

In addition to our classroom learning programs, students have also had the opportunity to participate in a range ofextra–curricular programs, including the Junior and Senior Band program, Drumming group, Recorder ensemble, Juniorand Senior Dance groups, Choir and lunchtime gardening club. It has been wonderful to see the students' interests and


passions recognised, supported and celebrated throughout the year. The Big Band Bash was a tremendous success withover 26 school bands from around Sydney participating. This year half of the proceeds were donated to the AustralianChildren's Music Foundation in support of the work they do in bringing music to disadvantaged communities. Ourrecorder ensemble performed at the Festival of Instrumental Music at the Opera House and represented the school withpride. The Senior Dance group gave a spectacular performance at the Showcase event this year in front of a largeaudience. All of these programs build our students' confidence and enrich their school experience. None of theseprograms would be possible without the commitment and dedication of our teachers who give up their lunchtimes andbefore and after school preparation time to lead these opportunities.

Our community have supported us in many ways this year. The P&C have organised a number of fundraising events tohelp support the Creative Life Festival and to increase our technology allocation. As a result of their efforts we have beenable to purchase additional laptops and iPads for classrooms and to provide a range of workshops during the CreativeLife Festival. The P&C have also run the second hand uniform shop, coordinated the school banking program andorganised the Halloween Disco. These programs have helped us to offer a range of opportunities and support to ourschool community and we are very grateful for all of their efforts.

2018 will be the first year of our new school plan. We have enjoyed the opportunity to hear from so many members of ourcommunity in developing the direction of the plan and are excited to collaborate over the next three years to achieve thegoals we have set. I look forward to working with our fantastic Daceyville community to continue to support, nurture andencourage all of our students to reach their fullest potential.


School background

School vision statement

At Daceyville Public School we are committed to delivering excellence for all learners within an inclusive, culturally richand caring learning environment. We ensure every student achieves their personal best across all aspects of academic,social, emotional and creative learning. With a focus on strengths–based development and by encouraging all learners totake risks, our students will become creative and critical thinkers, self– directed learners, collaborators and developpositive relationships and connections to others.

Our students are taught by outstanding teachers with high expectations who model a commitment to life–long learning. Aculture of continuous improvement is fostered and all staff members engage and collaborate in quality professionallearning.

We build strong partnerships with our parents and community, aligning our efforts to support students in maximising theirpotential and ensuring best practice is at the core of all of our endeavours.

School context

Daceyville Public School is an inner city school situated in Sydney that has a long history of providing outstanding publiceducation since 1914. The school has an enrolment of 260 students with a significant increase in enrolments occurring inrecent years due to improved community confidence and housing development in the area. 71% of students atDaceyville are from culturally and linguistically diverse backgrounds with 37 different languages being spoken by ourstudents. 6% of students are from Aboriginal and Torres Strait Islander background.

All educational endeavours are informed by a clear vision focused on academic excellence, personalised learning andeducating the whole child. The school operates within a positive behaviour for learning framework, fostering studentwellbeing through explicit teaching of our core values – respect, safety and lifelong learning. We use positive psychologyresearch to inform practice and foster a strengths–based culture. We have a strong commitment to improving teacherquality through targeted professional learning initiatives. Innovative programs include a cross–curricular creativityprogram that engages professionals from the wider community to work with our children.

Our staff is a mix of early career and experienced teachers enabling us to put strong mentoring strategies in place,building best practice in teaching. Daceyville is the base school for a team of itinerant teachers who support hearingimpaired students. The school is part of an established community of schools. We work in collaboration with three otherschools on curriculum development, building leadership capacity and embedding the positive education approach.

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.

Through this process we identified progress in individual aspects of each element. The particular areas of growth in 2017were: Student performance measures, Reporting, Professional standards, School planning implementation and reporting,and Management Practices and processes. This progress has occurred through a focus on assessment in teacherprofessional learning and programming practices as well as the increased focus on development and review of the newschool plan in consultation with staff and community members.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.


For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Excellence in Learning

Purpose

To ensure all students at Daceyville achieve maximum personal learning growth, are self–directed and reflective learnersand are highly engaged, creative, critical thinkers who are prepared for the challenges of future learning and workenvironments.

Overall summary of progress

In 2017 we achieved a significant amount of progress in the areas below. All stage teams now utilise collaborativeprogramming effectively, programs show effective evidence of differentiation and assessment data demonstrates studentprogress. Whole school moderating of writing and mathematics has been embedded in teaching programs andassessment processes and PLAN data shows greater consistency across classes and stages. All teachers haveexplored using technology within classroom programs, with a number of classes making movies, collaborating usingGoogle Drive and exploring cloud based programs for feedback and assessment.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Students will demonstratevalue–added growth asmeasured by school–based andexternal assessment.

$4000 course fees andteacher relief

$3781 to increase theguided reading textsavailable to supporttargeted reading programs.

All students making progress in writing evident inPLAN data and assessment tracking sheets.

Students requiring Englishlanguage proficiency anddisability support and Aboriginalstudents will meet individualtargets set in personalisedlearning plans.

$1600 for course fees,teacher relief andprofessional learningmaterials

1.4FTE EAL/D teacher$142 204

$21 067 SLSO to supportEAL/D students inclassroom learning

IEP reviews and assessment data shows positivegrowth in learning.

100% students will haveindividual access to currenttechnologies and learningprograms will reflect increaseduse of technology to supportlearning.

$6294 to purchaseadditional laptops andiPads. Funds donated bythe P&C towards this cost.

Increased use of technology in classrooms.

Coding program established in one class.

Additional laptops and iPads purchased to beplaced in classrooms.

All teaching and learningprograms incorporate explicitteaching of comprehension skillsusing a range of quality texts.

$3000 to purchase qualitytexts for the library andclassrooms.

100% of teaching programs show evidence ofexplicit teaching of comprehension strategies.

Data from the Tell Them from Mesurvey will indicate improvementon the 4 key drivers of learning.

Student work samples, surveysand focus groups indicate higherlevels of engagement andcreative & critical thinking skills.

$1564 course fees andteacher relief

Student surveys show greater awareness ofcreative and critical thinking skills.

Follow up staff surveys show an increasedconfidence and understanding of creativity and






Student work samples, surveysand focus groups indicate higherlevels of engagement andcreative & critical thinking skills.

critical thinking.

Next Steps

The 2018–2020 school plan will build on the progress achieved in the previous three years and continue to focus onauthentic integration of technology, developing creative and critical thinking skills and continuing the improvement instudent achievement on internal and external measures.



Quality Teaching and Leadership

Purpose

To ensure all student learning is maximised by quality teaching and best practice pedagogies which are evidencedbased and informed by current thinking and research. This will be fostered through a culture of continuous improvement,quality professional learning and outstanding educational leadership.


In 2017 clear processes for gathering data on student progress and achievement have been established and teachersare now embedding effective strategies into classroom practices. Assessment evidence and work samples are collectedand able to be shared with 2018 teachers to ensure consistency of expectations and a smooth transition betweenclasses and years. Collaborative programming shows evidence of teachers' understanding of the Quality Teachingelements and increased awareness and use of Learning Intentions and Success Criteria as a means for improvingstudent feedback and formative assessment. Coaching programs connected closely with PDP goals and all teachersreported positively about the impact of the coaching from their supervisor and achieved PDP goals set at the beginningof the year.





All staff indicate improvedknowledge of the QualityTeaching Framework and howthe framework can be used toimprove teaching practice andlearning outcomes.

Clear expectations have been developed forclassroom practice and all teachers are workingcollaboratively with peers and supervisors to usethese practices to improve student learningoutcomes.

100% of staff develop a rigorousPerformance and DevelopmentPlan which is regularly reviewedto demonstrate improvementsupported by evidence.

$25000 QTSS funds usedto release Executive forcoaching and mentoringprograms

$3000 for course fees andteacher relief for AssistantPrincipals to attend GrowthCoaching

All staff have received support through coachingwith their direct supervisor. Staff PDPs showimprovement and adjustments throughout the year.

All staff participate in regularobservations of classroompractice and use this as apurposeful strategy for improvingpedagogy.

All teachers engaged in peer observations andreported positively on the impact this had on theirpractice.

75% of staff are trained in the useof Quality Teaching Rounds.

Teachers are using classroom observation toolsand coaching programs to provide rigorous andeffective feedback to colleagues.

Data gathered on the use offeedback (classroom observation,work samples, goal setting, useof rubrics and surveys) showsimproved practice in all classes.Baseline to be established in2015.

All classes are using Learning Intentions andSuccess Criteria effectively to provide scaffolds forstudents in using feedback. Work samples,observations, surveys and student responses showincreased understanding of how to give and receivefeedback effectively.

Student assessment data iscollected using a range offormative and summativestrategies, regularly analysed to

Assessment information collected and able to bepassed on to 2018 teachers for planning purposes.All teachers using the same processes forcollecting, recording and sharing assessment






inform learning plans and sharedwith parents.

information across the school. Students makingappropriate progress as evident in PLAN data.Refined processes for referral to Learning SupportTeam for those students

Next Steps

We will continue to build on our assessment practices and identify consistent and manageable strategies for storing worksamples to better enable the measurement of progress. Coaching programs will continue with teachers developing agreater awareness of how they can take responsibility for their own professional development with the support of theirsupervisor. We will extend the work undertaken on Learning Intentions and Success Criteria to feed into establishingeffective strategies for differentiation across the curriculum and developing processes to regularly share student workwith parents for feedback. Using the model of integrated programming started in 2017, teachers will engage inprofessional learning about Project–Based Learning with a view to implementing this approach across the school by theend of 2018.



Positive School Culture and Wellbeing

Purpose

To build upon a positive organisational school culture, underpinned by respectful relationships, strong communitypartnerships and characterised by high levels of student, staff and community wellbeing.


In 2017 we worked closely with the PB4L coach to develop consistent understanding and expectations across the schooland to gather data about current achievements. Consistent signage and communication strategies have beenestablished and survey data reflected positive levels of understanding of the PB4L approach in students and staff. Highlevels of community involvement was evident in open classrooms and student exhibitions of learning as well as schoolevents such as Harmony Day and the Big Band Bash.





Positive Behaviour for Learningdata reflects an increase inpositive behaviours and adecrease in negative behaviours.

$1228 course fees andteacher release for PositiveBehaviour for Learningprofessional learning

Assessment and data collection with the PBL coachindicates consistent expectations andunderstanding across the school.

100% of students and staff reporta clear understanding ofschool–wide behaviourexpectations.

Student surveys in TTFM indicate studentunderstanding of the expectations. Teacher surveysin TTFM indicate PBfL is improving studentbehaviour.

All staff are teaching explicitbehavioural lessons and CircleSolutions is used consistently inall classrooms.

Teaching and learning programs and classroomtimetables show PB4L lessons and Circle TimeSolutions are being used consistently across theschool.

Student and staff reflectivejournals and focus groups reflectan understanding and applicationof individual strengths.

Reflective journals were not in place.

Individual wellbeing andengagement is improved(baseline data to be establishedin 2015 through student andparent Tell them from Mesurveys).

TTFM survey data indicates positive levels ofengagement and wellbeing.

Next Steps

In 2018 we will continue to develop the Positive Behaviour for Learning expectations across the school and inclassrooms. We will engage parents and students in co–designing expectations to establish clear and consistentunderstanding between home and school. Our focus will be on developing partnerships for learning with the communityby engaging parents and community members in teaching and learning programs and opportunities. We will extendthese partnerships through our outdoor learning program and school canteen to promote healthy life choices.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $1550 Teacher Relief tosupport students to attendYarn Up

$5748 workshops forstudents.

$200 for teaching resources

Almost all Aboriginal families attended acommunity afternoon tea and offeredfeedback about the plans for supporting theirchildren at school and in preparing for events.

All Aboriginal students have a PersonalDevelopment Pathway, developed incollaboration with parents. Goals weresupported by classroom programs andindividualised support as required.

Two Stage 3 students represented the schoolat Yarn Up.

One Aboriginal student received a DeadlyKids Award.

All Aboriginal students participated in specificart development projects and workshops aspart of NAIDOC events with the support ofAboriginal experts and community members.

English language proficiency $364 for professionallearning.

Other funding explained inStrategic Direction 1.

Tracking documents and assessment datarecorded for 100% of EALD students. Allstudents making expected or greater levels ofprogress.

Low level adjustment for disability $27 982 to employ SLSO tosupport students in classand with specific programs.

0.8 FTE Learning andSupport Teacher

100% of students making greater than orexpected progress as measured onassessment tools and tracked on PLAN andschool based data collection.

Processes established for Learning andSupport referrals and review systems to trackprogress effectively.

Quality Teaching, SuccessfulStudents (QTSS)

$12 555 to releaseAssistant Principals forcoaching and mentoringand to release classroomteachers to lead specialprojects related to theschool plan.

Coaching surveys show positive responsesfrom teachers to coaching processes.Teachers have achieved goals set in PDPs.

Socio–economic background $13 441 to employ anSLSO to support studentsin classes.

Assessment data shows positive growth forstudents identified for support programs.

Support for beginning teachers $17 395 to provideBeginning Teachers withadditional release time thisweek and to releasesupervisors for coachingand mentoring support.

100% of beginning teachers have achievedPDP targets and identified areas for 2018.

Targeted student support forrefugees and new arrivals

$23 117 to employ ateacher 0.4 FTE to supportnewly arrived students.

100% of students show appropriate progressin language proficiency.



Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 121 145 148 140

Girls 109 116 131 137

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.8 93.7 95.2 94.5

1 94.1 92 93 95.2

2 93.5 93.1 94.7 93.2

3 94.9 95.4 94.3 94.2

4 94.1 94.7 94.8 93.3

5 95.4 94.8 96.8 94.8

6 94.9 94.7 93.8 95

All Years 94.4 93.8 94.5 94.3

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

In 2017 we have worked closely with students andfamilies to ensure that all students attend schoolregularly and on time. Teachers monitor studentattendance and any concerns are discussed with theLearning and Support Team. We work in collaborationwith the Home School Liaison Officer and otherDepartment of Education personnel to provideadditional support when required.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 14.55

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.8

Teacher Librarian 0.6

Teacher of ESL 1.4

School Counsellor 0

School Administration & SupportStaff

2.52

Other Positions 0

*Full Time Equivalent

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 32

Professional learning and teacher accreditation

All teachers set goals at the beginning of the yearthrough the Professional Development Plan process.These goals were then used to identify relevantprofessional learning both within school and externally.A rigorous program of school–based professionallearning was developed for the Staff Development Daysand weekly teacher professional learning meetings.Teachers were supported to achieve accreditation atproficient and those teachers who are required tomaintain accreditation were supported in this processthrough formal coaching and mentoring programs.Teachers received ongoing support through regularcoaching and mentoring programs from theirsupervisors. Pre–2004 teachers were provided withinformation and support through the process ofaccreditation for all teachers to commence in January2018.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 334,105

Revenue 3,432,553

Appropriation 3,172,436

Sale of Goods and Services 53,332

Grants and Contributions 201,912

Gain and Loss 0

Other Revenue 0

Investment Income 4,873

Expenses -3,225,832

Recurrent Expenses -3,225,832

Employee Related -2,876,759

Operating Expenses -349,073

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

206,721

Balance Carried Forward 540,826

The school finance committee met monthly to reviewthe school's expenditure and check remainingbalances. Updates were provided to the schoolexecutive in order to ensure appropriate levels ofspending were maintained.

Due to some difficulties tracking expenditure in the newSAP system, some funds remain in areas as we wereunable to track how much we had spent. These havebeen allocated to the appropriate areas forexpenditure in 2018. The balance carried forwardis $140000 above the actual carried over in January2018 as rollover occurred before expenses incurred inTerm 4 2017 had been invoiced. The area of 'Grantsand Contributions' shows a significant increase as itnow includes all contributions related to excursions andschool activities that incur a fee, these contributions arethen used to pay external providers for services.

The equity funding table below shows funds allocatedto the school. These funds were used to employ staff,teachers and School Learning Support Officers, as wellas support students to access opportunities to support

their learning and development.

Financial summary equity funding

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

2017 Actual ($)

Base Total 2,147,544

Base Per Capita 42,639

Base Location 0

Other Base 2,104,905

Equity Total 298,214

Equity Aboriginal 9,998

Equity Socio economic 15,705

Equity Language 163,270

Equity Disability 109,241

Targeted Total 53,890

Other Total 607,227

Grand Total 3,106,875

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

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

School performance

NAPLAN

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

In 2017, 34 Year 3 students and 20 Year 5 studentsparticipated in the NAPLAN Literacy tests. Over 50% ofYear 3 students were in the top two bands for Grammarand Punctuation, Reading and Spelling. Theimplementation of the 'Big Writing' approach across theschool in Semester 2 2017 should have a positiveimpact on our writing results in 2018. The Year 5results are consistent with the school average, withincreases in the top two bands in Reading, Spelling andWriting. A significant increase of students in Band 8 inwriting is evident in 2017.


Percentage in Bands:Year 3 - Grammar & Punctuation

Band 1 2 3 4 5 6

Percentage of students 0.0 8.8 23.5 5.9 17.7 44.1

School avg 2015-2017 3.3 6.0 21.8 19.8 12.7 36.5

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6


School avg 2015-2017 2.0 10.9 17.5 16.2 22.6 30.8

Percentage in Bands:Year 3 - Spelling

Band 1 2 3 4 5 6


School avg 2015-2017 4.9 12.6 21.8 8.9 20.7 31.2

Percentage in Bands:Year 3 - Writing

Band 1 2 3 4 5 6


School avg 2015-2017 0.9 5.5 19.5 25.3 31.9 16.9

Percentage in Bands:Year 5 - Grammar & Punctuation

Band 3 4 5 6 7 8


School avg 2015-2017 6.7 19.8 23.7 17.7 17.7 14.4

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2015-2017 2.8 20.8 27.4 20.0 11.2 17.9

Percentage in Bands:Year 5 - Spelling

Band 3 4 5 6 7 8


School avg 2015-2017 10.7 8.9 22.4 31.6 15.9 10.5

Percentage in Bands:Year 5 - Writing

Band 3 4 5 6 7 8


School avg 2015-2017 7.9 13.4 53.3 15.7 6.4 3.3

In 2017, 36 Year 3 students and 20 Year 5 students satthe NAPLAN Numeracy tests. The Year 3 and Year5 results show a consistent percentage of students inthe top three bands with the school average2015–2017.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6


School avg 2015-2017 2.7 20.4 20.4 23.7 13.4 19.3

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8


School avg 2015-2017 0.0 20.9 29.2 25.9 9.1 14.8

Over 50% of Year 3 students and 30% of Year 5students were in the top two bands for reading. 24% ofYear 3 students and 25% of Year 5 students were inthe top two bands for numeracy.

There were fewer than ten Aboriginal students in theNAPLAN cohort in 2017.

Parent/caregiver, student, teachersatisfaction

We had a large number of parents and carers attendour World Café community consultation event, focusgroups and 23 families participated in the Tell ThemFrom Me survey. Parent responses to the Tell Them


From Me survey were above the state norm in allareas, with particularly positive responses in the areasof Daceyville being an inclusive school, parents beinginformed and parents feeling welcome. The Year 4–6students participated in the Tell Them From Me surveyand responses were close to or above the state norm inall areas. The area of effort showed a particularlypositive response, with 92% of students respondingthat they try hard to succeed in their learning. Areas forfurther examination and development are the use oftechnology within classroom learning programs andreinforcing the expectations for behaviour across theschool through the Positive Behaviour for Learningsystem. Teachers rated the areas of leadership,collaboration, parent involvement and inclusivity highlyin their responses to the Tell Them From Me survey.The use of technology within teaching and learningprograms and to support students in tracking theirprogress to achieve goals came out as an area forfurther focus and is being address in the 2018–2020school plan.

Policy requirements

Aboriginal education

In 2017 we worked closely with our Aboriginal studentsand families and the Aboriginal Education team tomaximise opportunities for Aboriginal students to learnabout their culture and heritage and to also receiveappropriate support in learning. Aboriginal studentsspent time working with a local Aboriginal artist inpreparation for the NAIDOC celebration and engaged ina range of workshops led by a group of Aboriginalperformers and experts during NAIDOC week. AllAboriginal students had Personal Learning Pathwaysdeveloped in collaboration with parents and carers andteachers used these to set goals for their learning. Weengaged with a range of external opportunities forAboriginal students, including Yarn Up, the Deadly KidsAwards and Koori Art Expressions. These providedstudents with opportunities to meet other Aboriginalstudents, celebrate their learning and achievementsand collaborate to produce artworks that were sharedpublicly.

Multicultural and anti-racism education

Our Harmony Day celebration was a tremendoussuccess with large numbers of community membersattending to share lunch and participate in differentactivities. One class led activities as a part of their

Project–Based Learning program and developed aseries of workshops for students to participate in tolearn about different cultures and experiences.

One teacher has been trained as the Anti–RacismContact Officer and will work with the staff in 2018 toestablish systems and processes for students and staffto report any incidents of racism.


Documents

2017 Daceyville Public School Annual Report · Page 2 of 16 Daceyville Public School 7413 (2017) Printed on: 8 March, 2018. passions recognised, supported and celebrated throughout