2018 Earlwood Public School Annual Report · costumes, props and associated costs for the performing arts extravaganza. We were so proud of the dedication shown by the many students

Earlwood Public SchoolAnnual Report

2018

1807

Printed on: 5 June, 2019Page 1 of 20 Earlwood Public School 1807 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Earlwood 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.

Mrs Sandra Angel

Principal

School contact details

Earlwood Public SchoolHomer StEarlwood, 2206www.earlwood-p.schools.nsw.edu.auearlwood-p.school@det.nsw.edu.au9789 5066

Message from the Principal

It has been a privilege to have led and supported staff and the school community to self–reflect on current schoolpractices, policies and procedures to enhance student achievement and wellbeing throughout 2018. The school's strongcommitment to improving student outcomes continues to drive processes and practices that focus on building active,creative and respectful individuals who value learning. I have appreciated the support and commitment from the entireschool community to provide quality outcomes for all students.

During 2018 the teaching of literacy, with an emphasis on the explicit teaching of phonics, comprehension and fluencyskills was at the forefront along with the introduction of the new Literacy and Numeracy Learning Progressions. TheQuality Teaching Successful Students (QTSS) program facilitated the implementation of this initiative. This emphasis,coupled with visible learning strategies and students taking responsibility for their learning through goal setting, learningintentions and success criteria facilitated the success of the initiative. A report on the impact of the QTSS program hasbeen included in the Annual Report.

Staff worked alongside students to develop into reflective, responsive and engaged citizens who work collaboratively,think creatively and problem solve as future focused learners through Science Technology Engineering and Mathematics(STEM) challenges and the use of numerous applications such as G Suite and robotics. Earlwood Public School (EPS)was fortunate to have borrowed a STEM Share kit through the Department of Education which exposed our staff andstudents to numerous robotic devices and informed a school commitment of $30 000 for the purchase of robotic devices.

Leadership opportunities through the School Representative Council and the Green Team saw students taking aproactive approach in raising awareness of environmental issues, with a significant increase in recycling and thereduction of waste achieved.

Student wellbeing was also at the forefront with an emphasis on building individual and collective wellbeing through theintroduction and implementation of anti–bullying programs and the strengthening of student voice. A new levelledbehaviour monitoring system was trialled and reviewed in preparation for implementation in 2019.

2018 saw EPS students complete the National Assessment Program Literacy and Numeracy (NAPLAN) tests online, andwhile the overall results achieved by our Year 3, 5 and Year 7 students were impressive, the comparative data is beingtreated with caution. One area identified as needing attention is writing and will be an area of focus in 2019.

Students successfully participated in a wide range of activities and programs made available to them through thewonderful efforts of staff and a highly supportive school community. These activities were both within and outside theregular school hours covering academic, sporting and cultural pursuits. Some highlights of the year include the weeklyPrimary Schools Sports Association competition and annual sports carnivals through which EPS was recognised againas the most successful of all seventeen schools in the Wiley Park Primary Schools Sports Association. Many creative


arts opportunities were available to students and showcased through the annual Creative and Performing Arts Day, atthe Bankstown Music Festival, through the DanceSport Gala and at the Opera House. A spectacular evening wasexperienced at the National Institute of Dramatic Art (NIDA) where our senior dance troupe told their story aboutsustainability; nature and technology working together, through music, dance, drama and costume at their very firstWakakirri Challenge. Opportunities to further develop students' musical skills were also offered through the band andrecorder programs.

Our school depends on the hard work of every part of our school community and has appreciated the support andcommitment from the entire school community to provide quality outcomes for all students. I'd also like to express mycontinued appreciation of the parent groups who so willingly give of their time, energy, ideas and contributions tofundraising and decision making. Your support has helped make a real difference to our students.

Mrs Sandra Angel

Message from the school community

2018 was about giving back to our community as a way of saying thanks for all the support shown as ESPA raised fundsfor the new playground build to commence in 2019. We are so excited and proud to have officially pledged $95 000 forthe playground in 2018. Immediate past president Kristie Nevin was instrumental in ESPA's determination to fund theplayground, working alongside Mrs Angel and the Green Team to see this project to fruition. A huge thanks must go toKristie for her dedication and hard work.

Our school's environment was a key focus in 2018, with mum Sarah Le Quesne taking the helm of the environmentcommittee and immediately setting to work with Mr Shane and a group of parents and students on the school's gardens.Together they established a beautiful herb garden outside F Block that has drawn much interest from the schoolcommunity, while Sarah also teamed up with the Green Team to introduce the Return and Earn scheme to our school.The trademark blue bins are now dotted around the playground to collect plastic and glass bottles and cans that arereturned for cash. Sarah also worked on a plan to rejuvenate the garden area leading to the Kindy classrooms, and we'reexcited to see those plans come to life in 2019.

Functions co–ordinator Maria Ieronimides led groups of parent helpers at our much anticipated annual events. Theseincluded the free Welcome Back to School BBQ in February, Harmony/Greek Independence Day and cultural festivitiesin March. Mother's Day celebrations in May included the gift stalls and a free afternoon tea for mums and their children,while Father's Day fun in September included the gift stalls and a free afternoon BBQ for dads and their children. Twoschool discos were held in June and November, with the end of year disco also featuring a twilight market with a varietyof stalls from school families displaying wonderful products. Maria was also fantastic in guiding our children through thenow regular, and much anticipated, Easter colouring competition, which in 2018 was judged by our good friend,Commonwealth Bank Earlwood branch manager Betty Nedelkovski. A huge thank you to Betty for helping with theEaster fun.

In 2018 ESPA farewelled our beloved deputy principal Mr Nigel Corkin with an afternoon tea in the hall. It was wonderfulto see so many former students, parents and past ESPA executives gather to wish him all the best in his retirement. Thefarewell was followed months later by a welcome afternoon tea hosted by ESPA for our new deputy Principal MsElizabeth Markovski, who graciously spent a couple of hours greeting parents, students and teachers before her official2019 start date.

Kindy mum Clodine Scarfo led a successful Kindy Orientation for our newest families, using her own experience to helpus create the best welcome for the newest members of the Class of 2019. For the second year in a row new studentswere presented with bright red Class of 2019 t–shirts funded by ESPA to help welcome them to their new school. Theywere also presented with information packs in gift bags decorated by the 2018 kindy students as a special welcomepresent to our school.

Kristie Nevin and Clare Weqrzyn took over the running of the uniform shop in 2018 and have transformed it into abrighter space to accommodate busy parents and their uniform needs. They've worked hard to secure new suppliers toensure parents can access what they need when the shop opens every Tuesday morning.

In addition, in 2018 ESPA committed $5 000 to Earlwood Public School's Wakakirri entry. The funds were allocated tocostumes, props and associated costs for the performing arts extravaganza. We were so proud of the dedication shownby the many students who participated in Wakakirri – they certainly did our school proud.

Thanks must go to Mrs Angel and the staff at Earlwood Public School for their support of ESPA activities throughout theyear, and to the 2018 ESPA executive – Kristie Nevin, Melissa Parker, Robert Pucillo, Felicity Switzer and ClodineScarfo – who put in so much efoort to ensure the smooth running of our parents' group and to lay the groundwork for abigger and brighter 2019.

Ms Nalita Ferraz ESPA President 2018


School background

School vision statement

The Earlwood Public School Community is committed to educational goals which develop happy, confident andindependent learners who are respectful, empathetic and responsible global citizens and future focused learners. Ourcommunity values creativity and passion for lifelong learning in all aspects of school life. Students are encouraged toachieve their personal best, strengthen attributes of cooperation and resilience and engage in an active, healthy andsustainable lifestyle.

School context

Earlwood Public School (EPS) established in 1916, is a diverse learning community that provides and celebrates qualityeducation and lifelong learning in a caring, inclusive environment. EPS is a large sized school with growing enrolmentslocated within the central business district of Earlwood. 81% of the community has a language background other thanEnglish with Greek and Chinese comprising two of the larger groups. The school offers a broad range of extra–curricularactivities, a Community Language Other Than English (CLOTE) Program in Greek and caters for a variety of learnerswith an academically selective stream, a comprehensive stream and a support class for students with physicaldisabilities.

Staff at the school is mixed in terms of experience with a number of staff in the early part of their career, some mid–wayand a few close to retirement. All are committed to helping students achieve their personal best. The school takes apositive approach to learning so that all children are valued, feel good about themselves and their achievements, and areconfident to take risks with their learning.

EPS is a focal point of the community and works closely with parents who are involved in many aspects of the learningprocess, creating a community of learners who strive to ensure the best educational outcomes for students are achieved.EPS is a proud member of the Community of Schools Along the Ridge.

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.

In the domain of Learning, the school collects, analyses and uses data including valid and reliable student, parent andstaff surveys/feedback to monitor and refine a whole school approach to wellbeing and engagement, to improve learning.Expectations of behaviour are co–developed with students, staff and the community and are designed to ensure effectiveconditions for learning. They are explicitly, consistently and supportively applied across the school. Teachers routinelyuse evidence of learning, including a range of formative assessments to inform their teaching, adapt their practice andmeet learning needs of students. Student reports contain personalised information about individual student learningprogress and achievement, and provide recommendations for future learning goals. The school has analysed internaland external school performance data and a range of other contextual information and is aware of trends in studentachievement levels.

In the domain of Teaching, there is a particular focus on improved teaching practice in literacy and numeracy, withprofessional learning focused on building teachers' understandings of effective teaching strategies in these areas.Teachers provide explicit, specific and timely feedback related to defined success criteria. Teachers' feedback supportsimproved student learning. Students monitor their individual achievement of personal goals and set new goals forlearning. High expectations for positive learning behaviours and consistent management of classrooms promotes optimallearning conditions for students. Teachers are actively engaged in planning their professional development to improvetheir practice. Teachers' Professional Development Plans are supported by a coordinated whole school approach todeveloping professional practice, informed by research. The school monitors the accreditation status of all staff andencourages the pursuit of higher levels of accreditation. Teachers engage in professional discussion and collaborate toimprove teaching and learning in their classes, year groups and stages.

In the domain of Leading, teaching and non–teaching staff proactively seek to improve their performance. The leadershipteam actively supports change that leads to improvement, creating opportunities where feedback about the impact of


change can be shared and monitored. The leadership team embeds clear processes, with accompanying timelines andmilestones, to direct school activity towards effective implementation of the school plan. Technology is accessible to staffand students and is used to enhance learning and service delivery. Longer term financial planning is integrated withschool planning and implementation processes to address school strategic priorities and meet identified improvementgoals. There are opportunities for students and the community to provide constructive feedback on school practices andprocedures. Streamlined, flexible processes exist to deliver services and information and strengthen parentalengagement.

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/self–evidence–guide


Strategic Direction 1

Enhancing Effective Classroom Practice

Purpose

To identify, understand and implement the most effective and explicit teaching methods, with the highest priority given toevidence based teaching strategies.

Overall summary of progress

Throughout 2018, teachers were introduced to evidence–based effective and explicit teaching and learning strategies.

'What Works Best: Evidence–based practices to help improve NSW student performance' provided a framework tomeasure the school's performance across the 7 areas of high expectations, explicit teaching, feedback, the use of data,classroom management, wellbeing and collaboration. Teachers were provided with the opportunity to reflect on areas ofstrength and recognise areas for improvement.

Professional learning introduced teachers to the new literacy and numeracy progressions. Time was dedicated toprofessional learning sessions to familiarise teachers with implementing the literacy progressions. A cross section ofstudents were assessed in one element of the literacy progressions and were tracked over a semester. The literacy andnumeracy progressions were used in the Semester 2 report to provide parents with feedback on student performanceand to provide future directions for student learning.

The QTSS program was an integral element of Strategic Direction One's focus on 'Enhancing Effective ClassroomPractice'. The program supported the teaching of literacy K–4. Teachers were provided with modelled lessons, support inprogramming, feedback on lessons and guidance in how to plan for future teaching and learning. A detailed report on theQTSS program can be found in this Annual Report in the other school programs section.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Teachers are skilled at explicitteaching techniques in literacyand numeracy.

Teachers used the Literacy and NumeracyProgressions to adopt a whole–school, systematicapproach to literacy and numeracy development.Teachers developed an understanding of where thestudent is now and where the student needs to gonext in their literacy and numeracy development.

Increased numbers of studentswho achieve higher thanexpected growth in NAPLAN.

In 2018 EPS students completed NAPLAN online.Comparisons of NAPLAN results, includingcomparisons to previous NAPLAN results or toresults for students who did the assessment in adifferent format are discouraged during thesetransition years.

Next Steps

Provide support for teachers to use the literacy and numeracy progressions to plan future learning goals.

Improve on how teachers review learning with students and how the feedback provided is improving learning outcomes.

Increase the teacher practice of giving feedback to students to demonstrate greater incidence and impact of effectivepractices.

Increase the number of teachers implementing effective practices, more confidently, with greater consistency.



Optimising the Wellbeing of All

Purpose

To optimise the wellbeing of all by embedding whole school wellbeing processes that support the wellbeing of all toconnect, succeed and learn in a thriving community.


The wellbeing of all continued to be a priority in 2018 with a focus on enhancing a safe and supportive schoolenvironment.

A whole–school approach to anti–bullying was established and the Anti–Bullying Policy and Plan were updated. Staffmembers participated in professional learning about the definition of bullying, resulting in 100% of staff feeling confidentabout identifying bullying behaviours. All students K–6 participated in grade specific anti–bullying lessons and a BullyBusters program. Senior Constable James Battalico addressed students at K–2 and 3–6 assemblies to reinforce theanti–bullying message. During Education Week, parents and students participated in an anti–bullying activity during openday.

All students, K–6 participated in the Bullying No Way Day and were provided with a consistent message about thedefinition of bullying. ESPA supported this important day and provided a BBQ. As a result collaborative partnershipswere built with students, staff and families. Photos and videos were posted to the school Facebook page to promotecommunity involvement in the project.

All students were allocated a buddy and participated in buddy sessions throughout the year. Students, K–6 participatedin a collaborative session to create Easter Hats and shared the experience of the Easter Hat parade with their buddies. Alarge number of parents and community members attended the event. A video clip from the event was posted to theschool Facebook page, highlighting the importance of the buddy program in terms of social skills which waswell–received by the school community.

Permanent signage was displayed in key locations around the school grounds and reinforced the school rules of BeSafe, Be Respectful, Be a Learner. Behaviour levels were collaboratively developed with students and staff and weretrialled and revised for implementation in 2019.

Staff participated in mindfulness and wellbeing activities during staff meetings, promoting a positive school environmentwhich is safe, respectful and harmonious.





The school has implementedevidence based change to wholeschool practices, resulting inmeasurable improvements inwellbeing and engagement tosupport learning.

Signage $2 025 Anti–Bullying Policy and Plan have beenestablished.

Behaviour levels have been collaboratively createdwith students and staff. The levels were trialled andrevised in preparation for implementation in 2019.

Positive, respectful relationshipsare evident and widespreadamong students and staff andpromote student wellbeing toensure optimum conditions forstudent learning across the wholeschool.

Say No to Bullyingwristbands $371

Staff members participated in professional learning.68.2% of staff felt very confident defining bullyingand 31.8% felt confident. All students, K–6participated in the Bullying No Way Day and wereprovided with a consistent message about thedefinition of bullying.

Next Steps

Continue to consolidate knowledge and understanding of anti–bullying strategies with particular emphasis on the role ofupstanders and bystanders.


Communicate and implement the behaviour levelling system across the school.

Implement the 'Be You' program which promotes social and emotional health and wellbeing for children and youngpeople in the education space.

Survey school community regarding their understanding of the opal and blue award merit system.



Future Focused Learning

Purpose

To enhance a culture of high expectations where all take responsibility for their growth and performance.

To develop reflective, responsive and engaged global citizens who work collaboratively as future focused learners.


2018 saw an emphasis on building the capacity of staff to embed Science and Technology, Engineering andMathematics (STEM) in teaching and learning programs to develop student's critical and creative thinking skills throughSTEM and coding. Staff attended workshops and explored different robotic devices and students engaged in variouschallenges. In addition some classes utilised G Suite applications and Office 365 to support students' development of the4Cs – collaboration, critical thinking, communication and creativity.

Professional Development Plans were aligned to the professional standards for teachers, career aspirations, teacherdevelopment and school priorities. Classroom observation processes and protocols were revisited and revised.Processes included:a pre–walk meeting, the learning walk visiting 4 or 5 classrooms and the debrief session. The rolesof the observer were developed and fairly distributed among team members.





Teachers and leaders areresponsible for and self regulatetheir professional growth,developing, implementing andevaluating their Performance andDevelopment Plans (PDPs) andfulfilling accreditationrequirements.

All staff participated in the design and evaluation oftheir PDPs and participated in professional dialoguefocussed on professional growth. Evidence ofprogress towards the achievement of goals wassupplied and discussed.

The NESA site faced significant technical difficultiesand as a result, the focus on accreditation and themaintenance of accreditation was paused at thispoint in time.

The school uses embedded andexplicit systems that facilitateprofessional dialogue,collaboration, classroomobservation, the modelling ofeffective practice and theprovision of specific and timelyfeedback between teachers.

Casual teacher salaries $6000

The Learning Walks model of classroomobservation was chosen by staff. Protocols weredeveloped and communicated to staff.

Learning Walks provided staff with the opportunityto engage in conversations about teaching andlearning by adapting a shared vision of high qualityteaching that impacted on student learning throughthe effective use of learning intentions and successcriteria.

This observation model increased teachers'awareness of quality teaching practices occurringwithin the school, built a whole–school sense ofaccountability of teaching and learning, encouragedimprovements through openness and sharing ofpractice and supported teachers to implement theeffective use of learning intentions and successcriteria observed in classrooms across the school.

Teachers felt valued and formed trusting, respectfulrelationships with colleagues across stage teams.This process saw the school evolve as a communityof professional learners, improving teacher practiceand student outcomes.






Students are active, reflectiveand confident participants in theirlearning and will demonstratecreative and critical thinkingacross the Key Learning Areasand are efficient technologyusers.

$30 000 STEMShare PC robotics kit was utilised to exposestaff to various robotic devices prior to purchasing.

Students engaged in STEM challenges and wereexposed to robotic devices through problem solvingactivities.

There was an increase in the competency of staff tointegrate STEM and robotics in class programs.

Students were provided with opportunities to reflecton their learning.

Next Steps

Teachers continue to build their own capacity to integrate STEM and robotics utilising the school's robotic kits e.g. bluebots, LEGO WeDo, Spheros, EV3 & ozobots.

Continue to unpack the Science and Technology syllabus with specific focus on the digi tech component.

Continue to provide professional learning for staff through stage based workshops and different robotic devices whereneeded.

Staff to continue embedding STEM/Robotics in teaching and learning programs to further develop teacher knowledgeand skills.

Further development of community engagement with STEM and robotics.

Teachers and students continue to build upon and utilise online platforms e.g. Seesaw, G Suite applications and/orOffice 365 to support the 4Cs and links to STEM and digi tech coding.

Flexible learning spaces continue to expand.

Explore the power of collective efficacy – what it is and why does it matter?

Lesson observations continue.

Commence an aspiring leaders group.

Professional learning support on accreditation, maintenance of accreditation and the higher levels of accreditation.


Key Initiatives Resources (annual) Impact achieved this year

Socio–economic background Socio–economicbackground

$20 195

Consolidated funds

$14 000

An Occupational Therapist (OT) wasemployed one day per fortnight who provideda screening service for students identified bystaff and parents. The OT provided parentswith a comprehensive report includingrecommendations.

A speech pathologist was also employed oneday per week and worked with identifiedstudents providing detailed language, literacyand speech assessments for teachers andparents. Assessments enabled specific goalsetting so that students received tailoredintervention.

Support for beginning teachers $13 013 Two beginning teachers and their mentorswere released regularly to plan, collaborateand to engage in professional dialogue andpersonal reflection. Beginning teachersattended professional development specific totheir needs and were given additional releasefrom face–to–face teaching to undertakelesson observations.

Aboriginal background loading $1 962 The learning needs of Aboriginal and TorresStrait Islander students were identified andsupported through their PersonalisedLearning Plans (PLPs). Plans were developedin consultation with parents, staff andstudents to maximise each student'sopportunities for improvement.

Families and staff also met with theDepartment of Education's Aboriginal LiaisonOfficers to review PLPs and to discusspotential educational opportunities.

English language proficiency English languageproficiency

$270 694 (2.6 staffingallocation)

$30 457 (flexible funding)

$15 000 (new arrivalsprogram)

In 2018 EPS received a 0.8 increase instaffing to support the English as anAdditional Language and/or Dialect (EAL/D)program.

EAL/D teachers supported students K–6 inthe development of their English languageskills. Support was provided either bywithdrawing a small group from the classroomfor intensive support, or working with theteacher in the classroom, focussing on EAL/Dstudents. The central aim of this program in2018 was to support the development ofstudents' writing skills.

Four new arrivals students received individualintensive support for three terms.

Low level adjustment for disability Low level adjustment fordisability

$131 580

School and communityfunds

$22 087

Consolidated funds

The school used this funding to increase theallocation of the Learning and SupportTeacher (LaST) from 4 days per week to 7days per week which resulted in additionalstudents receiving support in small groups orclassrooms.

Two teachers were employed to deliver theprogram. One teacher supported K–2students who were identified as below stagelevel in literacy and the second teacher


Low level adjustment for disability$20,000

supported students in 3–6 classes. This hasresulted in targeted students demonstrating asignificant improvement in their literacy levelsover the year.

An additional teacher was employed 1 dayper week to support targeted students'problem solving skills using Newman's ErrorAnalysis.

School Learning Support Officers (SLSOs)were also funded to support identifiedstudents with a learning disability that werenot funded through integration funding.SLSOs worked with teachers in theclassrooms and supported students onexcursions.

Quality Teaching, SuccessfulStudents (QTSS)

$117 648 Funds were used to create a new role –Curriculum Leader/Mentor, in alignment withthe current school plan. The focus of thisinitiative was to improve the teaching ofliteracy, with an emphasis on the explicitteaching of phonics, comprehension andfluency skills. The program targeted onestage per term and incorporated an analysisof students' reading competencies,observations of teacher practice, timelyfeedback, the modelling of effective literacysessions and the evaluation and reflection ofteaching programs.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 362 339 362 353

Girls 300 298 302 303

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.6 95.4 95.4 95.9

1 95 95.9 94.7 94.8

2 94.8 95.2 95 94.4

3 95.5 95.3 95 94.8

4 95.9 95.5 93.4 94.6

5 95.3 95.9 95.9 95.3

6 94.4 94.8 93.9 92.1

All Years 95.2 95.5 94.8 94.5

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Teachers regularly review student attendance andreport any attendance concerns to stage supervisorsand the Learning Support Team for monitoring andfollow up when required. The school community isregularly reminded of attendance requirements throughparent teacher information sessions, newsletter articlesand via the Skoolbag app. The school meets with theHome School Liaison Officer each term to analyseattendance patterns and address any concerns. Theschool follows the attendance policy requirements inregard to students taking extended leave for familyreasons. The school continues to exceed overall stateattendance rates.

Class sizes

Class Total

KL 19

KH 18

KS 19

KP 19

KN 19

1/2T 22

1N 22

1L 22

1C 24

1A 22

2M 25

2L 24

2/3J 25

3H 30

3/4L 29

3M 29

4XS 29

4K 30

4E 30

5T 26

5H 28

5F 30

5/6N 28

6D 29

6L 30

6J 27


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 5

Classroom Teacher(s) 31.53

Learning and Support Teacher(s) 0.8

Teacher Librarian 1.2

Teacher ESL 2.6

School Counsellor 1

School Administration and SupportStaff

5.26

Other Positions 2

*Full Time Equivalent

No staff member is of indigenous heritage.

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 25

Professional learning and teacher accreditation

Professional learning opportunities were provided to allstaff throughout the year to address individual, teamand whole school priorities as outlined in the schoolplan. The school received funds from the Department ofEducation to provide release from an individual's roleand to pay for course fees.

The 2018 staff professional learning programcomprised team meetings, school development days,internal and external workshops, professional learningmeetings, lesson demonstrations, mentoring andattendance at conferences. These activities weredesigned to develop the skills and understanding ofstaff to improve their impact as teachers and to improvestudent outcomes.

Professional Development Plans, developedcollaboratively with staff guided the setting of goals and

reflection on the achievement of these goals.

Examples of professional learning undertaken include: • Emergency training in CPR and anaphylaxis care • Child Protection • Code of Conduct • Disability Standards for Education • What Works Best: Evidence–Based Practices to

Help Improve NSW Student Performance • QTSS Program: Explicit Teaching of Literacy

Skills • Coding and Robotics • Science and Technology Syllabus Modules • Literacy and Numeracy Learning Progressions • Wellbeing: Meeting the Sensory Needs of

Students • Wellbeing: Anti–bullying • Lesson Observations – Learning Walks, the role

of the observer, feedback and reflection • Physical Activity Guidelines • SCOUT – DoE's platform for data and analysis

All teachers participated twice in lesson observations inthe form of Learning Walks. The implementation ofvisible learning strategies such as learning intentionsand success criteria was the focus of these walks.Teachers were encouraged to reflect on their ownpractice and broader practices within the school todeepen their understanding of effective pedagogy andthe impact on student learning.

Two teachers worked towards the completion of theaccreditation process while two other teacherscompleted their maintenance of accreditation, ensuringthat they continue to meet the Australian ProfessionalStandards for Teacher at proficient.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 623,026

Revenue 6,835,806

Appropriation 6,394,660

Sale of Goods and Services 28,746

Grants and Contributions 402,589

Gain and Loss 0

Other Revenue 100

Investment Income 9,711

Expenses -6,642,628

Recurrent Expenses -6,642,628

Employee Related -5,857,652

Operating Expenses -784,976

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

193,178

Balance Carried Forward 816,204

The school's finances are monitored by the FinanceCommittee and School Council. Each of these groupscomprising staff and parent representatives ensurefunding is budgeted against the school plan.

The school as part of its long term school facilitiesimprovement plan has saved to fund projects andadditional upgrades to the school. The school hascommitted $65 000 to the major upgrade of the K–2playground. Further funding has been set aside for thereplacement of blinds in particular buildings. Thepurchase of additional technology e.g. robotics andupgrades to hardware and infrastructure continue to bea focus. Planning for the replacement of the largesynthetic court near the Homer Street gates willcommence in 2019 with estimated costs around $150000.

Financial summary equity funding

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

2018 Actual ($)

Base Total 4,446,602

Base Per Capita 129,062

Base Location 0

Other Base 4,317,540

Equity Total 454,887

Equity Aboriginal 1,962

Equity Socio economic 20,195

Equity Language 301,151

Equity Disability 131,580

Targeted Total 239,260

Other Total 1,097,279

Grand Total 6,238,028

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Year 3 Literacy

In 2018, 90 Year 3 students sat the NationalAssessment Program in Literacy. Assessments werecompleted online with the exception of writing whichwas completed using the paper format. The resultsindicate that students of EPS have continued todemonstrate a consistent trend of above state averageachievement in all aspects of literacy. However, EPS


has erred on the side of caution in analysis and makingcomparisons to previous results given the different testformats utilised in previous years. • 72% of Year 3 students achieved in the top two

skill bands in reading compared to 52% for thestate.

• 68% of Year 3 students achieved in the top twoskill bands in spelling compared to 50% for thestate.

• 72% of Year 3 students achieved in the top twoskill bands in writing compared to 45% for thestate.

• 69% of Year 3 students achieved in the top twoskill bands in grammar and punctuation comparedto 48% for the state.

Year 5 Literacy

In 2018, 91 Year 5 students sat the NationalAssessment Program in Literacy. All assessments werecompleted online. The results indicate that students ofEPS have continued to demonstrate a consistent trendof above state average achievement in all aspects ofliteracy. However, EPS has erred on the side of cautionin analysis and making comparisons to previous resultsgiven the different test formats utilised in previousyears. • 62% of Year 5 students achieved in the top two





Year 3 Numeracy

In 2018, 90 Year 3 students sat the NationalAssessment Program in Numeracy. All assessmentswere completed online. The results indicate thatstudents of EPS have continued to demonstrate aconsistent trend of above state average achievement inall aspects of numeracy. However, EPS has erred onthe side of caution in analysis and making comparisonsto previous results given the different test formatsutilised in previous years. • 54% of Year 3 students achieved in the top two

skill bands in overall numeracy compared to 41%for the state.

• 3% of Year 3 students achieved in the bottom twoskill bands in overall numeracy compared to 15%for the state.

Year 5 Numeracy

In 2018, 91 Year 5 students sat the NationalAssessment Program in Numeracy. All assessmentswere completed online. The results indicate thatstudents of EPS have continued to demonstrate aconsistent trend of above state average achievement inall aspects of numeracy. However, EPS has erred on

the side of caution in analysis and making comparisonsto previous results given the different test formatsutilised in previous years. • 40% of Year 5 students achieved in the top two



The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

There were no Aboriginal students in this cohort ofstudents.

Literacy • 72% of Year 3 students achieved in the top two





• 62% of Year 5 students achieved in the top twoskill bands in reading compared to 36% for thestate.




Numeracy • 54% of Year 3 students achieved in the top two



• 40% of Year 5 students achieved in the top two




Parent/caregiver, student, teachersatisfaction

Homework Survey

In November 2018 Earlwood School Community wereprovided with the opportunity to express their views oncurrent homework practices. Staff, parents andstudents were asked to respond to questions whichwere correlated. Some simplification / modification ofstudent questions was necessary to accommodate theK–5 cohort surveyed. 26 staff, 94 parents and 376students participated in the survey. Below are thequestions and responses.

1. Homework is important to achieving success:

Staff: 84.6% agree – 15.4% disagree

Parents: 64.9% agree – 35.1% disagree

Students: 71% agree – 29% disagree

2. Homework builds positive work habits:

Staff: 87% agree – 13% disagree


Students: 74.5% agree – 25.5 % disagree

3. Homework is completed:


Parents: 85.5% agree – 15.5 % disagree

Students: 95.5% agree – 4.5% disagree

4. Homework relates to current teaching & learningin class:


Parents: 74% agree – 26% disagree


5. Teachers provide feedback on homework:




6. Hours allocated for homework each week:

Staff set: 1–2 hours 85% 2–3 hours 7.5% other 7.5%

Parents want: 1–2 hours 57.5% 2–3 hours 24.5%other 18%

Students take: 1–2 hours 78% 2–3 hours 12% other10%

7. Students enjoy homework:



No help needed: 85.5% agree – 14.5% disagree

8. Homework is differentiated to the child's level:



Students: 67.3% agree – 32.7% disagree

9. Students' sport commitments & responsibilitiesare taken into account when setting homework:



Staff Comments : How would you changehomework? (Synthesis of responses)

15% of staff suggested refinement of homeworkpractices rather than change. Differing views wereexpressed, though there was consensus thatconsistency and providing a foundation for learningwere important.

Consideration for providing options and choices withthe inclusion of family related activities was alsoexpressed.

Homework needs to be minimally invasive, relevant,linked to class work and differentiated. Use of onlinetools would assist in this. Students who don't haveaccess from home can use class time.

Homework should be developmentally appropriate withacknowledgement that we need to increaseexpectations each year in preparing studentstransitioning to high school.

Acknowledge extra – curricular and recreationalactivities. Discussion required as to the right timeallocation for homework per stage.

Parent Comments : Please indicate one aspect ofhomework, which your child enjoys?

Despite the question, 10.6% parents indicated therewas no aspect of homework their child enjoyed. Oftenviewed as a chore, some younger students are simplyexhausted after a full day.

Comments from parents of Yr 1 & 2 studentsacknowledged appreciation of the matrix used which


allows choice and is motivating for their particularchildren. Similarly some other grades provide a varietyof activities which suit many. However, as with thestudent survey there were conflicting responses. Whatsuits and appeals to some does not suit all.

Some questioned whether it is about enjoyment ofhomework or effectiveness. Are we just teaching ourchildren that work continues after hours for no reward?Is it better for the growth of our children's socialbehaviour to be engaged in something other than anextension of their school work after school hasfinished?

This view is balanced by some parents of youngstudents who acknowledge their children love knowingthey have something to take and show their teacher.Some students complete their homework in one or twonights to allow flexibility and time to do other thingsafter school.

Many parents indicated their child enjoys learning andwhen homework provides options and choices thissupports that learning.

Parent Comments : How would you changehomework?

8.5% of parents requested more feedback in regards tohomework. Though 96% of staff consider that feedbackis provided. This raises the question of what constitutesfeedback.

22% of parents would like to see a range from less tono homework at all.

5.5% of parents requested more homework.

8.5% parents believe homework requires no changeand adequately meets the needs of their child.

4.5% of parents suggested the use of the weekend tosupport their child in completing homework. Handing itout on Monday and in on Friday is too rushed,especially for students attending before and afterschool care.

With 94 responses, opinions were many and varied.For many parents they echoed what their children saidabout challenging and fun activities, with options andchoices within their homework. Of course what somesee as fun and challenging activities others see as achore.

Highly emotive topic. Expectations need to be clearlycommunicated and explained at Parent night, 1st term.

Student Comments : What activities would you liketo see included in your homework?

With more than 300 responses, opinions were manyand varied. For many children challenging and funactivities or options within their homework choices wererequested.

For each child that thought more maths would be funthere was another who thought that having no maths

would make homework more fun.

This was similar with other subject areas, which clearlylinks to students' areas of expertise and interest.Science, technology, computer games, mathletics,study ladder. Obviously what some students see as funothers view as a chore.

Art and sport were additional inclusions. Perhapsstudent's having a free choice option within theirhomework may cater for these and other interests.

There were a number of requests for family relatedactivities and responsibilities to be included. e.g.walking the dog, sport activities including training, andrecreational activities. Things that can be done withmum & dad.

The majority of students supported the revision ofactivities and content covered in class.

Some simply want to have a break and do whateverthey enjoy.

Each year schools are required to seek theopinions of parents, students and teachers aboutthe school.

Earlwood School actively promotes partnerships andworks collaboratively with the school community toensure continuity of learning and positive studentoutcomes. In 2018 the school sought feedback fromparents and students through the Tell Them From Mesurvey which provides comparative data for allparticipants state wide.

274 students and 128 parents completed the survey.The student survey focused on outcomes and schoolclimate, measuring elements which support the social –emotional outcomes of students. Including establishingpositive relationships, homework behaviours, studentinterest levels, motivation, effort and desire to exhibitpositive behaviours within the school context.

Student Responses: Generally, Earlwood P.S. (EPS)student responses were consistent with the averagestate norms. In response to establishing positiverelationships, attitude to homework and demonstratingpositive behaviours, EPS mapped significantly higherthan state norms, with behaviour being 11% higher.The survey also measured the elements which drivepositive student outcomes within the school context.These drivers include measures such as effective useof learning time, the relevance and rigour of classroominstruction, positive teacher student relationships,learning climate and expectations for success.Earlwood ranked comparable to the state norm in 7 ofthe 8 drivers. The percentage of students subjected tobullying is 7% below the state norm. Regardless of thispleasing statistic EPS will continue to develop anddeliver strong student welfare programs to support andprotect students academically, socially and emotionally.

Parent Survey: In 2018, 128 parents responded to asurvey seeking to measure the extent to which parentsfeel the school supports learning and positivebehaviour, and promotes a safe and inclusive school


environment. In the area of parental support of learningat home EPS compared favourably with the state norm.Areas involving the school's support of learning andpositive behaviour, the provision of an inclusive culturewhere parents feel welcomed and informed wereconsiderably lower than state norms.

Future directions will focus on how to better deliver inthese areas with the view to matching state norms. Asa school EPS values parental involvement and opinionin partnership to positively impact student outcomesand opportunities. Interestingly in the area ofEarlwood's support of learning and positive behaviour,parental responses in the survey ranked the timeteachers devote to extra–curricular activities as thelowest contributor to that result.

That result was bemusing given the opportunitiesafforded students of EPS. In 2018 such extra–curricularactivities included but were not limited to P.S.S.A.sport, Zone and Regional trials and teams, Wakakirri &DanceSport, Combined Public Schools' music festival,Concert & Training Band, Recorder Ensemble, K–2Choir, 3–6 Choir, dance troupes, computer clubsincluding robotics & coding, chess, public speaking &debating competitions, Spelling Bee, NumberCrunchers and more.

Policy requirements

Aboriginal education

Earlwood Public School is committed to improving theeducational outcomes and wellbeing of Aboriginal andTorres Strait Islander students so that they excel andachieve in every aspect of their education.Personalised Learning Pathways (PLPs) plans weredevised in consultation with each student and theirfamily to target learning and wellbeing goals. EPS alsohosted a meeting with families and the DoE's AboriginalEducation Advisors to discuss strategies to supportAboriginal students through transition points, to targetresources and professional learning to promote qualityteaching and the inclusion of Aboriginal perspectivesand content across subjects and learning areas.

The school's personalised Acknowledgement ofCountry, incorporating the three words from theschool's motto, 'courtesy, loyalty and courage' is givenat all assemblies and school gatherings. This has led tostudents having an increased understanding,awareness and respect for the traditional custodians ofthe land while recognising the uniqueness of EarlwoodPublic School's location, connecting with the threecustodian groups of people to the land.

The school raised awareness of Aboriginal culture andhistory during 2018 NAIDOC and Reconciliation Weekcelebrations and in an ongoing way by employingIndigenous perspectives through the curriculum.

Multicultural and anti-racism education

Earlwood Public School is committed to ensuring all

students are aware of the diverse, multicultural natureof our society and are able to show empathy andunderstanding towards others. 82% of the EPScommunity has a language background other thanEnglish with over 31 different language groupsrepresented, Greek and Chinese constituting two of thelarger groups.

As a school that constantly reinforces the values ofcooperation, tolerance and acceptance, the school hascontinued to review its teaching and learning programsto ensure culturally inclusive classroom and schoolpractices are embedded. Students are encouraged toexpress and share their individual cultural heritagewithin a cohesive and harmonious school with acommitment to the basic structures and values ofAustralian Democracy.

The school maintains a focus on multicultural educationin all areas of the curriculum by providing programswhich develop the knowledge, skills and attitudesrequired for a culturally diverse society. Each yearGreek Independence and Harmony Day are celebratedacknowledging Australia's cultural diversity. Thisencourages inclusiveness, respect and a sense ofbelonging for everyone. It is a day for all students toembrace cultural diversity and to share what they havein common. The school also embeds the National Dayfor Action Against Bullying into the calendar annually.

The English as an Additional Language/Dialect (EAL/D)program supports students from other cultures in theirlearning journey. Students new to Australia receiveintensive support, and other students are supported intheir classrooms by specialist teachers.

Stage 2 and 3 students enter the MulticulturalPerspectives Public Speaking Competition. The aim ofthe competition is to heighten the awareness ofmulticultural issues among NSW primary students whiledeveloping their interest in public speaking.

One staff member is currently trained as theAnti–Racism Contact Officer (ARCO). This role involvesmanaging any racism issues which arise in the schoolinvolving students, teachers and members of the schoolcommunity. The ARCO advises those involved of theirrights and the procedures involved to resolve acomplaint. This person also informs staff of anypertinent issues and makes suggestions about relevantlearning experiences in the classroom, with a view toawareness raising and enhancing student knowledge.


Other school programs

QTSS Curriculum Leader/Mentor

This new role for EPS was created in 2018 to align withthe 2018–2020 School Plan to improve the teaching ofliteracy K–6. The program targeted three stages, with afocus on reading.

The program was designed to: • provide a diagnosis of students' reading

competencies across each grade; • use formative assessment to analyse progress

made by students, and to identify students at risk; • adopt a more explicit approach to the teaching of

reading; • ensure teachers gain expertise and knowledge in

differentiating instruction to improve studentoutcomes in literacy;

• observe teacher practice and provide timelyfeedback;

• model a particular teaching strategy in aclassroom;

• work closely with teachers to evaluate thesuccess of their teaching program or specificintervention strategies at a group and individualstudent level;

• help teachers plan for the next period of teaching;and

• provide professional learning for teachers inliteracy teaching and learning, such as how tostructure a literacy block.

Stage 1

After critically analysing Stage 1 students' results fromPLAN data, benchmark reading levels and a phonicsassessment, it was clear that at the beginning of 2018,50% of Year 1 students and 66% of Year 2 studentshad not attained the minimum reading level expected.Further analysis of the assessments indicated studentshadn't developed a thorough knowledge of phonics. Asa result the QTSS program targeted reading, theteaching of phonics and comprehension skills to Stage1 students in Term 1.

High level support for teachers was provided withquality modelled teaching, demonstrating best practicein the teaching of phonics through a systematic,explicit, consistent approach, supported with highquality resources. Through the process of lessonobservations and team teaching sessions, teachersreceived feedback on how to provide differentiatedinstruction to improve student outcomes in reading.Consequently reading levels increased substantially inYear 1 with 82% of Year 1 students reaching theminimum reading benchmark. In Year 2 60% ofstudents reached the minimum reading benchmark atthe end of Semester 2 2018.

Early Stage 1

An initial survey of ES1 teachers indicated 80% felt'somewhat confident' in the programming and teachingof writing. The respondents varied in experience fromtwo years of teaching to ten years. In response to the

survey, an integrated English and science program wasdeveloped to teach the writing of informative texts.Teachers were supported and developed professionallythrough provision of weekly demonstration lessons inES1 classrooms, using differentiated teachingstrategies (student goal setting), multi modal texts,visible learning strategies (learning intentions andsuccess criteria) and formative and summativeassessment. At the completion of the teachingprogram, 100% of the ES1 teachers indicated theirknowledge and confidence in the teaching of writinghad improved, with all teachers stating they now feltconfident in implementing an effective writing program.

Stage 2

Student assessment in reading comprehensionindicated inferential comprehension was an area forimprovement. Year 3 2017 NAPLAN results showedEPS students responded below the state average on 6questions in the reading test. Four of those questionsrequired students to interpret directly statedinformation, one required students to infer the purposeof the text and one question required students to linkillustrations to the text. Analysis of half yearly reportdata identified 10% of Year 3 students received eitherlimited or basic for the comprehension indicator 'locatesand discusses the main idea and key arguments in text'and 26% of Year 4 students received either limited orbasic grade in the comprehension indicator 'usescomprehension strategies to build literal and inferredmeaning'. An assessment of comprehension datatargeted the following areas for improvement; inferentialcomprehension in Year 3 and 4; the reorganisation ofinformation when reading to make deductions in Year 3and vocabulary in Year 4.


Documents

2018 Earlwood Public School Annual Report · costumes, props and associated costs for the performing arts extravaganza. We were so proud of the dedication shown by the many students