2017 Merrylands Public School Annual Report...Robust Literacy, Numeracy and NAPLAN data was used to inform teaching and learning programs. Teaching programs were developed during collaborative

Merrylands Public SchoolAnnual Report

2017

2531

Printed on: 3 May, 2018Page 1 of 15 Merrylands Public School 2531 (2017)

Introduction

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

W Simpson

Principal

School contact details

Merrylands Public SchoolFowler RdMerrylands, 2160www.merryland-p.schools.nsw.edu.aumerryland-p.School@det.nsw.edu.au9632 9709


School background

School vision statement

Empowering every student to be an effective 21st century learner through rich, varied and meaningful experiences.

School context

Merrylands Public School is located in South–Western Sydney. It provides an excellent education catering for allstudents. Merrylands Public School welcomes all students and their families. Merrylands Public School promotesstudents, staff and parents working together to ensure the best possible outcomes for our students. We work together toensure that our students are safe, respectful and responsible. Merrylands Public School offers many opportunities forstudents to participate in sporting and creative arts activities. The school participates in the local Primary School SportsAssociation competition in Summer and Winter as well as many local and state knockout competitions.

The staff is committed, enthusiastic and supportive of each other and the school’s purpose.

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 Merrylands Public School there is a demonstrated commitment to positive respectful school relationships that promotestudent well–being. There is a commitment to school priorities and all staff members understand that studentengagement and learning are related. Behaviour expectations are explicitly taught for all school settings through thePositive Behaviour for Learning initiative. There is clear evidence of staff/student positive respectful relationships. Thereare numerous programs eg Early Action for Success that address student learning needs. The highly effective LearningSupport Team supports individual learning needs of students both socially, emotionally and academically. The schoolhas active partnerships to ensure learning continuity. Evidence based teaching practice is utilised across K–6. Theschool has explicit processes to collect, analyse and report school performance. Teachers use data to inform planningand to ensure student outcomes are maximised. Lessons are engaging and evidence based. There is a school wideculture of high expectations. Resources are allocated to ensure students have varied and rich learning opportunities.

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

Strategic direction 1: TEACHING Collaborative Professional Learning Culture

Purpose

To provide high quality professional learning that caters for the emerging and differing needs of all staff as lifelonglearners and leaders.

Overall summary of progress

Differentiated Professional Learning is determined directly by student and staff needs.

All staff are provided with planned, systematic and explicit professional learning including strategies for the provision ofeffective feedback to improve student learning.

Community partnerships (Parent/Carer, UWS and Merrylands HS) continue to be developed.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of staff participate indifferentiated PL based on theirPDP

Money was allocated toProfessional Learningacross all areas. Anadditional $57102 wasallocated for the EAfSinitiative. This included theProfessional Learning forL3.

There is a whole school approach to ProfessionalLearning. Staff participate in differentiatedProfessional Learning.

100% of staff shareexpertise/knowledgeafterattending PL

Staff have shared their expertise/knowledge instage/team/curriculum/PBL and LST meetingswhere relevant.

Strengthen communitypartnerships with neighbouringschools and WSU

Support unit staff have collaborated with staff fromneighbouring SSPS and support units.

IL's have strengthened partnerships with EAfSschools in the area through network meetings.

Relationships with MHS have continued tostrengthen through transition programs and creativearts.

Next Steps

Next steps include;

Continuing Instructional Leader support for new and existing K–3 staff. Trialling of Y4–6 curriculum leader;

Continuing L3 training;

Continuing to focus on differentiated teaching,

Introducing Literacy and Numeracy progressions (replacing the existing continuums),

Providing staff with the opportunity to share PL experiences,

100% of teaching staff tracking their professional learning



Strategic direction 2: Learning: Innovative and engaged learners supported by data driven high quality teaching andplanning

Purpose

To support the pursuit of excellence through data driven quality teaching and a differentiated curriculum.


High level of student attendance has continued.

Robust Literacy, Numeracy and NAPLAN data was used to inform teaching and learning programs.

Teaching programs were developed during collaborative meetings to maximise student learning.

Teaching pedagogy was refined due to L3 and a trial of Project Based Learning initiatives.





Reading

Kindergarten 80% of students ator above level 9 at Cluster 4

Year 1 80% of students at orabove level 18 at Cluster 6

Year 2 80% of students at orabove level 22 at Cluster 8

80% student in Year 3 achieveCluster 9 on the Literacycontinuum




Year 5 80% of students achieveexpected growth in NAPLAN

Writing

80% of students K–3 are atthe expected cluster in Writing attheconclusion Term 4


Reading data (K–2) was collected twice per termand shared with staff. This data was analysed andused to plan future teaching.

In Kindergarten 57% achieved at or aboveexpectations in reading, 52% in Year 1, 63% inYear 2, 40% in Year 3, 43% in Year 4 and 15% inYear 5.

Writing clusters (K–4) were updated twice per termand shared with staff. This data was analysed andused to plan future teaching.

In Kindergarten 61% achieved at or aboveexpectations in writing, 25% in Year 1, 35% in Year2, 24% in Year 3, 18% in Year 4 and 13% in Year 5.

Numeracy data was updated twice per term andshared with staff as required. This data wasanalysed and used to plan future teaching.

PLAN data was entered for all students in all areasK–6 once a term.









Year 5 80% of students achieveexpected growth in NAPLAN

General ImprovementMeasures

Student attendance will exceed94%

Reading data (K–2) was collected twice per termand shared with staff. This data was analysed andused to plan future teaching.

In Kindergarten 57% achieved at or aboveexpectations in reading, 52% in Year 1, 63% inYear 2, 40% in Year 3, 43% in Year 4 and 15% inYear 5.

Writing clusters (K–4) were updated twice per termand shared with staff. This data was analysed andused to plan future teaching.

In Kindergarten 61% achieved at or aboveexpectations in writing, 25% in Year 1, 35% in Year2, 24% in Year 3, 18% in Year 4 and 13% in Year 5.

Numeracy data was updated twice per term andshared with staff as required. This data wasanalysed and used to plan future teaching.

PLAN data was entered for all students in all areasK–6 once a term.

Next Steps

Next steps include;

Staff using literacy and numeracy data to effectively collaborate and plan high quality teaching and learning programsthat integrate open ended inquiry based learning,

Developing school community knowledge of data driven learning through their participation in student led workshops,teacher interviews and whole school events,

Students engaging in collaborative, critical and creative learning experiences and demonstrating reflective practices,

Ensure consistency of teacher judgement across Literacy and Numeracy so that transition points are strengthened,

Continuing the growth of evidence based teaching practice across all stages,

Continuing to develop community partnerships in order to support parent/carer understanding of what their children arelearning.



Strategic direction 3: Leading: Developing a culture of high expectations with students, staff and the community so thatstudents are engaged in high quality learning

Purpose

To engage the wider community in a range of school activities to foster parent/school relationships that improve studentoutcomes leading to whole school improvement.


Aspiring leaders were identified. One was appointed as an Assistant Principal in 2017 and two relieved as AssistantPrincipals for the year.

Bi–lingual SLSO and EAL/D Assistant Principal conducted weekly meetings and assisted parent with enrolments andquestions as required. This resulted in increased parent/carer participation, understanding and community engagementin class and whole school events.





100% of aspiring leadersidentified and mentored

Increase parent/carerinvolvement in school programsand activities as monitoredthrough attendance at coursesand coffee and a chat EAL/D ledsessions

80%of students achieving atexpected clusters onLiteracy/Numeracy continuums

100% of students identified inNCCD as requiring a substantiallevel ofadjustment will have anILP and adjustment trackingsheet

100% of students with ILPsmakingprogress towards orachieving ILP goals

The leadership team actively supported change inteaching practice that has lead to improvement inpractice.

The school analyses and responds to communitysuggestions and has developed partnerships withthe community.

Staff differentiates the curriculum. ILP aredeveloped for students as required.

Next Steps

Next steps include;

Introducing Learning Progressions

Ensuring ILP's are updated.

Introducing student mentors including school leaders and SRC members to support students on the playground.

Implementing Wellbeing framework in all settings.

Continued implementation of PBL in all classes and settings to support and enhance learning.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading RAM allocation was $5442 PLP developed for each Aboriginal student inconsultation with parent/carer.

Cultural awareness incursion organised

English language proficiency RAM allocation wasS272269

Employed Bilingual SLSO – Dari

Mentored staff through quality conversation toensure effective teaching of EAL/D students

Low level adjustment for disability RAM allocation was$242957

Provide SLSO support all stages.

Provide transition to school SLSOs.

Provide additional regular L & S,Interventionist and IL staff

Provide Additional CRT staffing forprogramming

Quality Teaching, SuccessfulStudents (QTSS)

The allocation was $34637.This equates .342 FTE ofstaff

Executive Mentor program conducted.

Socio–economic background RAM allocation was$544323

Additional Learning and Support Teachersand SLSOs Executive Mentor Program TechSupport

Support for beginning teachers The allocation was $80700 Provide additional RFF for reportsaccreditation, professional learning andpreparation

Provide Mentor Support 2 days per week

Targeted student support forrefugees and new arrivals

RAM allocation was $15767 Employed Bilingual SLSOs – Dari

Weekly morning and afternoon parent groups


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 186 219 216 248

Girls 179 198 226 253

Enrolments continue to increase. Currently there are530 students enrolled.

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.3 92.4 92.6 91.8

1 93.9 92.5 92.6 90.9

2 94 90.5 95 94.4

3 94.5 91.7 94.9 94.3

4 96.3 94.9 93.5 92.7

5 95.5 96 95.2 93

6 97.2 92.3 96.4 93.5

All Years 95.2 92.7 94.2 92.9

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

School attendance is above state average and is afocus area. The support of the HSLO has assisted inthe above average attendance rates.

Regular rolls checks are conducted.

Parents are contacted when necessary.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 19.59

Teacher of Reading Recovery 0.63

Learning & Support Teacher(s) 1.7

Teacher Librarian 1

Teacher of ESL 2.4

School Counsellor 1

School Administration & SupportStaff

7.26

Other Positions 0

*Full Time Equivalent

There are no Aboriginal members of the workforce.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 79

Postgraduate degree 21

Professional learning and teacher accreditation

Professional Learning was a major area in 2017.School expenditure on teacher professional learningtotalled $34001. An additional $57102 was spent onProfessional Learning through the Early Action forSuccess Program. A number of staff including SASSstaff attended external professional learning coursesThere were a number of teachers maintainingaccreditation at Proficient status. All staff participated inschool development days.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

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


December 2017.

2017 Actual ($)

Opening Balance 505,986

Revenue 5,698,884

Appropriation 5,558,673

Sale of Goods and Services 3,108

Grants and Contributions 134,292

Gain and Loss 0

Other Revenue 0

Investment Income 2,810

Expenses -5,554,943

Recurrent Expenses -5,554,943

Employee Related -4,964,726

Operating Expenses -590,217

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

143,941

Balance Carried Forward 649,927

A budget committee was formed to monitor the schoolbudget. Regular meetings were held between theBusiness Manager and Principal.

There were no unusual spending patterns or substantialunderspending/overspending.

The available remaining funds have been assigned foruse in 2018. The majority will be used for additionalstaffing.

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 2,976,536

Base Per Capita 72,281

Base Location 0

Other Base 2,904,255

Equity Total 1,064,991

Equity Aboriginal 5,442

Equity Socio economic 544,323

Equity Language 272,269

Equity Disability 242,957

Targeted Total 690,111

Other Total 493,279

Grand Total 5,224,917

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.

The 2017 NAPLAN Literacy results show thatMerrylands Public School is closing the gap comparedto the state in writing across Years 3 and 5. In Year 3we had an increase in students performing in bands 4and 5 in writing with no students in band 1. Year 5 alsohad an increase in bands 6, 7and 8 compared to resultsin 2016. Our overall reading results for Year 5 show anincrease compared to state from 2016. Our Year 3 datashows us out performing in Year 3 reading in themiddle two bands with a need to continue growth intobands 5 and 6. Year 3 Spelling, Grammar andPunctuation results show an increase in studentsperforming in bands 4 and 5 and meeting Stateaverage in these bands. Year 5 Spelling, Grammar andPunctuation trend data shows growth with an increasein students achieving in the top 3 bands.


Band 1 2 3 4 5 6

Percentage of students 15.1 13.2 18.9 18.9 24.5 9.4

School avg 2015-2017 6.3 14.4 32.7 16.7 18.3 11.6

Band 1 2 3 4 5 6


School avg 2015-2017 6.3 12.9 38.6 24.4 12.9 4.9

Band 1 2 3 4 5 6


School avg 2015-2017 6.6 19.7 19.0 20.7 20.2 13.8


Band 1 2 3 4 5 6


School avg 2015-2017 2.0 10.8 29.3 22.0 28.9 7.1

Band 3 4 5 6 7 8


School avg 2015-2017 12.7 29.3 23.9 19.7 8.1 6.4

Band 3 4 5 6 7 8


School avg 2015-2017 12.1 36.0 24.6 17.2 6.1 4.0


Band 3 4 5 6 7 8


School avg 2015-2017 13.5 19.2 24.5 25.6 8.9 8.4

Band 3 4 5 6 7 8


School avg 2015-2017 16.2 12.6 39.0 23.3 7.3 1.5

Merrylands Public Schools 2017 NAPLAN resultshighlight the positive overall growth the students havehad in numeracy. Trend data indicates all assessedgrades, Years 3 and5 have significantly closed the gapbetween school and the state, through students’ scaledscores. There has been 35% improvement of expectedgrowth when comparing students from year 3 to 5 overthe past two years. Merrylands Public Schools 2017results reflected that 69% of students achievedexpected growth. In Year 3 student shift was recordedfrom 12.5% in Band 1 in 2016 to only 2% in Band 1 in2017. In Year 3 17% achieved Band 5 and 6, the toptwo bands, in 2016 to 27% of students in 2017.NAPLAN numeracy also showed that the quantity ofquestions with a discrepancy of more than 20%difference to state is on the decrease.

Band 1 2 3 4 5 6


School avg 2015-2017 9.2 19.9 33.2 20.0 11.0 6.6


Band 3 4 5 6 7 8


School avg 2015-2017 13.3 30.2 37.9 11.8 4.8 2.0

In 2017 in accordance with the Premiers Priorities:Improving education results, schools are required toreport on their students performance for the top twoNAPLAN bands in reading and numeracy. AtMerrylands Public School in Year 3 17% of studentswere in the top 2 bands for reading and 40% ofstudents were in the top 2 bands for writing. 27% ofYear 5 students were in the top 2 bands for numeracy.During 2017 11% of Year 5 students were in the top 2bands for reading and 12% for writing. 9% of our Year 5students performed in the top two bands for numeracy.

Another reporting requirement from the State Prioritiesis Better Services: Improving Aboriginal EducationOutcomes is for schools with significant numbers ofAboriginal students to report the percentages ofAboriginal students in the top two NAPLAN bands. With 2 students identified as being of Aboriginal orTorres Strait Islander background in Year 5 and nostudents in Year 3, Merrylands Public School do notmeet the requirements for reporting in this area.

Parent/caregiver, student, teachersatisfaction

Throughout 2017 we surveyed students, staff andparents/caregivers to find out what individuals knowabout our behaviour management strategies, howeffective our systems and practices are and how we

could improve as a school. Of the Parent/Carer surveysreturned, results indicated that: 87% were aware of ourschool's discipline policy and Positive Behaviour forLearning framework. Parents and caregivers alsoreported that their children were happy at schoolbecause of their friends, caring teachers, awards andbeing able to learn new things. Of the student surveysreturned students indicated that the biggest behaviourconcerns at school were students calling out or notlistening and students being disrespectful to teachers. The students results also reflected their knowledge ofour reward systems and how their positive behaviour isacknowledged by the whole school community. Theresults from the staff surveys identified similarbehaviour concerns as the students with staff alsoreporting that they successfully use the schooldiscipline policy and PBL universal strategies tomanage negative behaviours.

In addition to these findings, approximately 12–20parents/carers meet every Thursday afternoon togetherwith the EAL/D teacher and Bilingual SLSO. The focusof this group is to encourage parents/carers to networkand increase their engagement in the wider schoolcommunity and their child’s learning. There weremultiple opportunities for the group to ask questionsand seek clarification of school events or theirunderstanding of our schooling system in anon–threatening environment. Also, the groupembarked on many excursions to increase theirconfidence in using public transport and a varietyofplaces they can visit to take their own family on theweekends. For example,Central Gardens, ParramattaPark and Shelly Beach Manly.

Comments made from participants during a surveyincluded:This is an important time for me to talk to otheradults as I don’t know anyone else in Australia; I like tocome to learn to speak English; My children like me tocome to learn about what is happening at school and Ican get help to understand the notes I need to sign andpay for the activities/excursions.

This community group has requested a change of dayfor 2018,so they can fit their compulsory Englishclasses into their weekly schedule as well as join thecommunity meeting. They felt the continuation of theirattendance at the community meeting was of highimportance. They also feel valued and supported by theschool staff in trying to keep the communication andpartnership of their child’s learning in high regards.

Policy requirements

Aboriginal education

The Aboriginal students and students from allbackgrounds within our school have benefited from artand cultural studies of Aboriginal and Torres Straitheritage through the year. The school uses anAustralian Anthem produced with Aboriginalinstrumentation and voices in each assembly. Childrenhad opportunities to further their understanding ofculture through integration of aspectsof aboriginalculture and the Koomuri Cultural visit n NAIDOC week.All Aboriginal students have a PLP.


Multicultural and anti-racism education

Merrylands Public School has 93% of its students withbackgrounds that have English as an AdditionalLanguage or Dialect. Approximately15% are refugeesor from refugee like experiences. There are over 40different languages backgrounds. Arabic, Dari andTurkish are the main languages spoken by ourstudents. Our school maintains a very strong focus onproviding varied learning opportunities for students tointegrate their cultural background and knowledge withcontemporary Australian culture. The school providesan environment that is highly engaging, inclusive,sensitive and free of any form of discrimination.Important cultural celebrations such as Easter,Ramadan and Christmas are acknowledged and stronglinks are made with these cultural events and theschool rules and values. Harmony Day is celebratedannually and all students are encouraged to weartraditional cultural clothes or something that is orange.Classroom literacy activities revolve around celebratingAustralia’s diversity. Our participation in Harmony Dayactivities helps us learn and understand how allAustralians from diverse backgrounds equally belong tothis nation and make it a better place. Three staffsuccessfully completed the Blended Online Anti–Racism Contact Officer course and have set upprocedures to address any incidents in line with ourSchool’s Discipline Policy.


Documents

2017 Merrylands Public School Annual Report...Robust Literacy, Numeracy and NAPLAN data was used to inform teaching and learning programs. Teaching programs were developed during collaborative