2018 Peakhurst South Public School Annual Report...Peakhurst South Public School Annual Report 2018 4323 Page 1 of 17 Peakhurst South Public School 4323 (2018) Printed on: 14 March,

Peakhurst South Public SchoolAnnual Report

2018

4323

Printed on: 14 March, 2019Page 1 of 17 Peakhurst South Public School 4323 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Peakhurst South Public School as an account of theschool's operations 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.

Natasha Eaton

Principal

School contact details

Peakhurst South Public School45A Pindari RoadPEAKHURST HEIGHTS, 2210www.peakhursts-p.schools.nsw.edu.aupeakhursts-p.school@det.nsw.edu.au9153 7256

Message from the Principal

2018 has been another positive and productive year full of endless achievements for our school. I congratulate all of thestaff, students and the parent community for the positive impact on the school in 2018. The Peakhurst South PublicSchool students' educational outcomes continued to show student growth last year across all areas of learning. It was abusy and productive year with a number of successful changes made across the whole school. In 2018 the staffcompleted a grammar course across a 12 week period with an equivalent of 50 hours professional learning for each staffmember. This has made a direct impact upon the teaching of reading and writing. A new spelling program wasintroduced to ensure the school implemented a consistent whole school approach. Peakhurst South Public Schoolintroduced the new core value of 'Resilience' in helping further develop students' social and emotional skills to assistfurther development of students' social and emotional skills.

We are a small school, however a school with a big spirit. It takes momentum from our whole school community toensure the ongoing success of Peakhurst South Public School. The dedication from our teaching and office staff drivesthe school in continuing to deliver a high quality education to all students and offers a wide range of opportunities. OurParents and Citizens Association (P & C) is supportive of the school's vision and helps drive the school forward. Thesuccess of Peakhurst South Public School comes from the community spirit and the ability to work as a team for thegreater good of all students.

Natasha Eaton


School background

School vision statement

Peakhurst South Public School will be known in the wider community for its commitment to teaching the whole child. Thestudents will become moral, ethical and global citizens with a strong understanding of the world around them.

Our students will be taught the skills required to function in the future world. The students will be successful learners andwill be able to work independently and collaboratively.

The leadership team will be visionary and forward thinking with a staff that is continually upskilled and innovative in theirpractice. They will be driven by research into 'best practice' pedagogy to ensure students reach their highest potential.

The community will have a strong understanding of the direction of the school and a strong sense of belonging.

The school will be driven by a deep belief that every student is capable of successful learning.

There will be a strong collegial culture of mutual trust with everyone working together in the promotion of student learningand wellbeing.

School context

Peakhurst South Public School reflects the direction of public education in NSW. The school embraces effective changesto education, adopting the School Excellence Framework (SEF), the Australian Professional Standards for Teachers andPerformance and Development Plans. Peakhurst South Public School embraces 'school excellence' in our teaching andlearning, benefiting each and every one of our students. The school focuses on developing the whole child, ensuringstudents leave Peakhurst South Public School cognitively, socially, emotionally, physically and spiritually developedthrough adopting the 'Kids Matter' framework and offering a variety of social and emotional learning programs. Theschool encourages its teachers and students to 'strive to excel' in all that they do. Peakhurst South Public School is aninnovative and inspirational school setting with an individualised and inclusive approach to education. The school adoptsfuture–focused learning strategies in encouraging the students to become critical and creative thinkers with the ability toproblem solve. The students are at the centre of the school's learning culture. Teachers continually update theirknowledge and skills in providing the highest quality educational learning for the students. The parent community iseducated in new projects and reforms, to support student learning. Peakhurst South Public School is a community schoolwith an active and dedicated P & C and a strong School Council. The school lives by the values of integrity, excellence,fairness, cooperation, respect and resilience.

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.

As a staff we unpacked the SEF in–line with our school's vision and strategic directions. We mapped our school'sperformance at the beginning of 2018 and utilised our milestones document and evidence collected throughout the year,to measure our school's growth. This process was completed by representatives of our school community through parentworkshop meetings and the School Council.

To complete an accurate self–assessment on the SEF at PSPS, the school community and staff were asked to measurethe school on each element. The executive team then compiled relevant evidence to justify the outcome of the results. Ameasuring tool was developed by the executive to track our school's progression along the SEF and helped identifypriority areas of development. The measuring tool indicated where the school currently aligned with the SEF, measuredgrowth and identified areas of focus. In 2018 the school undertook rapid changes in a positive direction with the school'sfocus being on up–skilling teachers, improving student learning outcomes and ensuring our community had a strongunderstanding of the school's directions.

In the Learning Domain, Peakhurst South Public School is most clearly described as Sustaining and Growing on theSchool Excellence Framework. In the element of Assessment, Peakhurst South Public School is at Delivering. Further


work will be completed in developing a whole school approach to formative and summative assessment in 2019.Peakhurst South Public School is at Delivering in the reporting to parents process. In 2019, the first step to improving ourreporting systems will be moving parent–teacher interviews to Term 1 so that parent/carers are informed of learninggoals from the beginning of the year. This will further enhance an educational partnership between teachers andparents/carers.

In the Teaching Domain, Peakhurst South Public School is most clearly described as Sustaining and Growing on theSchool Excellence Framework. In the element of Professional Standards, Peakhurst South Public School is at Delivering.Further work will be completed with teachers in building their knowledge of the NSW Teacher Standards at all levels.Peakhurst South is at Sustaining and Growing across all other elements. The next steps to move to Excelling will bebuilding all teachers' capacity in the use of data to inform teaching directions in the element of Data Skills and Use aswell continuing to build on the school's coaching and mentoring of teachers to further build the quality of teachingpractice.

In the Leadership Domain, Peakhurst South Public School is clearly described as Sustaining and Growing across allelements of the School Excellence Framework. To further build on leadership capacity across the school, PSPS willfocus more deeply on implementing and creating an instructional leadership approach to all leaders and teachers. PSPSwill continue to improve evaluation and analysis skills across all staff to ensure decision making is informed and directsthe school to make the best decision for student learning.

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 Learning

Purpose

Enhancing the wellbeing of students by creating life–long and successful learners through connected and quality literacy,numeracy and future–focused learning.

Overall summary of progress

Peakhurst South Public School has been successful in implementing the first year of the 2018 – 2020 School Plan inmeeting the milestones for Strategic Direction 1.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

The school communitydemonstrates high expectationsfor student learning progress andachievement, and the wholecommunity is striving to excel intheir learning.

SEF Link: Learning Culture

School Events were heldthroughout 2018 to continueto build the collaborationbetween all communitymembers of PeakhurstSouth Public School.Sessions were providedbased on parent communityfeedback to the school.

The school engages in strong collaborationsbetween parents, students and staff to inform andsupport student learning. There is a directpartnership between home and school.

There is collective responsibilityfor student learning and success,shared by staff, students andparents. Planning for learning isinformed by research, holisticinformation and individual studentneeds.

SEF Link: Wellbeing

Student Wellbeing Officeremployed two days perweek to support studentsand the parent communityin building resilience,managing anxiety andsocial and emotionallearning needs.

$21000.00

The school has expanded its approach towellbeing; employing an additional teacher inLearning and Support and a Student WellbeingOfficer. This has led to students feeling furthersupported in the development of the whole child.

A range of formative assessmentpractices including learningintentions, success criteria, goalsetting and explicit feedback areroutinely used by teachers toinform teaching, adapt practiceand meet individual studentlearning needs.

SEF Link: Assessment

35% of staff attendedtraining and development inFormative Assessment andVisible Learning Strategies.

Some classes are implementing FormativeAssessment practices. Moving forward into 2019 allclasses will implement Formative Assessmentstrategies.

The percentage of studentsachieving in the top two bands forNAPLAN reading and writing is ator above state average levels.

SEF Link: Student PerformanceMeasures

Employed a LiteracyConsultant to work with100% of teachers.Released an AssistantPrincipal two days per weekto support teachers in theimplementation of thechanges in teachingpractice.

Peakhurst South performed above stateexpectations in both Reading and Writing. Theschool's value–add is positive betweenKindergarten and Year 6.

The percentage of studentsachieving in the top two bands forNAPLAN numeracy is at or abovestate average levels.

Staff spent teacherprofessional learning timedeveloping a newschool–wide Scope and

Peakhurst South students performed above stateaverage in Numeracy.






SEF Link: Student PerformanceMeasures

in Mathematics. Peakhurst South students performed above stateaverage in Numeracy.

Next Steps

• In 2019, Peakhurst South Public School students will be taught skills on creating a growth mindset • All students will access Formative Assessment strategies • The students will have access to improved reading and numeracy programs to ensure the school continues to

make growth in student learning outcomes



Quality Teaching

Purpose

Build workforce capacity through focused collaborative professional learning and development that creates a culture ofhigh expectations for successful learning.







Assessments are used to monitorstudent learning progress andidentify skill gaps for wholeschool and individualimprovement. Areas for growthare routinely identified andaddressed.

SEF Link: Data Skills and Use

$1000.00

PLAN 2 (Planning forLiteracy and Numeracy)Tool training was attendedby the executive team.

In 2018 PSPS improved consistency in assessmentby implementing a uniformed summativeassessment process across Kindergarten to Stage3. In 2018 the leadership team was trained in theimplementation of the Learning Progressions andPLAN 2 Tool.

Teachers embed effectivepractices that reflect thedifferentiation of teaching,learning and assessment ofteaching and learning, to supportstudent growth in Literacy andNumeracy.

Teachers provide explicit, specificand timely formative feedbackrelated to defined successcriteria. Teacher feedbacksupports improved studentlearning.

SEF Link: Effective ClassroomPractice

$10000.00 in releasingteachers to be observed,observe colleagues andattend feedback meetingswith colleagues andsupervisors.

In 2018 teachers participated in professionallearning, lesson observations, program evaluationand feedback with a focus on differentiatinginstructional teaching. All teachers areimplementing Learning Intentions and SuccessCriteria into their classroom practice.

Staff actively evaluate, share anddiscuss learning from targetedprofessional development inbuilding collaborative teams.There are systems forcollaboration and feedback tosustain quality teaching practiceand cohesive and supportiveteams.

SEF Link: Learning andDevelopment

$8000.00 cost for allteachers to complete 12weeks of professionallearning focusing on theteaching of grammar andlanguage choices.

In 2018 all teachers participated in an intensivetwelve week grammar course to build teachers'understanding of language choices when teachingwriting and reading. This has given teachers aconsistent metalanguage across the school.

Up to date technologies areavailable and expertly integratedinto lessons by teachers.Teachers demonstrate growth in

$15000.00 was used topurchase additionaltechnology for students.

In 2018 an expert team of teachers wrote a newScience and Technology scope and sequence, anew digital technology scope and sequence, andterm one units of work to ensure the school was






the teaching of critical, creative,collaborative and communicationskills.

SEF Link: School Resources

ready to implement the new syllabus document in2019.

Next Steps

• Implementation of the Learning Progressions tool • All staff trained in Growth Mindset strategies • All staff trained in Formative Assessment Strategies • Implementation of the new Science and Technology Syllabus • Leadership team trained in the new PD/H/PE Syllabus for implementation in 2019 • New Mathematics Scope and Sequence created in 2019 • Implementation of writing mentors in 2019 while phasing out the external literacy consultant



Quality Leadership and Connections

Purpose

Leaders demonstrate systems leadership and innovation in building a connected, collaborative and forward thinkingculture.







The leadership team focus oninstructional leadership andevidence–based teachingensuring ongoing whole schoolimprovement .

SEF Link: EducationalLeadership

$2000.00 for the leadershipteam to attend relevanttraining and development inorder to be effectiveinstructional leaders fortheir staff teams.

The leadership team were up–skilled in the purposeof instructional leadership and a consistent modelwas implemented across the school. This ensuresthat consistent teacher feedback is given to allteachers with a clear link to teaching standards.

The school collaborates with thelocal community and the PEAKCommunity of Practice (PeakCOP) in continuous improvementin teaching and learning.

SEF Link: School Resources

Meetings were attended byall staff across the PEAKCommunity of Practice.

The PEAK Community of Practice worked togetherwith the consistent goal of improving writing acrossthe network of schools.

There is a whole school approachto improving student learning.The leadership teamis responsive to schoolcommunity feedback in buildingand sustaining positive schoolgrowth and communityrelationships.

SEF Link: Management practicesand processes

The sessions were providedby the school or local not forprofit educationalorganisations.

The school led a number of sessions for parents in2018. These sessions included: Multi–age Classes,Job–share classes, teaching of reading, teaching ofwriting, managing anxiety in students andtransitioning to high school.

Next Steps

• Collective Efficacy professional learning for the executive and staff • Growth Mindset as part of the PEAK community of schools • Changing Parent/Teacher Interviews to Term 1 based on parent–carer feedback


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading 100% of Aboriginalstudents scored in the toptwo NAPLAN bands inReading.

100% of Aboriginalstudents achievedpersonalised learninggoals.

Resources were purchasedto support the teaching ofAboriginal history andculture in classrooms.

• Aboriginal backgroundloading ($3 503.00)


All Aboriginal students have PersonalisedLearning and Support plans (PLSP) and aremaking progress across the Literacy andNumeracy continuums as indicated by theschool's PLAN data. The students are gaininga rich understanding of their culture andheritage through the community linked 'YarnUp' program.


The school has developed strongpartnerships with our Aboriginal communitymembers working towards a common visionof enriching our school with an understandingof our Aboriginal culture.

English language proficiency All students involved in theEALD program madeprogress in theirunderstanding and use ofthe English languagethrough improved spokenvocabulary, reading andwriting.

• English languageproficiency ($39 776.00)


In 2018 a teacher was employed theequivalent of one and half days per week tosupport students developing their skills andknowledge in the use of the English language.

Low level adjustment for disability An additional teacher wasemployed three days perweek to support studentswith a variety of learningneeds K–6. A teacher wasemployed one day a weekto lead an enrichmentprogram for studentsrequiring extension. Onefull time and one part timeSLSO (Student LearningSupport Officer) wasemployed to give studentsone to one and small groupsupport in the classroom.

• Low level adjustment fordisability ($125 000.00)


All students requiring adjustments andlearning support are catered for within classprograms and whole school strategies. Tier 2and Tier 3 students were referred for learningsupport. Tier 2 and Tier 3 students receivedPLSPs or specific learning adjustments.

Quality Teaching, SuccessfulStudents (QTSS)

• Quality Teaching,Successful Students(QTSS) ($45 600.00)


One Assistant Principal was released fromclass two days per week in overseeing thedevelopment of classroom teaching practicein English. This allowed the AP to workclosely with teachers in developing Englishprograms, completing observations andproviding feedback as well as mentoringteachers.


A teacher was employed in addition to theschool's allocation one day per week to work


Quality Teaching, SuccessfulStudents (QTSS)

• Quality Teaching,Successful Students(QTSS) ($45 600.00)

with students on enrichment programs inwriting.

Socio–economic background The school purchasedadditional technology tosupport the students in theirlearning needs and createequitable use of technologyfor all students. A numberof students were supportedin accessing educationalopportunities.

• Socio–economicbackground ($20 576.00)


The SRC led the school in a number ofwellbeing, community and sustainabilityinitiatives. A number of activities were paid forby the school in ensuring all students hadaccess to the curriculum.

Purchase of 30 new ipads gave studentsequity of access to technology.


The parent–community had access to anumber of parent workshops.

Support for beginning teachers A mentor teacher wasreleased the equivalent ofone hour per week tosupport a teacher in theirfirst two years of teaching.The early career teacherwas given two hours ofrelease time per week towork on moving fromGraduate TeacherStandards to ProficientTeacher Standards.

• Support for beginningteachers ($2 000.00)


One early career teacher was supported inmeeting NESA requirements at proficientlevel through a classroom teacher toexperienced teacher mentor program.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 119 122 144 151

Girls 121 105 117 132

Student attendance profile

School

Year 2015 2016 2017 2018

K 97.7 94.9 96.8 93.9

1 96.9 95.3 96 94.8

2 95.7 96.9 95.4 93.4

3 96.5 95.2 95.8 95

4 96.7 94.6 94.3 94.7

5 95.6 96.8 95.4 94.1

6 95.8 92.5 96.7 95.1

All Years 96.5 95.3 95.9 94.4

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

Peakhurst South Public School continues to haveabove average state attendance rates. If students dohave a high number of absences parents/carers arecontacted by the Learning and Support Team. Parentsare requested to attend a meeting with the Learningand Support Team. If absenteeism continues a letter ofdirection will be sent home to the parent/carer and ameeting arranged with the School Principal.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 10.44

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.6

School Administration and SupportStaff

2.52

*Full Time Equivalent

Peakhurst South Public School currently does notemploy any members of staff who identify as Aboriginalor Torres Strait Islander.

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 15

Professional learning and teacher accreditation

All teaching staff participated in a wide array of effectiveprofessional learning linked to the school's threestrategic directions and project areas of: Literacy andNumeracy, Connected Learning and Future–focusedLearning. In Literacy, the whole staff engaged withJoanne Rossbridge, Literacy Consultant from PrimaryEnglish Teaching Association Australia (PETAA)completing a twelve week intensive course inunderstanding and teaching grammar. Joanne also ledprofessional learning workshops throughout the yearwith a strong focus on upskilling teachers' ability toengage students in effective writing. This led toimproved teaching and learning practices across allclassrooms. In Numeracy, the school continued tofocus on problem solving and mental computation. Anew Scope and Sequence is in development forimplementation in 2019.

All teaching staff participated in ongoing professionallearning on incorporating Science, Technology,Engineering and Mathematics (STEM) based learninginto the classroom in improving students' critical and


creative thinking skills. Teachers participated inteam–teaching with teachers from Code Camp. Theproject team developed a new Science and TechnologyScope and Sequence and led professional learning onthe new Science and Technology syllabus. Under theWellbeing project, staff evaluated and updated StudentWellbeing procedures to enhance consistency acrossall staff.

The staff completed all mandatory training requiredthrough the NSW Department of Education. Allteachers moved to NSW Education Standards Authority(NESA) Accreditation and Maintenance process. Allstaff received a Working With Children Check and have

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 184,052

Revenue 2,782,123

Appropriation 2,506,625

Sale of Goods and Services 31,842

Grants and Contributions 240,397

Gain and Loss 0

Other Revenue 0

Investment Income 3,259

Expenses -2,668,069

Recurrent Expenses -2,668,069

Employee Related -2,265,586

Operating Expenses -402,483

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

114,054

Balance Carried Forward 298,106

The School Finance committee consists of the SchoolPrincipal, Executive, Teachers and the SchoolAdministration Manager. The School Council arepresented the school's expenditure and budget eachterm. Any major expenditures are discussed duringSchool Council meetings and projects presented to theP & C. Unspent funds will be used to replacetechnology, purchase new technology and to thecontinual upgrade of classroom learning environments.

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 2,095,461

Base Per Capita 50,469

Base Location 0

Other Base 2,044,992

Equity Total 147,170

Equity Aboriginal 3,503

Equity Socio economic 20,576

Equity Language 39,776

Equity Disability 83,315

Targeted Total 92,254

Other Total 80,635

Grand Total 2,415,521

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.

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.

Peakhurst South Public School performed above the


state in all areas of Literacy in Year 3.

In Year 3 Reading, 50% of our students achieved in thetop two bands.

In Year 3 Writing, 68% of our students scored in the toptwo bands.

In Year 3 Spelling, 62% of our students scored in thetop two bands.

In Year 3 Grammar and Punctuation, 64% of ourstudents scored in the top two bands.

Peakhurst South Public School scored equal or betterthan the state in most areas of Literacy in Year 5.

In Year 5 Reading, 39% of our students achieved in thetop two bands.

In Year 5 Writing, 20% of our students scored in the toptwo bands.

In Year 5 Spelling, 47% of our students scored in thetop two bands.

In Year 5 Grammar and Punctuation, 43% of ourstudents scored in the top two bands.



In Numeracy, 54% of our Year 3 students scored in thetop two bands for NAPLAN while 27% of our Year 5students scored in the top two bands.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.>

Premier's Priorities: Improving education results andState Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands. Peakhurst South Public School did nothave any Aboriginal students in Year 5, 2018. In Year3, 100% of Aboriginal students scored in the top twobands for Reading and 100% of Aboriginal studentsscored a Band 4 in Numeracy.

Parent/caregiver, student, teachersatisfaction

Students, teachers and parents were invited toparticipate in the Tell Them From Me (TTFM) survey atthe beginning and end of 2018.

The TTFM survey was completed by 100% of studentsin Years 5 and 6. The survey showed that students atPeakhurst South Public School continue to have higherrates of participation in school sports and extracurricula activities with 91% of our studentsparticipating in activities beyond the classroom asapposed to 84% across the state.

The number of students who identified as having

positive relationships with their peers was 91%compared to the state average of 80%.

Data collected through the survey indicated that thenumber of students subjected to physical, social orverbal bullying, or bullied over the Internet wassignificantly lower than the state average.

The TTFM Teacher survey highlighted the strengths ofour school: 100% of staff identified the strengths asLearning Culture, Inclusivity and Teaching Strategies.

Two key aspects identified within Learning Culture wereteachers catered for individual learning needs and giveongoing student feedback.

In Teaching Strategies, staff highlighted their abilities touse a variety of teaching strategies in engagingstudents as well as linking learning with prior studentknowledge.

In Inclusivity, staff identified the school as being 8.5 ormore out of 10.0 in all aspects. The staff rated as highin catering for all learning needs and establishing clearbehaviour expectations.

The number of parents who responded to the TellThem From Me Survey saw an increase from 2016. Ofthe responses collected, parents identified strengths ofthe school as parents feeling welcome, inclusivity,safety at school and support of behaviour.

Policy requirements

Aboriginal education

Staff and students at Peakhurst South aim to develop agreater understanding of Aboriginal Australia throughthe incorporation of Aboriginal perspectives into all keylearning areas. Important historical and contemporaryissues were discussed during quality teaching lessonsduring Reconciliation Week and NAIDOC Week.

In 2018 the principal attended a two day professionallearning conference on engaging Aboriginal studentswith the aim of developing an increased understandingof Aboriginal culture within the school with the long termfocus of building Aboriginal learning opportunitiesacross the Georges River schools.


Multicultural and anti-racism education

The school appoints a teacher as the Anti–RacismOfficer each year to manage any students that havebeen subjected to any form of racism. The schoolfocused on celebrating Multicultural Australia anddiversity through Harmony Day, the 'Kids Matter'Framework, the School Values and through theschool's wellbeing programs. In 2018, Peakhurst SouthPublic School engaged an English as an AdditionalLanguage or Dialect teacher in supporting studentsthrough team teaching and small group withdrawalprograms to support learning needs.


Documents

2018 Peakhurst South Public School Annual Report...Peakhurst South Public School Annual Report 2018 4323 Page 1 of 17 Peakhurst South Public School 4323 (2018) Printed on: 14 March,