2017 Meadowbank Public School Annual Report

Meadowbank Public SchoolAnnual Report

2017

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Printed on: 13 April, 2018Page 1 of 20 Meadowbank Public School 3863 (2017)

Introduction

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

Jenni Cope

Principal

School contact details

Meadowbank Public SchoolThistle StRyde, 2112www.meadowbank-p.schools.nsw.edu.aumeadowbank-p.School@det.nsw.edu.au9809 3648


Message from the Principal

As a growing school community we have worked together to ensure that each and every student has been able toachieve success and growth in their learning. We have continued to provide a challenging and balanced curriculum,where students have opportunities to be involved a wide range of experiences.

Our great success with Wakakirri, reaching the final and being awarded the 2017 Spirit of Wakakirri award was ahighlight and really demonstrated the ethos of our school.

Our students have worked hard, participated in many activities and had many achievements. Beyond the classroom weprovided students the opportunity to participate in an extensive range of extra–curricular activities in: public speaking,debating, chess club, chess lessons, inter school chess competitions, French, Drama, Wakakarri dance, sporting inschools program, sport – tennis, taekwondo, T–ball, netball, football, newcombe ball, softball, music lessons in piano,guitar, strings including violin/cello/viola, choir, recorder, orchestra, garden club, environmental studies, Premier’sReading Challenge, Premier’s Sport Challenge and Premier’s Spelling Challenge.

Importantly our parents support our school in many ways: in the canteen, with Primary Ethics, on excursions, inclassrooms, running the uniform shop, school banking, book club and helping in the library. The P&C work collaborativelywith staff in making this a wonderful learning community.

Our excellent, hardworking staff care for each and every student and ensure that they provide a wide range of activitiesand experiences. I thank them for their ongoing support as well as their love and care of our students. It is a pleasure towork with such a dedicated, professional team.

This year we spent a significant amount of time preparing for our next 3 year school plan. Using community, teacher andstudent feedback, we have developed a plan that ensures that Meadowbank Public School is an inclusive and supportivecommunity of 21st century learners inspired to reach their full potential.

Meadowbank Public School is a wonderful learning environment where our students are able to thrive and succeed. I amimmensely proud of the achievements that we have made together this year. Well done and thank you everyone.

Jenni Cope


School background

School vision statement

Meadowbank PS is a place of excellence where the school community works together to ensure students can achievefull potential in their academic, creative, personal, physical and moral development.

School context

Meadowbank Public School is situated in the fast developing Ryde area, the traditional land of the Wallumattagal people.Students come from diverse cultural and religious backgrounds with 59% of students from language backgrounds otherthan English (LBOTE), predominantly Chinese and Korean.

Dedicated staff focus on providing quality educational programs. The school community values excellence in learning ina supportive environment. This is promoted across all areas of the curriculum and an emphasis is placed on providing abroad range of differentiated learning opportunities to meet the needs of all students. Improvement in teaching andlearning in Literacy and Numeracy and a commitment to developing 21st century learning skills in critical thinking,problem solving, communication, collaboration and technology are a focus. Students are supported by comprehensiveGifted and Talented, Learning Support, Reading Recovery and English as an Additional Language/Dialect programs.Strong emphasis is placed on the use of technology to enhance learning with interactive whiteboards, wireless internet,iPads and laptops used in all classrooms. The school values and provides extensive extra–curricular activities including:orchestra, choir, recorder, MEE Club, cohesive sport programs, PSSA, Environmental Education, French,chess, drama, public speaking and debating. Student Wellbeing is a priority and PBEL is implemented.

The school is supported by a strong P & C and school community who are actively involved in initiatives to improve theschool and promote a sense of community.

Our partnership with the Marsden Learning Alliance provides support and professional learning opportunities amongstour local schools.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

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

Learning

At Meadowbank there is a strong focus on wellbeing. Our Positive Behaviour for the Engagement of Learning (PBEL),peer support and buddy programs demonstrate the school consistently implements a whole school approach towellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning program.

There is a school–wide commitment to strengthen and deliver on school learning priorities in order to ensure studentlearning and success. The area of student engagement is one where we are continually striving to enhance and improve.

Differentiating the curriculum remained a focus with teachers ensuring that teaching practices effectively develop theknowledge, understanding and skills of all students, using evidence–based teaching practices and innovative deliverymechanisms such as Project Based Learning.

We have developed explicit processes to collect, analyse and report on student performance and use this to informfuture teaching focuses and practices. Assessment data is used to monitor achievements and gaps in student learningand inform planning for improvement of student outcomes.

Teachers work in collaboration with the Learning Support Team to ensure that well–developed current policies identify,address and monitor student learning needs.


Teaching

Meadowbank staff are highly motivated and promote a culture of collaboration, innovation and evidence based decisionmaking. They regularly review their practice to sustain quality teaching practice.

This year teachers have provided and received planned constructive feedback from peers and school leaders during ournewly introduced Quality Teaching Successful Students (QTSS) program where collaborative practices in mentoring,peer observations and feedback allowed teachers to learn from one another and improve teaching practice. Processeshave been put in place to provide formal mentoring to improve teaching and leadership practice.

Amongst staff there is a focus on improving teaching methods particularly in Literacy and Numeracy, with professionallearning activities focussed on building teacher expertise. Teachers at Meadowbank are actively engaged in planningtheir own professional learning and undertaking professional learning that will align with the school plan. This year focusareas have been training in Targeting Early Numeracy (TEN) and the professional development and mentoring of bothpermanent and temporary beginning teachers.

Meadowbank teachers are committed to working beyond their classrooms to contribute to broader school programs suchas sports, music, dance, chess and student leadership.

Leadership

At Meadowbank we have strong bonds with the parents and wider community with practices and processes which areresponsive to school community feedback and promote ongoing improvement.

Staff are committed to developing and achieving the strategic directions reflected in the school plan. Clear process,timelines and milestones direct activity towards the effective implementation of the plan.

All teachers take great pride in participating in collaborative feedback and reflection to promote learning and innovation.Teachers are continually looking to make improvements that directly influence improved student learning outcomes. Teachers have been actively investigating and trialling the innovative use of teaching spaces so that physical spaces areused flexibly. Our school resources are used strategically to achieve improved student outcomes.

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

Quality student learning

Purpose

To provide a quality learning environment in which students develop their abilities to be problem–solvers, to thinkcritically, creatively, ethically and be socially, environmentally and culturally aware.

To develop and implement differentiated, challenging, innovative and inclusive curriculum that enables students to beengaged, resilient and effective 21st century global citizens.

Overall summary of progress

In 2017 teachers implemented the revised assessment and reporting procedures. They worked collaboratively to developprocedures which would ensure increased consistency of teacher judgement. The whole school assessment timetableguided teachers in planning for assessment. PLAN and other school–based data are used to assess and track studentprogress and inform future teaching directions.

Our Learning and Support Team including LaST, Reading Recovery, English as an Additional Language or Dialect(EALD), New Arrivals Program (NAP) and Gifted and Talented (GAT) teachers provided significant support for studentsto allow them to reach their full potential. Gifted and Talented (GAT) students were supported both in class and in GATclasses funded by the school and RAM funding.

Stage 3 continued with Project Based Learning (PBL) and this program was extended into Stage 2. Whilst there wasinitial reluctance from parents and students the results achieved demonstrated that students were motivated, engagedand challenged.

A speech therapist was employed to support students in K–2. Students in kindergarten were assessed by the speechtherapist and received in class instruction to support their achievement of early learning goals. Students in Stage 1received small group instruction to improve receptive and expressive language.

The MacLit program was introduced and one teacher trained in MiniLit in readiness for implementation in 2018.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Sustained student growth acrossK–6 in literacy and numeracy inschool based and externalassessments.

At least 25% of current Year 2(2015) cohort to be in the topband in NAPLAN in 2016 and2018.

At least 30% of current Year 1(2015) cohort to be in the topband in NAPLAN in 2017 and2019.

Yr 5 students to show sustainedgrowth in spelling as measured inNAPLAN in 2016, 2017, 2018.

Yr 5 students to show sustainedgrowth in numeracy as measuredin NAPLAN in 2016, 2017, 2018.

Literacy and Numeracyfunds from RAM: $12,600

Gifted and Talented teacherschool funded one day aweek.

Teacher’s Aide: $12,800

Speech therapist employed to support students inthe achievement of early learning goals.

Gifted and talented teacher employed to provide extension of learning goals for students.

In NAPLAN:

50% of students in the top band and 59% Year 3students in top 2 bands in Reading.

74% Year 3 students in top 2 bands in Writing.

69% Year 3 students in top 2 bands in Spelling.

74% Year 3 students in top 2 bands in Grammarand Punctuation.

58% Year 3 students in top 2 bands in Numeracy.

72% Year 5 students in top 2 bands in Spelling.

42% Year 5 students in top 2 bands in Numeracy.






Year 5/6 trial project basedlearning will produce anartefact/app.

The Tell Them From Me surveysdemonstrate a high proportion ofstudents engaged, challengedand motivated in their learning.

$2000 This program was successfully extended andimplemented in both Stage 3 and Stage 2.Students and teachers held sessions to display and advertise their work to parents.

Feedback received from students found that they were highly engaged and challenged by theselearning projects.

An information session was held for parents toextend their understanding of the program.

PBEL procedures regularlyreviewed and discussed toensure the emotional, social,physical and spiritual wellbeing ofstudents as evidenced in the TellThem From Me Survey.

$400 Improved systems for recording yellow and orangecards meant that teachers were better informed andcan follow up with students regarding behaviour.This ensured that the well being of students wassupported by strong, structured school systems.

Next Steps

• To extend the implementation of MacLit for Stages 2–3 and introduce MiniLit for Stage 1 and Early Stage 1. • Introduction of Occupational Therapist. • Introduction of Mindfulness lessons for students to increase feelings of self–worth, resilience and engagement. • Introduction of coding sessions K–6. • Introduction of Sentral to improve access to student data. • Continue to review Positive Behaviour for Learning (PBEL) procedures and a member from the PBEL team to

undertake refresher training and provide this professional learning to all staff.



Quality teaching and leadership

Purpose

Leaders and teachers will have high expectations of themselves and their students in order to foster sustained schoolimprovement and equip students for the demands and opportunities of the 21st century.

To provide quality teaching and learning by offering a differentiated and rigorous curriculum through the effective use ofcurriculum resources including emerging technologies.

To provide quality professional learning to support highly motivated staff in a culture of collaboration, innovation andevidence based decision making.


All staff completed professional learning aligned with individual Performance and Development Plans and schoolstrategic directions.This helped to further support their capacity to deliver high quality teaching practice. Programfeedback and lesson observation feedback also supported teachers to revise teaching and learning programs andevaluate their teaching practice.

The Quality Teaching, Successful Students (QTSS) initiative was extended to further develop quality teaching andleaning outcomes. This provided:

• Sharing of collaborative practices where teachers jointly observed the lessons of experienced teachers. • Mentoring and coaching practices to provide constructive advice and feedback to individual teachers on lesson

delivery, programming, assessment and classroom management.





Evidence based differentiatedquality teaching and learningpractices evident in allclassrooms K– 6 as observedthrough peer observations.

Professional Learningfunds: • TEN – $4000 • A Learning Place: $3000

All teachers undertook professional learning indifferentiation. Teaching and learning programsincorporate a broad range of differentiated learningexperiences which meet the individual learningneeds and interests of students.

All teachers trained in TEN.

95% of classroom teachersleading initiatives within theschool. Leaders foster dynamiclearning by engaging all staff inprofessional learning anddialogue that is relevant, futurefocused and shaped by research.

100% of teachers led initiatives within the schoolwhich included leadership of extra–curricularactivities, reviews and development of schoolprocedures.

100% teachers collaborating onteaching practice and aligningprofessional goals within thecontext of the School Plan andDepartmental priorities. 100% ofstaff participate in TPL/mentoringprograms and school–basedobservations which have beenembedded in staff professionallearning plans and theteaching–learning cycle.

Quality Teaching,Successful Students(QTSS) allocation: 0.522= 2½ days a week

Goal setting, reflection, mentoring practicesembedded in school practices for all staff. 100%teachers collaborating on teaching practice andaligning professional goals within the context of theSchool Plan and departmental priorities. 100% ofstaff participate in professional learning/mentoringprograms and school–based observations whichhave been embedded in staff professional learningplans and the teaching–learning cycle.


Next Steps

Provide professional learning in: • Giving quality feedback to students which promotes effective learning. • Learning intentions and success criteria. • New teachers trained in Targeted Early Numeracy (TEN). • Student Wellbeing. • History and Geography.

Sentral introduced to improve the record keeping of data. All teachers trained in the efficient use of Sentral .



Inclusive and collaborative learning community

Purpose

To develop a culture where the school community works cooperatively and innovatively to create a caring place wherechildren and adults feel they make a contribution and are valued as individuals.

To promote positive community engagement and involvement in a growing school population.


In order to ensure that we are maintaining and promoting clear lines of communication we added an extra parent teacherinterview evening in Term 3 to report to parents on their child's progress.

To promote positive community engagement we held consultation and information sessions for parents. This was donethrough P and C meetings, Principal Chat Times and other information sessions/evenings. This year we introduced theKindergarten Connections program. This program was well attended by kindergarten parents and was a huge success.

The orchestra once again went on their music tour with Belrose Public School.

Strong links were maintained with the Marsden Learning Alliance. This led to extensive collaboration in professionallearning and sharing of expertise.





Further develop school/familypartnerships throughcollaboration, communication andparticipation and the introductionof Skoolbag, online SchoolInterviews and Payment Portal.

Skoolbag app and SchoolInterviews: $700

Cyber Safety Session: $550

Introduced extra parent/teacher interviews in Term3 to enhance communication avenues and furtherinform parents of student progress.

Parent sessions held on: • Technology at Meadowbank • Maths Night • Cyber safety session. Principal Chat times held on: • Project Based Learning • Homework • How students use technology. The Kindergarten Engagement Program/Kindergarten Connections Program.

The P&C organised the Colour Run. This was a funway to acknowledge and increase participation ofdifferent cultures within our school..

Increase of parent completion of Tell Them from MeSurvey from 46 responses in 2015 and 2016 to 61responses in 2017.

Increased collaboration withMarsden Learning Alliance, localschools and communityprograms.

Enhanced relationships with local primary and highschools with activities such as: Most Likely toSucceed parent session and OC/ Selective HighSchool information sessions.

Principals and teachers of the Marsden LearningAlliance met to collaboratively develop transitionplans, sharing of expertise and professionallearning opportunities.

Introduction of Kindergarten Engagement Program/






Increased collaboration withMarsden Learning Alliance, localschools and communityprograms.

Kindergarten Connections Program.

Needs of the growing schoolcatered for.

Buildings and facilities aremaintained to meet the currentand future needs, systematic planfor sustainability of ICT.

Meetings held with local member in regards togrowth of school community.

Meetings held with Department of Education AssetsManagement to develop plan for extra schoolbuildings.

Technology plan developed to ensure ICTsustainability.

Next Steps

• Continue to develop our communication systems such as Skoolbag App and School Interviews with parents andpromote the use of these to new families.

• Introduction of SeeSaw and ClassDojo to promote communication between teachers and parents. • Update school website. • Continuation of Kindergarten Engagement Program/ Kindergarten Connections Program. • Introduce Teens Program – a 5 week program that provides strategies that assist parents in establishing a

stronger relationship with their teenage children.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $839 Funding was used to purchase classroomresources which supported student learningand ensured the achievement of learninggoals.

English language proficiency $60,944 = 3 day a weekEnglish as a secondlanguage or dialect teacher

$24,042= flexible funding

This was used to support the Englishlanguage learning of English as a SecondLanguage or Dialect (EAL/D) students in ourschool.

Flexible funding has been used to employextra EAL/D teaching and SLSO staff and toprovide EAL/D professional learning forteachers.

Low level adjustment for disability $50,787 = 3 day a weekLearning Support Teacher

$15,285= Student LearningSupport Officer (SLSO)

The LaST team supports class teachers tomeet the individual learning needs ofstudents. They work directly with students inclass, through withdrawal programs andindividual instruction.

The learning and support team developedindividual learning plans for students whorequired specific learning adjustments.

One Learning Support Teacher implementedMacLit. Resources were purchased to supportthe implementation of this program forstudents in Years 2–6. PLAN data andMultiLit data demonstrate that expectedgrowth was achieved. Another teacher trainedin MiniLit (ready for 2018).

Some funds were used for additional supportthrough the employment of Student LearningSupport Officer (SLSO) who supportedstudents in class and individual sessions forreading acquisition.

Quality Teaching, SuccessfulStudents (QTSS)

0.522= 2 ½ days a week Quality Teaching, Successful Students(QTSS) funds allow teachers to observepeers in quality teaching situations. Thesecollaborative practices in mentoring, peerobservations and feedback have been verysuccessful in promoting quality teachingpractices.

Socio–economic background $6084 Funding was used to support targetedstudents to access curriculum learningexperiences. Some funds were used foradditional support through the employment ofStudent Learning Support Officer (SLSO).

Support for beginning teachers $66,115 Five beginning teachers in their first year ofpermanent and temporary teaching receivedadditional support. One beginning teacher inher second year of employment also receivedone hour of additional support. This includedmentoring and coaching sessions with teamleaders and professional development linkedto identified professional goals. As a result theteachers’ Performance Development Plangoals were achieved.

Targeted student support forrefugees and new arrivals

At the beginning of theyear: 1 day a week new

During the year we had an increase inenrolments of students newly arrived to


Targeted student support forrefugees and new arrivals

arrivals teacher, thisincreased during the year toa 5 day a week position.

Australia who required support in learningEnglish. We moved from a one day a weeksupport position to a full time new arrivalsteacher who worked with students mainly inwithdrawal situations supporting theacquisition of English language.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 111 115 137 174

Girls 106 113 125 150

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.3 96.1 94.5 96.3

1 96.6 95.1 95.7 93.9

2 95.8 95.4 94.9 95.4

3 95.6 96.5 95.9 94.1

4 96 96 93.8 96

5 96.6 94.2 95.6 95.5

6 97.8 95.5 93.8 95

All Years 96.5 95.5 95 95.2

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

Meadowbank is proactive in managing andencouraging regular attendance as this directly impactson student growth and performance. All staff monitorlate arrivals and non attendance. Parents areencouraged to advise the school of absences via theSkoolbag app, email or calling on the day of theabsence.

The Learning Support team regularly reviewsattendance and where needed works with families todevelop and maintain regular patterns of attendance.

If a pattern of non–attendance develops: parents arecontacted.

Attendance is recorded on student reports that are sentto parents at the end of each semester. Referrals canbe made to the Home School Liaison Officer whenneeded.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 11.25

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 0.5

Teacher Librarian 0.8

Teacher of ESL 0.6

School Counsellor 0

School Administration & SupportStaff

2.82

Other Positions 0

*Full Time Equivalent

4.7% of the workforce identify as being of Aboriginal orTorres Islander descent.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

Professional learning is aligned to the school plan. Themajor aim is to have a positive impact on studentlearning outcomes. All staff acknowledge theimportance of professional learning and the impact itcan have on them as a quality educator. Theytherefore undertake many hours within their own timeparticipating in a variety of professional learningactivities designed to build their teaching capacity.Professional discussion and the sharing of expertise is


a strong feature at Meadowbank.

One teacher is in the process of gaining accreditation atproficient level. Two teachers achieved accreditation atproficient level. Five beginning teachers receivedmentoring and extra release to assist with general classorganisation and extra professional learning.

A professional learning focus in 2017 was the use ofQuality Teaching, Successful Students (QTSS) funds toallow teachers to observe peers in quality teachingsituations. These collaborative practices in mentoring,peer observations and feedback have been verysuccessful in promoting teacher professional learning.

Staff participated in professional networks,webinars,adobe sessions, grade and professionallearning staff meetings. Topics covered includedmandatory sessions on child protection, CPR,emergency care, anaphylaxis training and code ofconduct.

The TEN facilitator continued to lead new staff inprofessional learning and in class support sessions.The Learning Support coordinator undertook training inMiniLit. The Librarian undertook professional learning inthe new library system – Oliver.

All staff attended and participated in professional • Student wellbeing • Writing • Teaching PE/Sport • School planning how it impacts on quality

teaching and learning. • Future Learning with a visit to the Futures

Learning Unit at Australian Technology Park • The Wellbeing Framework for Schools • Differentiation • Planning sessions to map future directions in 21st

Century learning environments$16,800 was spent on professional learning.

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 368,813

Revenue 2,941,883

Appropriation 2,508,026

Sale of Goods and Services 74,914

Grants and Contributions 352,696

Gain and Loss 0

Other Revenue 0

Investment Income 6,247

Expenses -2,726,583

Recurrent Expenses -2,726,583

Employee Related -2,375,531

Operating Expenses -351,051

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

215,300

Balance Carried Forward 584,113

Staff work collaboratively to plan for and develop thebudget, they are allocated an area to oversee to ensurethat purchases are made in line with the school plan.This year the Department of Education undertook anaudit of the school’s finances. Professional learningwas undertaken by executive and administration staffon the HR budget tool and the Electronic FinancialPlanning Tool.

The intended use of funds available is: • to manage the growth of school including

resourcing new classrooms. • maintaining and upgrading technology keeping in

line with the growth of the school. • continue the employment of a speech therapist. • introduce the employment of an occupational

therapist.


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 2,190,234

Base Per Capita 40,040

Base Location 0

Other Base 2,150,194

Equity Total 157,981

Equity Aboriginal 839

Equity Socio economic 6,084

Equity Language 84,986

Equity Disability 66,072

Targeted Total 5,213

Other Total 53,967

Grand Total 2,407,395

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.

Year 3:

In Reading 50% Year 3 students achieved in the topband compared to 29% across the state and 59%students achieved in the top 2 bands compared to 51%across the state.

In Writing 24% Year 3 students achieved in the topband compared to 15% across the state and 74%achieved in the top two bands compared to 53% acrossthe state.

For spelling 52% Year 3 students achieved in the topband and 69% in top 2 bands compared to 53% acrossthe state.

In Grammar and Punctuation 55% Year 3 studentsachieved in the top band and 74% achieved in the top 2bands compared to 62% across the state.

Year 5:

In Reading 31% Year 5 students achieved in the topband compared to 19% across the state and 58%students achieved in the top 2 bands compared to 40%across the state.

In Writing 12% Year 5 students achieved in the topband compared to 5% across the state.

For spelling 40% Year 5 students achieved in the topband and 72% in top 2 bands compared to 38% acrossthe state.

In Grammar and Punctuation 28% Year 5 studentsachieved in the top band and 48% achieved in the top 2bands.



In Data, Measurement, Space and Geometry 44% Year3 students achieved in the top band compared to 24%across the state and 49% in top 2 bands compared to37% across the state.

In Data, Measurement, Space and Geometry 15%Year 5 students achieved in the top band compared to12% across the state and 39% in top 2 bands


compared to 31% across the state.

In Number, Patterns and Algebra 44% Year 3 studentsachieved in the top band compared to 21% across thestate and 61% in top 2 bands compared to 44% acrossthe state.

In Number, Patterns and Algebra 23% Year 5 studentsachieved in the top band compared to 14% across thestate and 46% in top 2 bands compared to 31% acrossthe state.

In Numeracy 47% Year 3 students achieved in the topband compared to 23% across the state and 58% in top2 bands compared to 43% across the state.

In Numeracy 19% Year 5 students achieved in the topband compared to 13% across the state and 42% in top2 bands compared to 33% across the state.

Parent/caregiver, student, teachersatisfaction

Parents/caregivers, students and teachers were invitedto provide feedback via the online 'Tell Them from Me'survey.

Sixty one parents completed the survey in comparisonwith forty six in 2016. Some findings from the parentsurvey are:

Parents are informed • 80% feel: I am well informed about school

activities • 80% feel: Written information from the school is in

clear, plain language. • 80% feel: The school's administrative staff are

helpful when I have a question or problem.Areas for development • 62% feel: Parent activities are scheduled at times

when I can attend. • 68% feel: Reports on my child's progress are

written in terms I understand.Parent Support for Learning • 48% discuss with their children how well their

child is doing in his/ her class. • 48% discuss with their children about how

important learning is.

Interestingly in the area of high expectations there is adiscrepancy between how parents and teachers think. • Teachers: I set high expectations for student

learning: 90% • Parents: Teachers have high expectations for my

child to succeed: 55%

Students from Year 4, 5 and 6 completed the online'Tell Them from Me' survey in Term 2 and again in

Term 4. Some of the responses are shown below. Keyfindings indicate: • 96% of the girls and 89% of the boys said they

participate in sport. • 78% of the girls and 55% of the boys said: They

take part in extracurricular school activities orschool committees such as art, drama, or musicgroups.

• 98% of the girls and 92% of the boys said thatthey do not get in trouble at school for disruptiveor inappropriate behaviour.

• 91% of the girls and 81% of the boys said thatthey try hard to succeed in their learning.

• 76% of students use a computer/tablet to helpwith schoolwork at home.

Areas for development • 72% of students felt that they were provided

with immediate feedback that helps them learn.Teachers were asked their opinions about a wide rangeof operations during meetings for forward planning forour 2018 – 2020 School Plan. They were asked aboutwhat is important, what needs improving and how canwe improve. The focuses discussed have been addedto the new 2018 – 2020 School Plan. Some of the maintopics covered included: • Student engagement and growth mindset • The importance of providing quality feedback to

students • How to manage the school with the continually

growing and changing school population.


Policy requirements

Aboriginal education

Meadowbank Public School promotes respect of theunique and ancient culture of the Aboriginalpeople. We promote the inclusion of Aboriginalperspectives in teaching programs to ensure studenteducation opportunities are well rounded. The SRCheld a book swap to raise money for remotecommunities. Their donations helped provide booksand literacy programs to remote communities wherethey are needed most. We: • Acknowledge the traditional custodians of the

land in all assemblies. • Integrate Aboriginal perspectives across Key

Learning Areas so students can develop deepknowledge and understanding about Australia'sfirst peoples.

Multicultural and anti-racism education

We have a diverse student population with over 30different language backgrounds. Each year studentsparticipate in Harmony Day to celebrate our culturaldiversity. This is a day where activities and celebrationshelp students to understand how Australians of differentbackgrounds live together in harmony.

The P&C organised a Colour Run. This was a fun wayto acknowledge and increase participation of differentcultures within our school..

All students participated in Taiko drumming toexperience music from different cultures.

Students participate in the Multicultural Public SpeakingCompetition.

Our English as an additional language or dialect(EALD) teachers worked collaboratively with classroomteachers, team teaching and with small groups tosupport students mastering English.


Documents

2017 Meadowbank Public School Annual Report