Epping Public School · the following aspects of the assessment: ... professionally run operation. ... Administration & office 40,075.41 School-operated canteen 0.00

Epping Public School Annual School Report 2013

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School Context

Students In 2013 our student population peaked at 380 students. We commenced the year with 370 students. The mobile nature of our student population did result in numbers varying throughout the year. The number of students from a non-English speaking background currently represents 80% of our student population. The predominant cultures of our NESB students were Chinese and Korean. However, we included students from 40 different cultural backgrounds. This year Epping Public School operated with 15 classes.

Staff We had 17 full time members of staff. This included a non-teaching principal, 3 teaching assistant principals, 12 classroom teachers and 1 fulltime ESL teacher. The school’s part time components included two ESL teachers (3 days and 2 days respectively), bringing our ESL allocation to 10 days a week. We employed a teacher to take release classes for 3 days a week and a part time teacher worked 3 days a week. Our library operated for 4 days a week. The school also had access to a Counsellor 1.5 days a week. Our Learning & Support Teacher had an allocation of 2.5 days per week, which was increased to 3 days week through school funding.

The teaching staff was supported by two full time personnel in administration, a general assistant 2 days per week, an administration officer 1 day a week and an administration officer working in the library for 1 day a week. The school also had access to a teacher’s aide for 12 hours a week.

All teaching staff meets the professional requirements for teaching in NSW public schools.

Significant programs and initiatives Epping Public School continued to review and upgrade practices throughout the school. This resulted in the introduction of, or improvements to, the following programs:

• Enrichment K-6 Program

• Learning and Support

• ESL Programs

Student achievement in 2012 Our NAPLAN results were very pleasing and again indicated outstanding performance in many areas. I would like to highlight achievements in the following aspects of the assessment:

• Year 3 all areas in English

• Year 5 growth in Spelling

Principal’s message The year 2013 welcomed to our school Miss Campbell, whilst we farewelled Ms. McKenzie who had spent seven years at Epping Public School.

Our students continued to perform exceptionally well across all aspects of school life. Not only did they perform with great success academically, but they participated in all types of activities with enthusiasm. I continued to be amazed at the level of cooperation and support they give each other in such a multicultural environment.

The staff worked hard to foster the high standards achieved by our students. They give much of their own time to ensure we were able to provide opportunities across a range of extra curricula areas. During the year at Epping Public School children have had an opportunity to participate in band, choir, competitive sporting teams, the Green Team, Student Representative Council, sports carnivals, gala days, mind tournaments, chess club, debating, public speaking and performances.

The school community worked tirelessly to support the school and to help in the delivery of a quality education to the students. This year our P&C welcomed a new president Mr. Vitek, new to the position in 2013 as he had previously had a stint as P&C President. He led the P&C in the finishing of the new playground, the completion of our IWB program and the support of our literacy program.

I am very proud of our entire school community and the opportunities we provided for our students. The cooperation of our school community provided a great starting point for our students on their journey forward.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the

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school’s achievements and areas for development.

John Ford

P & C and/or School Council message The P&C is a support service for the school where we can enable activities, services and assets that are beyond the capability of the schools budget. To be able to deliver a better school we need to work hand in hand with the management and staff of the school. We are lucky to have a good relationship with Mr Ford and his management and support teams, without their guidance and assistance we could not provide what we do.

This year we had a team of people organising the efforts of the band coordinated by Mr Kasad. Our band continued to achieve well at school, at eisteddfods and at the annual music festival at Sydney Town Hall. Our Canteen had a great year in the hands of Mrs Bailey, Mrs Nanayakkara and Mrs Munot. They managed to make a great financial contribution to the P&C as well as provide good nutritious food to the staff and students, plus the occasional treat.

To be able to provide the goods and service needed we need funds and fortunately this year we have had a great Fundraising team of Mrs Perera and Mrs Yasamana. During the year these tireless workers arranged: Kids at the Circus, Mothers’ Day Stall, Golden Memories - Family Portraits, World of Magic, Movies in Pyjamas, Fathers’ Day Breakfast, Spooky Disco, Bargains Bus & Science Fun. The Federal Election also presented an opportunity that the team grabbed and organised a highly profitable well organised day, with the aid of many food stalls, canteen etc.

Our students managed to stay well presented at a reasonable cost due to the great work of the Uniform Shop Committee coordinated by Mrs Drego. She and her team also made a good financial contribution to the school from their professionally run operation.

The Grounds Committee was relatively quiet this year but the contribution of Mr Kelly and Mr Pitcher, in particular organising barbeques for the State of Origin and the Election Day was of immense benefit. Mrs Williams and Mrs Ravinthran kept the social atmosphere alive amongst the parents which helped the school and the P&C establish a bond with various different communities. Mrs Darley kept us in

touch with where we could find additional funds throughout the year and went after whatever was available to us.

Thanks needs to go to Mrs Kelly for her work as Secretary, Mr Kahawita as Treasurer and Mr van Oppen as Vice President, without this group I would be left in a corner scratching my head wondering what to do. In addition Mrs Kelly, along with Mrs Pitcher have been instrumental in guiding our Playground project which future generations will all be thankful for.

The help from Ms Fraser coordinating French and Mrs Fei coordinating Mandarin and editing the P&C content of the school newsletter also is greatly appreciated. I hope to see many of these people again being active in the school community next year and give thanks for all your effort. For those that feel it is time to sit back and let somebody else have a turn, or are leaving the school, thank you for your contribution while at the school.

Mr Phillip Vitek P&C President

Student representative’s message The year 2013 was a great year. For us, as students, there were a number of highlights. Ceramics was a very different thing to do. Each stage took part creating their own works. Stage 1 made crocodiles, stage 2 made aliens and stage 3 created rainforest birds. The Spooky Disco as always was a great success and truly terrifying. There were many scary costumes, from ghosts to zombies.

Our favourite event was the stage 3 camp which was really great fun. The camp was a Sport and Rec Camp at Broken Bay. We got to do fantastic activities like bushwalking, high ropes, archery and orienteering. There were always great night activities. Unfortunately we all had to do chores, but we really didn’t mind.

Lots of students participated in our end of year ‘Talent Quest.’ It was a truly thrilling event. We saw students sing songs, present drama items, do dances, play instruments, tell jokes and perform funny plays. Our last event of the year was the Year 6 Farewell. It was really well planned by the Farewell Committee. The food was great and it was followed by a disco. All stage 3 had a great time.

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We would like to thank all of our teachers, the parents who helped out and of course the students for making 2013 another wonderful year at Epping Public School.

By Lauren & Prakrit

Student information Student enrolment profile

Student attendance profile

Management of non-attendance

Our school keeps electronic rolls through the software program Web Attend. This program is able to create on the spot reports so attendance issues can be dealt with immediately.

Workforce information Workforce composition

Position Number Principal 1 Assistant Principal(s) 3 Classroom Teachers 12 Learning & Support Teacher 0.5 Teacher Librarian 0.8 Teacher of ESL 2 Counsellor 1.5 School Administrative & Support Staff 2.8 Total 23.6

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff Degree or Diploma 100 Postgraduate 15 NSW Institute of Teachers Accreditation 35

Exodus Can Drive, 2013

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2007 2008 2009 2010 2011 2012 2013

Stud

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Year 2008 2009 2010 2011 2012 2013K 94.9 94.2 96.2 95.8 97.61 95.1 94.4 94.4 94.7 95.02 96.0 94.7 95.2 96.3 96.33 95.3 93.7 95.1 94.9 96.04 97.1 95.6 96.1 96.4 95.65 96.0 95.6 96.3 95.3 95.26 95.4 94.8 96.6 95.7 96.1

Total 95.2 95.7 94.7 95.7 95.6 96.0K 96.1 96.0 96.3 95.8 96.51 95.6 95.8 95.7 95.5 96.02 95.8 95.9 95.7 95.6 96.03 95.8 96.1 96.0 96.0 96.34 95.8 96.0 95.8 95.9 96.15 96.0 96.1 95.9 95.9 96.16 95.4 95.7 95.2 95.1 95.5

Total 95.7 94.7 96.0 95.8 95.7 96.1K 94.3 94.7 94.7 94.3 95.01 93.7 94.2 94.2 93.9 94.52 94.0 94.4 94.2 94.2 94.73 94.1 94.5 94.4 94.4 94.84 94.0 94.5 94.3 94.3 94.75 94.0 94.4 94.2 94.2 94.56 93.6 94.0 93.8 93.8 94.1

Total 94.1 92.1 94.4 94.3 94.2 94.7

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Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

Date of financial summary 30/11/2013

Income $ Balance brought forward 162,873.15 Global funds 246,984.36 Tied funds 66,517.24 School & community sources 238,074.6 Interest 6,297.11 Trust receipts 38,416.00 Canteen 0.00 Total income 759,162.46 Expenditure Teaching & learning

Key learning areas 63,179.43 Excursions 118,968.61 Extracurricular dissections 30,192.34

Library 5,824.56 Training & development 2,520.21 Tied funds 61,646.55 Casual relief teachers 50,786.8 Administration & office 40,075.41 School-operated canteen 0.00 Utilities 54,744.23 Maintenance 20,237.19 Trust accounts 39,532.25 Capital programs 37,784.13 Total expenditure 525,491.71 Balance carried forward 233,670.75

A full copy of the school’s 2013 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School performance 2013 Arts

Students were given many opportunities to participate in the Arts throughout 2013.

During the first three terms, two bands operated. Our concert band had 50 members and our training band had more than 20 members.

The concert band performed in local competitions, gaining a highly commended in the Sydney Eisteddfod and a gold award at the

Yamaha Festival. The concert band also performed at the Ryde Eisteddfod. They also performed at many school functions including the Welcome Barbecue, Education Week, Presentation Day and School Assemblies.

Our band is an integral part of school life at Epping Public School and so it was with great sadness that we farewelled our conductor of 24 years Mr. Walmsley. The quality, respect and recognition of our band is in no small part due to the work and effort of Mr. Walmsley. He will be greatly missed.

Year 4 students and the School band participated in the annual Epping Music Festival at the Sydney Town Hall where over 300 children sang in a massed choir.

The school has 3 choirs which performed at school assemblies, special events and the local community events including the local nursing home, a presentation at the Epping Services Club and for visiting dignitaries.

All classes presented assembly items with a focus on drama and performance.

The Annual Talent Quest saw more auditions than ever, culminating in a wonderful end of year performance.

However, the highlight of the Arts in 2013 was the Twilight Concert. During the concert we had performances by vocal ensembles, instrumental groups, a dance group and a drama group. These group performances were punctuated by individual performances by students. It was a wonderful spectacular which showcased the enormous artistic talent we have at Epping Public School.

Combined Choir at the Music Festival

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Sport

At the swimming carnival we saw the use of the Ryde Aquatic Centre as our venue for the first time, this was fantastic. The students and teachers had a wonderful day and we were all amazed at a 7 year old who managed to win almost every race in both the 8 year age group and the junior races, not to mention some of the open races. We saw 20 students from years 2-6 make it to the zone swimming carnival.

The cross country carnival had to be relocated due to the weather which turned out to be a great thing. The carnival was held here at Epping Public School; the students started on the grass area, ran up through the school, and used a few different exits and entrances to the school, turning left, right, going uphill and downhill and running on a variety of different surfaces. The students, teachers and parents were delighted with the venue and we know where we will be holding the carnival in the future. We sent 40 students to the zone carnival to showcase their skills against other schools in the Beecroft zone.

The athletics carnival was great, again held at Epping oval, and with the assistance of some fantastic parents we witnessed students compete in running races, long jump, shot put and novelty events such as discus and javelin. We also saw, thanks to the training of little athletics, that high jump was put back on the events list. From this carnival we took 36 students to the zone track carnival and 25 students to the zone field events carnival.

The K-2 Gala day was fantastic with all students competing and enjoying a variety of different activities.

We were able to offer our students a variety of sporting programs this year including:

Fundamental movement program for K-2;

K-4 Sports in Schools;

K-2 Gymnastics;

Little Athletics for 2-6;

Combined sport for both Epping and Epping North stage 3 students;

Weekly PSSA for stage 3 students in both netball and soccer; and

Competitive team sports for 3-6.

This year there was also the addition of the following;

AFL for 3-6, where students were taught a variety of skills through an 8 week program up at Epping Oval;

The leisure sports program for all students in years 3-6. This was a new initiative where students had an opportunity to test out tennis, AMF bowling, lawn bowls, table tennis and orienteering;

Our stage 3 students entered in a number of knockout tournaments including netball, soccer, cricket, touch football as well as gala days for netball and touch football.

These things wouldn’t be possible without the dedication and organisation of teachers, the support and help from parents and great organisations that we can call upon.

Academic achievements NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)

Year 5: from Band 3 (lowest) to Band 8 (highest for Year 5)

The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN).

Click on the link http://www.myschool.edu.au and enter the school name in the Find a school and select GO to access the school data.

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http://www.myschool.edu.au/

NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

Year 3 Reading

• 85% of students were in the top two bands.

• This is nearly 10% more than the school average 2009-2013.

• No student was in the bottom band.

Grandparents Day at Epping Public School

Year 3 Writing

• 95% of students were in the top two

bands.

• More than half the students were in the top band.

• No student was in the bottom three bands.

Kindy at the Farm

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Bands

Percentage in bands: Year 3 Reading

Percentage in Bands

School Average 2009-2013

State DEC % in Bands 2013

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Percentage in bands: Year 3 Writing

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Year 3 Spelling


• This continues our high achievement in Spelling based on school average 2009-2013

• Over 3 times more than the state average achieved the top band.

Year 3 Grammar & Punctuation

• Over 90% in the top two bands.

• Over 70% were in the top band compared to 58% school average 2009-2013.

• No student was in the bottom band.

K-2 Gala Day

NAPLAN Year 3 - Numeracy


• Over 3 times more than the state average achieved the top band.

• More students were in both band 5 and 6 than the school average 2009-2013

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Percentage in bands: Year 3 Spelling

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Percentage in bands: Year 3 Grammar & Punctuation

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Percentage in bands: Year 3 Numeracy

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NAPLAN Year 5 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

Year 5 Reading


• A decrease in the number of students in the top band compared to the school average 2009-2013

Kindergarten visit Granny Smith Day Care

Year 5 Writing


• Only half the number of students achieved the top band compared to the school average 2009-2013.

Year 5 Spelling


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Percentage in bands: Year 5 Spelling

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• There was a slight increase in students achieving the top band compared to school average 2009-2013.

Year 5 Grammar & Punctuation


• Slightly less number of students in the top band compared to school average.

Leisure Sports Program – Lawn Bowls

NAPLAN Year 5 – Numeracy

• Just under 50% of students in the top two

bands.

• Although well above state average in top band, well below school average 2009-2013.

Average Progress In Reading

• At state average and the growth is showing an upward trend over the last few years.

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2008-2010 2009-2011 2010-2012 2011-2013

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Average progress in Reading between Year 3 and 5

School State DEC

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Average Progress In Numeracy

• This is steady and above the state

average growth.

Average Progress In Spelling

• The level of progress is increasing but it is

still below state average.

Average Progress In Writing

• Text types being assessed change, there

is less data, but it indicates growth comparable to state growth.

Average Progress In Grammar And Punctuation

There has been a decline in the level of growth across the years.

Other achievements During 2013 there were two programs initiated which have had a positive effect on the school.

Coffee Morning with the Principal

Many parents were unable to attend the monthly P&C meeting every second Tuesday in the month. As a consequence a coffee morning with the principal was instigated. This has grown to involve more than 20 parents on occasions. Whilst it was originally formed to disseminate information from the P&C meeting it has become a vehicle for three different areas.

It still continued to disseminate a summary of the P&C Meeting

It allowed parents to raise questions or concerns. These can be addressed on the spot or the parent contacted later with the information.

There was opportunity for the principal or the principal’s representative to canvass opinions and thoughts from the parent body about how things were progressing or ideas about planned events.

Stage 2 and 3 Leisure Sports Program

Many of our students have not had the opportunity to experience different sports. As such it was decided to develop a four week Leisure Sports Program. Our stage two and three students were exposed to different sports which could be played at a competitive level or enjoyed at a leisure level. These sports were Ten Pin Bowling, Lawn Bowls, Tennis, Table Tennis and Orienteering.

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Average progress in Numeracy between

Year 3 and 5

School State DEC

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Average progress in Spelling between Year 3 and 5

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Average progress in Writing between Year 3 and 5

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Average progress in Grammar & Punctuation between Year 3 and 5

School State DEC

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During the program there was outside expertise used for Lawn Bowls and Tennis. Teachers organised the other sports. All students involved thoroughly enjoyed these experiences. The program will continue in 2014.

Significant programs and initiatives Enrichment Programs K-6

Our Enrichment program continued to go from strength to strength in 2013. During the year we delivered 4-5 week enrichment programs in four areas to students across the school. The areas included Mathematics, Art, Writing and Drama. More than 100 students took part in the programs. Many of the programs involved outside expertise working with the students. All programs were based on projects culminating in an end product or presentation.

Our stage 3 mathematical group was challenged to create a plan for an excursion by country students to Sydney. Among other things they had to organise transport around the city, devise an itinerary and plan menus. All of this had to be achieved within a budget. This was presented in power point form to the staff.

Our art group worked hard. Our Stage 2 group creation a nature mosaic and Stage 3 created an Aboriginal perspective of a map of our school. Stage 3 for much of their painting made their own colours from materials around the school. Photos of these projects were displayed at the local railway station and at an exhibition in the city. The works have been framed and now hang in our school hall.

Stage 3 – Aboriginal Artwork

Learning and Support

With the creation of increased time for our Learning and Support Teacher in 2012, we took the opportunity in 2013 to further review the processes for supporting students within our school. We instigated the following strategies:

• A Learning and Support Team (LST) with representation from teachers, ESL team, Learning and Support Teacher (L&ST), Stage Support Teacher and School Counsellor to meet weekly.

• A review and update of the referral process.

• All referrals were discussed by the LST and recommendations for support made.

• Semester reviews by the LST and class teachers of all students referred.

• Feedback sheets for teachers to keep them informed.

• Regular review of all students on the active referral list.

• Meetings were held each term by members from the support team, to discuss students’ allocation of support.

• Six hours per week of support, per Stage, was used at the supervisor’s discretion.

• Tracking of any student on the LST active referral list.

English Literature

As part of the new English Curriculum the school developed literature units for each grade. These units focused on a theme, using stimuli including books, video clips, pictures, recordings and songs. These units were designed to complement the English curriculum, but do allow a deeper understanding of concept as well as exposing students to modern media and the role it plays now and into the future. Some of these units have been trialled in 2013, but in 2014 the whole school will be using them.

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Aboriginal education

As a school we recognize the importance of our heritage and acknowledge the importance of Aboriginals within that heritage. This year we held a day in which we wanted more than students listening or watching, we wanted them involved. The day was a wonderful success in which students had the opportunity to participate in Aboriginal Art, Dance, and Storytelling. The day culminated in a concert for the whole school. It was a wonderful day and promoted the importance of Aboriginal Education as a cross curriculum area. The day also provided the impetus for our stage 3 enrichment Art project.

Multicultural education

Many of our students speak English as an additional language. This involves nearly 40 different language backgrounds. The school has 10 ESL teaching days provided by one full-time English as a Second Language (ESL) teacher and two part-time ESL teachers. This allocation varies depending on the needs of the school.

The school has extensive English as a Second Language program. The ESL teachers focused on oral skills, reading and writing and the language of Mathematics.

When students from a language background other than English enrolled at the school they were assessed to determine the level of support they required. Some students have no English whatsoever and needed intensive support to help them settle happily into school life. Beginners were withdrawn from the classroom into small groups while later phase students received in-class team-teaching where the classroom teacher’s program was followed. The students were monitored and assessed to ensure they made rapid progress in all English teaching and learning activities.

In 2014 ESL will be referred to as EAL/D (English as Another Language or Dialect).

School planning 2012—2014: progress in 2013 As part of our 2012-2014 School Plan we identified 5 areas in which we wanted to focus. These areas were:

• Literacy

• Numeracy

• Curriculum and Assessment

• Engagement and Attainment

• Leadership and Management

Within each area we developed outcomes to guide our strategies. During this time outcomes have been added as new data became available. Some outcomes may be achieved within a year whilst other outcomes may continue over the three year period. Listed below are progress reports on three of the outcomes which attracted a major focus during 2013. Following will be three of the outcomes which will be a focus throughout 2014. Please be aware that these will not be the only outcomes on which we focus in 2014. A full copy of our school plan indicating all outcomes for 2014 can be found on our website.

School priority - Curriculum and Assessment Outcome for 2012–2014

The National English Curriculum will be successfully implemented into Epping Public School.

2013/14 Target to achieve this outcome includes:

• All teachers will incorporate the National English Curriculum into their Teaching/Learning Programs.

Evidence of progress towards this outcome includes:

• A working committee led staff through the understanding of the new English curriculum. This included professional learning, and training for the incorporation into Epping Public School Curriculum;

• Literacy units were developed Kindergarten to Year 6 to support

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teachers in the implementation of the curriculum;

• Term overviews were created to support teachers in ensuring English and the other new national curriculum areas being introduced are organised in a balanced and accessible manner;

• A draft scope and sequence was developed, to be trialled in 2014; and

• New resources were purchased to support the curriculum.

Future direction to achieve this outcome includes:

• Continue to develop literature units and term overviews to assist staff in implementing the new English curriculum; and

• Finalize the English Scope and Sequence for Kindergarten to Year 6.

School priority - Literacy Outcome for 2012–2014

1. Improved outcomes in comprehension for all students, through explicit and systematic teaching.

2. There will be a heightened value of reading throughout the school.

2013 Targets to achieve this outcome include:

• Student growth in NAPLAN Reading will be above state average growth in 2014;

• Seventy percent of students will receive a higher percentile in the 2013 PAT Testing; and

• Seventy percent of students will indicate their enjoyment in reading has increased.

Evidence of progress towards these outcomes include:

• Staff reviewed the use of the Here, Hidden and Head strategies and how to incorporate it into their teaching;

• Staff was trained in the explicit teaching of comprehension skills with a focus on the Super Six Strategies; and

• Story reading by teachers to students was introduced as a lunchtime activity.

Future directions to maintain these outcomes include:

• Stage supervisors incorporating the super six and here hidden head strategies into planning; and

• Purchase resources which reflect the Super Six Strategies.

School priority - Curriculum and Assessment Outcome for 2012–2014

The National Science Curriculum will be successfully implemented into Epping Public School.

2013/14 Target to achieve this outcome includes:

• All teachers will incorporate the National Science Curriculum into their Teaching/Learning Programs.

Evidence of progress towards this outcome included:

• A working committee led staff through the understanding of the new Science curriculum. This included professional learning, and training for the incorporation into Epping Public School Curriculum;

• A draft scope and sequence was developed and is being trialled in 2014; and

• ‘Primary Connection Units’ were purchased to facilitate the introduction of the new Science curriculum. These units included resources needed to implement the unit.

Future direction to achieve this outcome includes:

• Continue to purchase Primary Connection Units

• Finalize the scope and sequence.

• Address the issue of units for cross stage classes.

Outcomes 2014 Some of the outcomes to be focused on in 2014 include:

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School priority - Curriculum and Assessment The National English curriculum will be successfully implemented into Epping Public School.

Strategies to achieve this outcome will include:

• Implement the English scope and sequences developed in 2013;

• Review Scope and Sequences for English to adapt to ‘Conceptual Programming’ ideas;

• Continue to develop literature units and term overviews to assist staff in implementing the new English curriculum;

• Mandatory planning and implementation of the new scope and sequence and units of work for every teacher;

• Evaluate term units to inform future planning; and

• Continue to buy and pool new resources necessary for each unit .

Indicators of our success will be:

• Evidence of new scope and sequences and corresponding units found in every teacher’s program. This will be monitored by Stage supervisors;

• Discussion among stages to evaluate each unit and evidence of evaluation of each literature unit found in every teacher’s program;

• Mandatory planning and programming sessions using the ‘Conceptual Programming’ philosophy will occur;

• Storage resource for each unit of work in each stage, with all necessary resources labelled and clearly marked will be accessed by each stage and/or grade; and

• New books purchased, sorted and stored appropriately.

School priority - Curriculum and Assessment The National Mathematics curriculum will be successfully implemented into Epping Public School


• Induct staff to unpack syllabus through Professional Learning sessions;

• Develop a new scope and sequence;

• Create a rubric of assessment to ensure consistency in grading;

• Investigate hard copy and online resource websites to assist in teaching and assessing;

• Rationalise present mathematical resources; and

• Buy and pool new resources necessary for implementation.


• Staff engages in professional learning sessions to look thoroughly and explore the new Mathematics;

• Professional Learning sessions held to compare and contrast new and old syllabuses;

• Committee members feedback any course information from Professional Learning sessions to the committee and to staff;

• The new National Mathematics curriculum folder available to all staff on the server in the ‘Faculty’ folder;

• Facilitators will feedback any course information from Professional Learning sessions to the Principal, committee and to staff;

• New scope and sequences presented at a Professional Learning session and implemented into programs across all stages;

• Evidence of new scope and sequences and corresponding programs found in every teacher’s program;

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• Staff actively involved in contributing ideas for a rubric of assessment including indicators of ‘grade’ answers and ensuring consistent teacher judgement; and

• New resources purchased, sorted and distributed among the stages

School priority – Engagement and Attainment There will be increased use of mobile technology devices, to effectively support student learning across the school.


• Engage Dr Kristy Goodwin to deliver Professional Learning on using iPads in the 21st Century classroom;

• Approach our P&C meeting requesting a donation to increase the number of iPads available around the school;

• Purchase hardware to support technology;

• Explore applications, their link to classroom teaching and purchase appropriate applications;

• Incorporate the use of applications into stage planning;

• Encourage attendance at PL workshops sessions on iPads and mobile devices; and

• Promote Professional Learning afternoons sharing ideas and quality practice.


• Remote wireless operational across the school;

• Relevant hardware including IWB’s available to staff to support mobile devices and iPads;

• A plan created, and mobile device purchases commenced;

• Staff attend iPad/mobile devices workshops;

• Teachers incorporate the use of applications during stage planning; and

• Evidence of teacher classroom practice using applications to support student learning.

Professional learning Our Professional Learning program has 3 major components to which we allocate our funds. These are:

Training areas identified by the Department of Education with regard to mandatory, new or updated policies and curriculum.

Training priorities established in our School Management Plan.

Training which supports the individual learning goals of teachers.

All staff participated in Professional Learning to varying degrees.

The average expenditure per teacher was approximately $1400. These funds were made up of Professional Learning Funds contributed by the Department and money from the school budget.

Whilst professional learning occurred across the curriculum, major teacher training occurred in the following:

• The implementation of the new English curriculum

• The implementation of the new Science curriculum.

• Comprehension strategies.

• Report Writing.

Mandatory training components in Child Protection, CPR, The new English as another language or dialect and Code of Conduct in corruption prevention were covered throughout the year.

Athletics Carnival

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Parent/caregiver, student, and teacher satisfaction In 2013 the school sought the opinions of parents, students and teachers about the school. Parents had the opportunity to raise issues or comment through coffee morning teas, P&C Meetings or email. Each term staff completed reviews of events which included the opportunity to comment on aspects of the school both positive and negative. Students were able to comment through their fortnightly SRC meetings.

Their thoughts are printed below.

On the whole parents believed that Epping Public School was a good sized school re student population and that it promoted a harmonious culture and had strong links to the community. They felt that the staff was quite supportive and the school offered a strong extra curricula program.

One issue raised by the parents was the small area of the playground and the lack of level grassed areas.

Student representatives commented that Epping Public School was a nice place in which to come. They responded that they nearly always felt safe and enjoyed playing with their friends. The students felt very positive about their teachers and the learning that happens at school.

Students did comment on the fact that they would like more room to play soccer and cricket.

Feedback from teachers indicated they believed the school delivered quality educational programs. They felt they worked within a positive environment and in the main were well supported by the school. They acknowledged a positive link with the parents and believed they worked hard to maintain that relationship.

Staff did raise two areas of concern. They understood that change with regard to the curriculum had to take place, but were concerned by the rate of change and the time allocated to ensure the changes were as effective as possible and were long lasting. Secondly they believe that the area used to cater for sick children was inadequate.

Program evaluations

School planning and evaluation 2012—2014

School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

Our evaluations for 2013 focused on the curriculum area of Technology and the organisation and understanding of School Management. In an endeavour to ensure the evaluation allowed for depth in responses, the following procedures were incorporated. All staff members attended a session where our 2010 – 2012 technology action plans were reviewed. Feedback sheets each term allowed for comment on managerial aspects of the school. Coffee morning teas were organised for parent feedback. This was supported by an online survey which was emailed to staff, students and the parent body. A question and answer session was also held with our student council.

Background

The school selected technology as an area to review. This was based on two important facts. First of all the role of Technology in education and society has continued to expand beyond anyone’s considerations. Secondly, 2012 saw the culmination of our three year plan. We needed to identify where we were at and plan for our future. This planning needed to involve all school community members.

Findings and Conclusions

• 73% of staff members found computers easy to use.

• 73% staff members believed EPS was in the top half of schools with the use of technology.

• 70% of staff believed the school should target being in the top 25% of schools with the use of technology.

• Technology is regularly used to support learning in English and Mathematics but not so much for other areas.

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• All teachers acknowledged the need to continue to update technology skills.

• 75% of teachers stated that the school encourages and supports the use of technology.

• The majority of staff members saw wireless and the use of tablet devices as the future direction.

• 92% of parents believe technology was extremely or very important in helping children to learn.

• Over 50% of parents were satisfied with the use of technology at EPS.

• Nearly 30% of parents were unsure about how technology was used at EPS.

• Most common form of student access to computers at home was the tablet.

• Over 50% of students accessed computers every day.

Future Directions

1. The school will prioritize the installation of wireless throughout the school. The first stage of the program will see the access of wireless in every classroom by the end of semester 1 in 2014.

2. The school will develop a systematic plan for the purchase of tablet devices over the next three years. The target will be 5 devices in every classroom by the end of 2016. Initial purchases will commence in early 2014.

3. Professional learning for teachers in the area of technology will be increased. There will be an initial focus on the use of tablets to support learning.

Background

As part of our cyclical review of educational management and practices we evaluated school management. This also gave Epping Public School the opportunity to comment where the school is at.

Findings and Conclusions

• The staff acknowledged that the school makes changes to improve what it does.

• Some staff members indicated that the changes could be managed better time wise.

• Staff felt that the school acknowledged student achievement.

• The staff felt the school was meeting the educational needs of the student.

• The majority of parents felt the school met the needs of most students.

• Parents indicated that they felt the discipline was fair.

Future Directions

1. The school reviews ways in which we can meet the needs of all students. Initially the focus will be on ensuring we are differentiating the curriculum effectively.

2. Review how we use support staff to assist learning and support differentiation. In 2014 we will focus this aspect on the teaching of Mathematics.

3. Ensure that during the process of change we give due consideration to time frames to ensure that the change is effective and long lasting.

Easter Hat Parade

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About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

John Ford, Principal

Janette Bailey, Assistant Principal

Robyn Graham, Assistant Principal

Kevin Patterson, Acting Assistant Principal

Marrisa Kelly, P&C Secretary

School contact information

Epping Public School

Norfolk Road

EPPING NSW 2121

Ph: 9876 1452

Fax: 9876 6873

Email: [email protected]

Web: www.epping-p.schools.nsw.edu.au

School Code: 1850

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

https://detwww.det.nsw.edu.au/high-performance/annual-school-reports

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http://www.epping-p.schools.nsw.edu.au/



Documents

Epping Public School · the following aspects of the assessment: ... professionally run operation. ... Administration & office 40,075.41 School-operated canteen 0.00