2016 Hinchinbrook Public School Annual Report · We look forward to growing our P&C in 2017 and having future success and support.Marina BuscainoP&C President Message from the students

Hinchinbrook Public SchoolAnnual Report

2016

4613

Printed on: 5 April, 2017Page 1 of 22 Hinchinbrook Public School 4613 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Hinchinbrook 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.

School contact details

Hinchinbrook Public SchoolCnr Hinchinbrook Dr & Keppel CircuitHinchinbrook, 2168www.hinchinbro-p.schools.nsw.edu.auhinchinbro-p.School@det.nsw.edu.au9826 7344

Message from the Principal

Our school is very fortunate to have a highly dedicated staff who work together to provide an inclusive environmentwhere all students are nurtured and encouraged to achieve their personal best. Our students are motivated to learn andparticipate in the range of educational opportunities provided for them at school. We have established targetedprofessional learning for all our staff, with an intensive focus on the improvement of Literacy. This year we haveimplemented our Morning Routine in every classroom, which provides rich and rigorous recall and practice of importantfacts, vocabulary development, talking and listening and development of writing skills. The introduction of theComprehension Keys to support the development of reading as part of the Get Reading Right initiative, is becoming akey component of all classrooms.

Hinchinbrook Public School undertook the process of External Validation in Term 3, as a means of measuringsustainability and excellence in teaching and learning practices throughout the school. Growth in each of our SchoolStrategic Directions: 1. Learning Together, 2. Excellence in Leadership and 3. Performance and Enhancing a positivelearning culture based on strong connections and informed communication, formed the scaffold of the discussion. Thiswas a very positive experience for our school, as the data we collected in order to reflect on our current situation, showedwe are ‘sustaining and growing’ in all expected aspects of our learning environment. The ongoing collection of evidenceover the year, has given us a solid basis to inform our future directions for 2017 and the next 3 Year School Planningprocess for 2018 – 2020. As a school we will continue to collect data and make evidence based decisions for futureplanning, using the School Excellence Framework as our guide towards school improvement, and a growth mindset forall we do.

A strong team approach to the Positive Behaviour for Learning program has formed and completed training, to supportimproved school–wide processes for student wellbeing and quality learning in all classrooms. We are confident this willassist in our continued development of a vibrant school learning culture.

Creative and Performing Arts continues to be a main feature of success for our school. Our school based dance groupsperformed at the Ultimo Performing Arts Festival, the Western Liverpool Festival of Performing Arts along with ourSchool Choir, and our Senior Dance group performed at the highly acclaimed School Spectacular. A small group oftalented dancers were also selected to be part of the Community of Schools Dance Ensemble with dancers fromneighbouring schools. Two of our students were also selected to perform in the musical ‘Cats’.

I would like to thank all parents and community members who have positively supported school initiatives. Particularappreciation goes to the small group of dedicated parents in our Parents and Citizens committee. They providesignificant resources to advance student learning across the school, and I thank them on behalf of our students.

I certify that the information provided in this report is the result of a rigorous school self–assessment and review processundertaken with staff, parent and student leaders and provides a balanced and genuine account of the school’sachievements and areas for development.

Mrs K de Falco


Message from the school community

2016 was an eventful year for the P&C with many activities and events organised by the committee for the schoolcommunity. Thank you to the staff, parents and community members that contributed. These events included raising funds with anEaster raffle, Mother’s and Father’s Day stalls and school banking. The P&C also held The Biggest Morning Tea to raisefunds for the Cancer Council. This involved games and raffles and was a lot of fun.The P&C is always happy to help andsupport activities happening in the school. Funds raised were used to provide transport for all of year 6 to Wooglemai, aswell as a ScopeIT program for Stage 3. Both were hugely valuable and successful experiences for the children and willcontinue in 2017. A new company was trialled in 2016 for school photographs. GS Imaging provided low cost yet greatschool photos and have been rebooked for 2017. They also gave the Year 6 children photos in cap and gowns for theirgraduation which was a major factor in changing photographic companies.In collaboration with the staff, the P&Cdecided on a new sport t–shirt which will be introduced over the next year as stock of the old one run out. Our P&C viewparents as partners in education who have the right and responsibility to play an active role in their children’s education.We look forward to growing our P&C in 2017 and having future success and support.Marina BuscainoP&C President

Message from the students

Student leadership roles at Hinchinbrook Public School included Student Representative Council (SRC), SchoolAmbassador and Children's Parliament.

Student Representative Council (SRC) had two members from each class. SRC planned events including Stewart Houseand Smith Family donations and Crazy Hair Day to raise money for different charities. SRC meetings were held eachfortnight on Friday morning. The class representatives would take ideas from other students and raise them at the nextmeeting. After the meeting, the representatives would return to class and inform their peers of new and upcomingevents.

The School Ambassador collaborated with three other schools and was working on a project of school improvement. Thechildren met twice per term to discuss the progress that was being made. Presentations were at the Council Chambersat the end of the year.

Children's Parliament is a new project in the 2168 postcode area. It is a powerful platform that assists the children'sparticipation and a forum to advocate the voice of the children on all matters relating to our needs, ideas, interests, hopesand dreams. Children's Parliament is made up of four student representatives from Years 3–6. We worked in partnershipwith 9 other schools in the 2168 area. We had the opportunity to participate in workshops and activities that promotecreativeness, innovation, negotiation and conflict skills. We discuss matters we would like to see changed in theLiverpool area and ways to resolve the issues.


School background

School vision statement

‘Learning together’ to provide each student with the opportunity to achieve their personal best through engaged,meaningful learning, that creates inspired 21stCentury learners, in a safe, respectful and supportive learningenvironment.

School context

Hinchinbrook Public School was established in 1995 and currently has a population of 520 students (PP2), 76% comingfrom a language background other than English. The school is a member of the Liverpool Network of Schools as part ofthe Ultimo Group. Our school community shares a commitment to a supportive learning environment that places studentsfirst and focuses on quality welfare practices and skilling students to be successful and competitive citizens in the 21stCentury on a global scale.The school staff vary in experience from New Scheme Teachers, to those of extensiveteaching service. All staff are supported and led by a motivated Leadership Team comprising of the Principal, a classfree Deputy Principal and four Assistant Principals. Support staff and EALD teachers make a valuable contribution to theprograms offered to our students. As a learning community we are committed to providing quality learning opportunitiesfor all students within a positive safe and supportive learning environment.

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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated:

Learning

Learning Culture

From the analysis of the Performance and Development Plan process all teaching staff have demonstrated anunderstanding that student engagement and learning outcomes are directly linked, and the school is communicatingstrengthening this as ongoing priority.

Hinchinbrook PS has established whole school programs and explicitly teaches expectations of behaviour that enhanceour learning culture. Students are empowered to take responsibility for their ongoing learning, through programs such as‘Learning Together’ & ‘Core Values’ programs. These programs allow school expectations of behaviour to be taughtregularly & consistently at the beginning of each year ensuring that disruptive & unacceptable behaviours are dealt withquickly & effectively throughout the school.

Wellbeing

The KidsMatter initiative strongly supports student wellbeing across the school as it promotes positive interactions &learning environments. Through KidsMatter, students, staff & the broader community have a better understanding of thebehaviours attitudes & expectations that enhance wellbeing & lead to improved student outcomes. Evidence on studentwellbeing strongly suggests that students have their cognitive, emotional, social, physical & spiritual needs met are morelikely to be engaged learners who take responsibility for their own learning.

Cultural identity & diversity is recognised and respected on a daily basis through the encouragement of positive &respectful relationships & inclusivity of all students. This has been a main focus of our KidsMatter days particularly thefocus days targeting ‘Every Face has a Place’ & ‘Friendly playgrounds’. These days focused on creating a feeling ofbelonging & inclusivity for all students in the Hinchinbrook family.


Students show that they care for themselves & contribute to the wellbeing of others in the school through the K–2Helpers program, Buddy reading program & also through the use of the friendship tree. All students are encouraged tocreate a caring & friendly playground environment ensuring all students are being included in play thus supporting theirsocial & emotional wellbeing in the playground.

A calm and self–regulated learning environment is enhanced by our strategic and planned approach to implement PBLwithin our school. Staff are motivated to continue to improve our students ability in taking responsibility for their actionsindicated by teacher feedback and numbers of staff volunteering to be part of the PBL team. The behaviour codecontinues to form the basis for management of playground and classroom issues and a gives the entire community acommon language.

The community has a broad understanding of our school expectations in terms of our behaviour code. This allows us toreinforce our messages here at school and at home and also provides parents with the language we use to describe ourexpectations. This has a positive impact on student learning as they are clear on their expected behaviours to maximiselearning outcomes.

Curriculum and Learning

Staff are involved in the GRR program as there is a whole school commitment to respond to and meet the learning needsof all students. The GRR program fosters high engagement and high support of all students with clear links to theimplementation of the English syllabus. Information, learning experiences and curriculum delivery are integrated withtechnology to ensure information is presented in a variety of ways.

Morning Routine was implemented K–6 as a means of dedicating the first half hour of each day to a rigorous andengaging process with a focus on enriching student vocabulary, increasing academic background knowledge, and drilland repetition of key concepts. Differentiation of concepts being covered is evident in the layered seating arrangementsfor students, and the gradual release of responsibility model as students find success with the concepts. This curriculumdelivery meets the needs of individual students and is in line with community expectations with the provision of equitableacademic opportunities, in times of community change.

The current School Plan has a focus on what all students are expected to know, understand and do, and sits in line withDET, BOSTES and school community expectations. Hinchinbrook Public School is delivering a school culture whichdemonstrates aspiration and continuous improvement for all members of its learning community. Students and staff areencouraged to take responsibility for their ongoing learning, in a learning environment with high expectations and highsupport. Hinchinbrook Public School is committed to developing and promoting excellence to meet the learning needs ofall students.

The learning support team has well developed policies, programs & processes that identify, address & monitor studentlearning. These processes include regular LST & review meetings, and referrals of students who require reasonableadjustments & additional support. Teachers are responsive to meeting the needs of all students. Additional supportneeds are met through differentiated teaching, PLPs, specific behaviour management plans, SLSO support & targetedLaST focus programs. These curriculum provisions provide equitable academic opportunities for all students and providestudents with the capacity to take responsibility for their own behaviour management & learning needs. This promotesoverall wellbeing and contributes to creating a positive learning environment.

By actively collecting information from our community about student transitions into Kindergarten, learning supportstudents and high school transition, we gain valuable insight into the successes and deficits of our programs. Theanalysed data is utilised to improve our processes and practices therefore enhancing our responsiveness in meeting thelearning needs of all students. In recent years, our parent and student feedback has indicated a huge benefit for thestudents and their families in running organised, well communicated, and differentiated transition programs. Studentsand their families reported feeling positive and happy about transitioning. This is important to ensure we have anintegrated approach to student wellbeing, quality teaching and curriculum provision that enhances student outcomes.

Curriculum provision has been enhanced by working as a network of schools in GHH Future Schools learning group.Student learning outcomes are enhanced by a staff who have more knowledge, skill and strategies within “futurelearning” to implement engaging teaching and learning programs in a supportive environment. Staff have a greaterawareness and are increasing in confidence to promote critical and creative thinking amongst their students. Bynetworking with other schools we have been able to minimise cost and maximise teacher dialogue, experiences andfeedback.

Academic subjects and extra–curricular activities often go hand in hand and contribute to the wellbeing of learners,allowing students to achieve their individual potential. The variety of extra–curricular activities on offer at HinchinbrookPS means that often students choose more than one activity to pursue.

The scope and sequence provides a clear plan of how Hinchinbrook PS is implementing the Mathematics syllabus. Itclearly outlines what our students are expected to know, understand and do. Teachers are able to collaboratively plan


learning sequences while identifying the learning links throughout grade levels, providing opportunities for authenticlearning experiences that cater to the individual needs of students.

Assessment and Reporting

Hinchinbrook PS is developing consistency in its school wide processes in assessment and reporting. The use ofinternal and external data is used to inform: reporting to parents, teaching and learning, developing learning plans andmonitoring student progress. Teachers K–6 monitor, track and record PLAN data and use the Literacy and Numeracycontinuums. SMART data analysis and follow–up is evidence that external assessment data is regularly used byexecutive and staff to identify student achievements and areas of improvement, to inform future school directions.Students identified below the benchmark or grade expectation in NAPLAN Literacy and Numeracy, receive targetedsupport to address their learning needs.

The school analyses internal assessment data through consistent teacher judgement processes, both informally andformally. Planned consistent teacher judgement meetings (beginning, middle and end of year), professional discussions,classroom observations and constructive feedback are fundamental practices embedded within all Key Learning Areasacross all grades and stages, to track and report on student and school performance.

An increase in teachers setting transparent criteria for student assessment is more evident, through the use of rubrics,learning intentions and success criteria, in some Key Learning Areas.

At Hinchinbrook Public School we believe it is important to have effective communication with parents and thecommunity. This communication involves reporting on student progress and sharing responsibility for studentimprovement. Hinchinbrook PS teachers use a number of methods to engage with parents in regard to the progress oftheir children. Teachers provide detailed and regular information about student learning and achievement through, Dojocommunication, student reports (containing information on student’s strengths and areas of growth), PLAN datafeedback reports to parents, and Parent/Student/Teacher Interview PMI Sheet (parents reflecting on student progressreporting process) provide the basis for discussion with parents.

Systematic assessment & reporting processes are used to monitor, plan & report on student learning across thecurriculum. Individual student reports acknowledge strengths & address areas of growth. Where necessary, additionalreports are provided to elaborate on specific focus areas targeted through specialist teachers. Parents are regularlyupdated on student progress through parent teacher interviews & additional review meetings.

There are systematic policies, programs and processes to identify and address student learning needs. The developmentand use of the scope and sequence in Mathematics and the use of PLAN data K–6, are two examples of systems inplace which encourage the use of student data to inform planning for student needs. There has been a noticeable shiftaway from reliance on textbooks, allowing greater differentiation in classrooms, to meet student needs and improvestudent outcomes.

Teaching

Effective Classroom Practice

Teachers have reflected on the implementation of GRR in small focus groups across all K–6 classes. Each staff memberidentified three changes in classroom practice since implementing the program at the beginning of 2016. Responsesincluded changes in seating plans, differentiation for content and/or instruction, feedback for students is explicit andneeds based, use of learning intentions and goals for students, inclusion of success criteria for writing, explicit teachingof phonics, change in teacher philosophy and increased student engagement.

All classrooms are responsive to student needs, with well–planned teaching taking place. There is a whole schoolcommitment to the morning session of each day being uninterrupted, allowing students to engage in learningproductively with minimal disruption. Teachers have expressed varying levels of confidence in the implementation of theMorning Routine, however 100% of staff are committed to the program, having already seen the benefits. Students andteachers are engaged in this positive start to the day.

The teaching and learning cycle is a school–wide practice that is embedded in all Key Learning Areas. As an importantcomponent of this cycle, ongoing reflection and evaluation of teaching programs is regularly and consistently conducted.Most staff and stage teams engage in program reflection and evaluation through regular analysis of student assessmentdata, professional discussions, classroom observations and constructive feedback to facilitate deeper understanding andimplementation of the most effective teaching methods. Through this reflection and evaluation, teachers will improvepractices to enhance teaching and learning programs across the school, and plan for, monitor and report on studentlearning.

Teachers regularly revise and update whole school learning programs such as Learning Together & Core Values, fortheir effectiveness & relevance. Teachers make appropriate adjustments to content or delivery depending onstudent/class needs. Students who are taught to accept responsibility for their own behaviours are more likely to be


engaged learners.

Data Skills and Use

At Hinchinbrook PS grades and stages work collaboratively to set transparent criteria for student assessment andengage in consistent reflection of student assessment data. Staff collaboratively use consistent grade and stage basedmarking rubrics and create learning intentions and success criteria such as: ‘What Are We Learning To’ (WALT) and‘What I’m Looking For’ (WILF) to create cohesion across grades.

Hinchinbrook Public School Student Semester Progress Report is evidence of a consistent, school–wide practice forreporting to parents on a regular basis. This is important as parents have an understanding of what their children arelearning and receive regular updates to inform and support their progression to the next level.

By providing our community with access to student performance data and analysis within the Annual Report, StudentReports, PLAN and Best Start Reports and photographs, our community is more informed as to how our students areachieving in comparison to others and in what areas our needs lie. This is important information for the community toknow so they can assist in informing our future school directions.

Hinchinbrook PS is proud of the extra–curricular activities we offer and proud of the students who successfully applythemselves in these pursuits. These students are recognised and celebrated in our community in a variety of ways:specific mention in the Annual Report, newsletter and website features, fortnightly school assemblies and end of yearpresentation assemblies. Student achievement then informs future directions for the school.

Collaborative Practice

Teachers are working together to collaboratively and consistently engage in professional discussions and feedback tosustain quality–teaching practices. This enables teachers to analyse student achievements and progress and informdirections for future teaching and learning programs. The impact has seen a common language that students are awareof and use. Students understand that learning has a purpose and there is set–criteria that drives learning and is used toassess and report on student learning.

Collaborative planning sessions are provided for teachers each term, to meet with ESL or LaST to plan for individualstudent needs. This collaborative process provides teaching staff with the opportunity to plan for & review independentteaching & learning programs that provide quality teaching practices and cater for all students.

Learning and Development

Get Reading Right is an integral component of the professional learning for all staff and is aligned with the School Plan2016. Teacher professional learning for Get Reading Right stemmed from the student need briefly outlined in StudentPerformance Measures and priority areas collated from the Performance and Development Plans – 2015. There is afocus on teaching methods in Literacy and professional learning is supporting and building the teachers understanding.In summary, common areas for further development included; development of learning intentions, differentiation,assessment, inclusion of success criteria and syllabus implementation. Get Reading Right is reflected as a school goal inall current PDPs.

The school has effectively engaged staff in the process of familiarising themselves with the Mathematics syllabus. Staffthen used this knowledge to develop our scope and sequence. These processes have provided valuable opportunitiesfor professional dialogue between teachers, as they participate in professional development targeted at the schoolpriority of successfully implementing Mathematics syllabus, as outlined in the school plan.

Professional Standards

Part of the Get Reading Right implementation was the introduction of the Professional Learning and Standards Journal.The journal contains current PDP, Australian Professional Standards for Teachers, School Plan, a learning journal andlog. After each professional learning experience, staff reflect on an overview of learning and align this to the professionalstandards. Information for all TPL meetings is recorded in the ‘spotty book’ and links to the School Plan or own PDPs.

Professional Learning is aligned with the School Plan and its impact is measured on the quality of teaching and studentlearning outcomes. All evaluation and reflective practices inform future directions. All staff are taking responsibility formaintaining and developing their Professional Standards and have an understanding of each standard and theirprofessional requirements. This process will continue throughout Semester 2 2016, and 2017 in preparation for staffMaintenance at Proficiency and in support of Early Careers teachers for accreditation evidence. All staff participate inprofessional learning targeted to school priorities and their professional practice, this occurs as a whole school, stagegroupings, grade groupings and common interest groups. There is a particular focus on improved teaching methods inLiteracy this year, with professional learning activities focused on building teachers understandings of effective teachingstrategies in aspects of Literacy. Data analysis is conducted by the school leadership team, and is used to inform keydecisions, future goal setting and future directions.


Leading

Leadership

Parents are strongly encouraged to participate in our KidsMatter days. Community working bees have been organised tosupport the playground improvements & the local Bunnings has been very generous with donations of materials & time tobuild & supply our sensory boards & garden features.

School practices and programs are supported by being proactive and deliberate in creating links with other schools andlocal organisations. Productive partnerships with external agencies such as the university ensures we are able to givefuture teachers the opportunity to develop the necessary skills and knowledge to become successful practitioners ineducation. By allowing Mission Australia to utilise our school grounds for the playgroup we are making our school apositive place for future students and their families and can initiate those first interactions with new families, ensuring asmoother transition to school for our community.

Our links with local businesses has allowed us to equip our playground with necessary equipment to improve our schoolenvironment and enhance the educational opportunity for students.

Students are supported and celebrated while participating in extra–curricular activities, with parents and the communityinvited to engage with the school whenever and wherever possible. Students feel valued when positive relationships aredeveloped between students, the school, parents and the community, leading to whole–school improvement.

School Planning, Implementation and Reporting

The School Plan was modified for 2016 and now reflects the needs of the students and staff. Tell them from me data hadstudents rate 9/10 for expectations for success (higher than the Government norm 8.7/10) as Years 4–6 studentsrecognise the school staff emphasises academic skills and hold high expectations for all students to succeed. Schoolexecutive and consultant for GRR have explored future directions for speaking and listening, reading and writing, aligningwith the School Plan and responsive to staff and student need.

By having an online presence through our website and social media platforms, distribution of information about schoolpriorities and practices, student learning, celebrating achievements and acknowledging our wide diversity of communityachievements is simplified. We have found these mediums are easily accessible for an increased number of familieswithin our community. This process of regularly sharing information in an accessible manner, is important to enhanceschool improvement in our ability to keep our community well informed so parents can support their children within theireducation.

By providing a range of opportunities for parents and the wider community to engage in a range of school relatedactivities we empower them to become a part of the learning community. This gives them the context to be able toprovide feedback on our practices and processes so we can work towards sustaining whole school improvement in arange of areas. As indicated in our results from the TTFM survey and the Kids Matter parent surveys, the schoolcommunity views our learning environment as having an above average level of positivity around the school and arepositive about the educational provision. This has dual importance for us as a school (i)ensures students feel safe andsupported in their learning environment to maximise their achievement of outcomes. (ii) parents feel safe and supportedwithin our environment and trust in our ability to educate their children. Furthermore, we used analysis of this data todevelop priorities within current school programs such as KidsMatter, Get Reading Right and targeted sport groups.

Fundraising by the P&C provides another avenue for the school to purchase resources to enhance the learning of ourstudents. The process of fundraising, discussing school priorities and identifying much needed resources, also underpinsongoing school effectiveness within the area of community engagement to enhance student learning.

The current School Plan derived from the vision of the school community and driven by the main Strategic Directions ofLearning Together, Excellence in Leadership and Performance, and Enhancing a positive learning culture based onstrong connections and informed communication, is the core of the continuous improvement efforts across the school.

School Resources

The school strategically utilises its physical resources as best as it can to ensure that the wide range of student interestsand needs in the school are catered to. Where possible, resources outside the school are utilised, such as sportingfacilities and specialised classrooms at the local high school.

The processes involved in implementing the Mathematics Syllabus and the development of a new scope and sequenceensured that all staff members are successfully delivering the new curriculum within the recommended percentages oftime weekly for each KLA as set out by BOSTES. Tracking on PLAN, and stage assessment practices are supported bya consistent and easy to follow scope and sequence, leading to greater student outcome achievement. Appropriatemathematics equipment was made available in each classroom to support student access to the curriculum and set


tasks.

Management Practices and Processes

The Performance and Development plan process is a key element in enhancing the progress towards achieving thevision for all students at Hinchinbrook Public School. All planning and resource allocation decisions are madestrategically to achieve improved student outcomes. The school leadership team creates a number of organisationalstructures to enable management systems, structures and processes to work effectively and in line with legislativerequirements and obligations.

Our P&C is a valuable part of our school community who work tirelessly alongside our staff in our plight to engage thewider community with our school and fundraise to provide resources to support student learning. The regular meetingsallow for another opportunity to transfer information about school priorities, achievements and direction and receivefeedback about these areas. This is an important process that underpins ongoing school effectiveness within the area ofcommunity engagement.

The school vision of “enhancing a positive learning culture” is supported by, celebrating academic and socialachievements regularly in a range of school related activities. By making these a regular part of the school calendar, wehave found parents and students are able to make arrangements to attend. It also increases the frequency ofopportunities available for parents and carers to engage with the school in a positive manner. By keeping our schoolcommunity informed of our school core values we are providing them with knowledge and language to discuss andreinforce with their children and community. The school leadership team communicates clearly about school prioritiesand practices.

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Learning Together

Purpose

To provide opportunities for students to acquire Literacy and Numeracy skills through explicit teaching. These skills willbe utilised in authentic learning opportunities across the school. This will be evident in teaching programs and high levelsof student engagement.

To provide opportunities for students to develop the fundamental skills required to be competitive in the modernworld:–

Critical, informed and effective communicators

Creative and critical thinkers and problem solvers

Collaboratively work as a part of a team

Overall summary of progress

Hinchinbrook Public School has continued to build the capacity of staff with the introduction of the literacy program GetReading Right. Professional development has focussed on exploring current research, observing demonstration lessonsand participating in reflection meetings. All teaching staff have developed a deeper understanding of different formativeassessment strategies within the 'Morning Routine' and have shared this information with colleagues to maintainconsistence in teacher judgement. There are greater collaborative planning and programming practices across eachstage as classroom teachers and specialist staff work together to develop differentiated learning experiences to meet theneeds of all students.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

20% increase of studentsachieving grade appropriateexpectations in Literacyand Numeracy based on PLAN,NAPLAN and school based data.

100% staff have the capacity to plot students usingthe Literacy and Numeracy Continuums. All classteachers report to parents during Terms 1 and 3using parent feedback data from PLAN. Moststudents showed growth on continuums across allaspects within Literacy and Numeracy. All staff areusing internal and external data combined with theimplementation of Get Reading Right to increasethe percentage of students achieving gradeexpectation. Through Get Reading Right, Literacyactivities are needs based and differentiated to suitindividual needs inclusive of giving immediatefeedback.

$34, 355

Staff demonstrating increasedconfidence in implementing avariety of assessment anddifferentiation strategies wherestudents are afforded theopportunity to demonstrate theirknowledge and skills, using avariety of assessment tools.

All staff demonstrate growth in using formativeassessment practices to indicate ongoing needsand achievements of students in attaining stagebased outcomes. 100% of classroom teachers areupdating Literacy and Numeracy data onto PLANfor each student so this information can be usedduring collaborative planning sessions. 100% staffhave been actively involved in professional learningto enhance the Literacy standards of all students –Participation in Morning Routine led staff throughstrategies for differentiation with Day, Date andWeather, Sentence of the Day, 100 days of learningand Talk for Learning. Classroom Observationsindicate the improved capacity of staff in givingexplicit feedback to students. The school leadershipteam are building their capacity to give feedback to

$34, 355





Staff demonstrating increasedconfidence in implementing avariety of assessment anddifferentiation strategies wherestudents are afforded theopportunity to demonstrate theirknowledge and skills, using avariety of assessment tools.

staff. Student feedback as indicated in the TellThem From Me survey, demonstrates 86% ofstudents have a positive view of school and areinterested and motivated.

$34, 355

Next Steps

Next steps for 2017: • Continue to build on the explicit teaching of literacy in all classes inclusive of circling back to reinforce prior

professional learning experiences. • Focus on Feedback, Success Criteria and Learning Intentions across literacy and numeracy. • Introduction of Early Intervention Program TEN to ensure greater emphasis on numeracy development, particularly

Early Arithmetical Strategies. • Continue to develop effective formative assessment practices and create differentiated learning experiences that

meet the needs of students.



Excellence in Leadership and performance

Purpose

To enable staff to rise to the challenge of teaching and learning in a ‘Futures School’ by engaging in professional learningaimed at achieving personal teaching goals and improved practices.

To develop shared responsibility for student improvement and transparent learning culture including the observation ofeach other’s practices.


Throughout 2016, staff were developing and refining their performance and development goals. The 2016 Performanceand Development Plans were directly linked to the updated School Plan and included a whole school literacy goal, stagegoal and a personal goal suited to the professional learning interest and career development of each staff member. Staffare engaging in a deeper reflective process that is guiding the ongoing development of staff. All staff were, and continueto be trained in the literacy program Get Reading Right. This initiative is having a significant impact on the quality of theliteracy programs delivered to every class and reflects a change in pedagogy.




All staff will be flexible in theirapproach by drawing on a varietyof strategies to implementprograms and assessment toolsto create high quality classroomsthat reflect a change inpedagogy.

All staff are focused and have a commitment tocreate high quality classrooms that reflect a changein pedagogy. Staff have attended professionallearning sessions focusing on Literacy practicesthat are explicit, needs based and reflect currentresearch in improving literacy standards across allK–6 classes.

$93,355

All staff working towardsachieving their professionallearning goals as outlined in theirPerformance and DevelopmentPlan.

All staff have a Performance and Development Planbased on Department of Education policy. Staff aredeveloping and implementing their own plans andreviewing and modifying on an individual basis.

$90,385

All staff will reach theirappropriate accreditation level,measuring their performanceagainst the AustralianProfessional Standards forTeachers

With the introduction of Professional LearningJournals, all teachers are recording learningexperiences in a journal and aligning them againstthe Australian Professional Standards for Teachers.There was continued encouragement for all staff tomove towards gaining or maintainingaccreditation.The text in this column has beenimported from your School Plan. Copy the relevantinformation into the appropriate field below.

As listed above

Next Steps

Next steps for 2017: • Continue the collaborative development of Performance and Development Plans based on staff need and School

Plan, and aligned with Department of Education policy. • Continue to use Professional Learning Journals and link to The Australian Professional Standards for Teachers. • Focus on supporting Beginning Teacher Program. • Greater focus on encouraging all staff to move towards gaining and maintaining accreditation.



Enhancing a positive learning culture based on strong connections and informed communication

Purpose

To enhance strong connections for an engaged community partnership where a positive culture is fostered and diversityvalued.

To foster a school wide culture of self– improvement and shared responsibility for student engagement, learning andsuccess.

To encourage genuine, open and informed communication and provide opportunities for promoting consultative decisionmaking.


Parent engagement at school events continued to increase throughout 2016. Parents attended literacy meetingsprimarily focusing on the research and practices within the Morning Routine. Through this, they were able to develop adeeper understanding as to what is happening across every classroom, every morning. Parents are actively involved andsupportive of traditional school functions and embrace new events e.g. 100 Days of Learning celebration. Staff continued to develop and forge new professional learning networks with neighbouring Primary and High Schools toenhance their own understanding of Get Reading Right.




Increased parent participation inwhole school events.

Increased numbers in parents and communitymembers attending special events e.g. Coffee Cluband Get Reading Right Parent meeting. Increasednumbers of parents accessing school informationfrom the Skoolbag app, website and Facebookpage.

$26,500

Staff develop strong networks toenhance professional goals.

Professional Learning across a Community ofSchools continued into 2016. Staff were givenopportunities to network with teachers from localschools and involved guest speaker, David Priceand links to the newly introduced Get Reading RightProgram. Connections were continued with localpre–schools and high schools to provide additionalopportunities for students e.g. Science, debatingand transition programs.

$24,060

Next Steps

Next steps for 2017: • Provide parent workshops linked to literacy and numeracy practices within the school. • Professional Development opportunities for staff to visit other schools with our network for Get Reading Right,

Targeted Early Numeracy (TEN) and Positive Behaviour for Learning (PBL). • Continue connections with local Pre and High Schools to provide additional programs and transition opportunities.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All students from an Aboriginal backgroundhave an Individual Learning Plan (ILP) andare making progress across literacy andnumeracy continuums. SLSO class support isavailable for students requiring assistance inthe areas of literacy and numeracy.

$4851

English language proficiency Teaching and learning programs weredeveloped through collaborative planningsessions and delivered in team teachingsessions to meet the needs of EALDstudents. Get Reading Right engaged allstudents through active participation in theMorning Routine where students gainedfeedback to improve their prior knowledge,skills and understanding. EALD staff, as partof the Learning Support Team, communicatewith parents and invite them to meetings todiscuss progress and monitor Learning Plans.

$260,841

Low level adjustment for disability Students requiring adjustments and learningsupport are catered for on an individual basisand have learning plans. SLSO assistanceprovides support for students in the areas ofliteracy and numeracy.

$191,703

Quality Teaching, SuccessfulStudents (QTSS)

AP's were given 2 hours off their teachingload each week to work collaboratively withstaff. This collaboration includes planning andprogramming inclusive of differentiation andsyllabus requirements and lesson observationaligned with the PDP process. Teachersreceived support with the accreditationprocess linked to the Professional Standardsfor Teachers.

$20,000

Socio–economic background Fostered productive, supportive andprofessional partnerships with a focus onimproving student literacy standards acrossall classes K–6. Focus areas targetedPhonemic Awareness, Phonics and Fluency.Future TPL will focus primarily on vocabularyand comprehension skills throughout theschool. Additional support hours were fundedfor SLSO to assist with the implementation ofILP's and class based English and Mathsprograms.

$131, 478

Support for beginning teachers Beginning teachers chose a mentor who wereable to give individualised instruction andfeedback on identified areas of need anddevelopment e.g. programming, lessondelivery, assessment and reporting,behaviour management etc. Beginningteachers were released from class 3 days perterm to work with their mentor. The mentorwas able to support with the gathering andannotation of evidence to contribute toaccreditation.

$39,000 (3 BeginningTeachers)

Targeted student support forrefugees and new arrivals

Additional in class support and regulardiscussion with classroom teacher andparents provides scaffolded support for thestudents. Bi–lingual SLSO has also supportedthe families during Semester 2 and theenrolment process.

$5,211


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 248 271 252 263

Girls 263 274 274 307

Student attendance profile

School

Year 2013 2014 2015 2016

K 95.9 96.7 94.2 94

1 94.6 95.6 94.3 93.1

2 94.8 95.7 94.9 94.4

3 95.7 94.9 94.9 93.5

4 95 96 93.7 94.5

5 95.8 95.5 95.6 91.7

6 94.6 95.3 94.4 94

All Years 95.2 95.7 94.6 93.6

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Hinchinbrook Public School is proactive in managingstudent attendance. Student attendance is monitoredtogether by the staff and the Home School LiaisonOfficer. Attendance is monitored through: • Attendance reports • Communication with parents – letters, phone and

interview. • Adhering to HSLO procedures

Class sizes

Class Total

KB 20

K/1J 23

KS 19

KP 19

KD 20

1/2Q 24

1R 24

1NT 22

2H 25

2/3C 25

2T 25

2N 24

3K 30

3A 28

3/4L 27

4K 28

4H 30

5H 28

5/6M 27

5S 28

6F 28

6D 30

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 19.91

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1.3

Teacher Librarian 1

Teacher of ESL 2.4

School Counsellor 1

School Administration & SupportStaff

4.06

Other Positions 0


*Full Time Equivalent

In 2016, there were no members of staff who identifiedas Aboriginal or 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 85

Postgraduate degree 15

Professional learning and teacher accreditation

The staff at Hinchinbrook Public School participated inprofessional learning activities directly aligned with theupdated and reviewed 2016 School Plan andPerformance and Development Plans.

Literacy was a whole school focus throughout all K–6classes and specialist roles with the implementation ofthe Get Reading Right Program. This professionallearning aimed to develop , build upon and enhance theexplicit teaching of Literacy. Staff participated in avariety of face to face sessions that develop theirunderstanding of current research and practices toassist students in achieving improved outcomes.

Other professional learning experiences included onlinetraining and courses run externally to the school. Allstaff were active participants in 5 Staff DevelopmentDays. These were held on the first day for Terms 1, 2and 3 and the other 2 days were held in Term 1.

One teacher completed accreditation for the first timeand ten teachers are maintaining accreditation atproficient. There are 6 new scheme teachers workingtowards BoSTES accreditation.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting to 31 December 2016.

2016 Actual ($)

Opening Balance 616 659.27

Revenue 4 684 834.67

(2a) Appropriation 4 508 607.71

(2b) Sale of Goods andServices

39 605.06

(2c) Grants and Contributions 132 550.83

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 4 071.07

Expenses -4 475 913.37

Recurrent Expenses -4 448 818.58

(3a) Employee Related -4 048 799.82

(3b) Operating Expenses -400 018.76

Capital Expenses -27 094.79

(3c) Employee Related 0.00

(3d) Operating Expenses -27 094.79

SURPLUS / DEFICIT FOR THEYEAR

208 921.30

Balance Carried Forward 825 580.57

Financial summary equity funding

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

2016 Actual ($)

Base Total 3 571 580.83

Base Per Capita 28 457.27

Base Location 0.00

Other Base 3 543 123.56

Equity Total 588 872.00

Equity Aboriginal 4 851.06

Equity Socio economic 131 477.60

Equity Language 260 840.60

Equity Disability 191 702.74

Targeted Total 62 189.61

Other Total 171 422.03

Grand Total 4 394 064.47

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/or


community 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.

Key student outcome improvements since 2012. • Increased trend in Band 6 for Year 3 Writing. • Decreased trend in lowest two bands for Year 3

Writing. • Average Scaled Score Growth of Year 5 students

in Reading, was above State and all Departmentof Education students in 2016.



Key student outcome improvements since 2012. • The trend for Year 5 Numeracy has remained

consistent. • There is a decreasing trend for Year 3 Numeracy.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

In accordance with the Premier's Priorities:

Improving education results, schools are required toreport student performance for the top two NAPLANbands in reading and numeracy.

The percentage of Year 3 students in the top 2 bandshas increased from 2015 for writing and spelling andhas remained consistent for reading. Grammar andpunctuation and numeracy have decreased from 2015.

The percentage of Year 5 students in the top two bandsdecreased from 2015 with Literacy and Numeracy.

Due to the limited number of Aboriginal studentsenrolled, we are not able to report on NAPLAN results.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below:

In early 2016, Hinchinbrook Public School began theimplementation of the Get Reading Right Program toincrease the number of students achieving stageappropriate outcomes in Literacy. Parents were invitedto information sessions and into their child's classroomto experience a particular aspect of the new program.Parents responded very positively to the program, felt itsupported the children and indicated there is a highlevel of expectation for their children, with a high levelof support. All parents who attended information andtransition sessions felt welcomed and involved in theirchild's education.

Tell Them From Me surveys indicate the majority ofstaff feel the School Leaders are supportive andinitiating improvement and change. Staff value and aregiven the opportunity to work collaboratively with otherstaff to provide a diverse range of learning experiencesfor students to guide them towards achieving theirgoals.

Students results from the Tell Them From Me surveyshow the children value schooling and are sociallyengaged in their school life. The children acknowledgethey receive quality instruction, are immersed in apositive learning climate with high expectations forsuccess.

Policy requirements

Aboriginal education

The school community of Hinchinbrook Public Schoolacknowledges the Dharug people as the traditionalowners of the land on which the school is built.

Funds were received throughout 2016 to supportstudents from an Aboriginal background. The studentswere supported in the areas of Literacy and enhancinga positive and culturally inclusive learning environmentfor our Aboriginal students. All of the Aboriginalstudents have a negotiated Personalised LearningPlan.

Throughout 2017, the school will ensure Aboriginalperspectives are included within teaching and learningprograms and Aboriginal students have equal access toleadership and extra–curricular activities.

Multicultural and anti-racism education

In 2016, 78% of students attending Hinchinbrook PublicSchool came from a Non–English speakingbackground. The EAL/D program and schoolenvironment is inclusive and encourages anappreciation and acceptance of all cultures.

Increasing numbers of students were part of the NewArrival Program. These children were supported indifferent ways including withdrawal groups and in classsupport. All EAL/D Programs ensure students are giventhe opportunity to develop their oral and writtencommunication skills. Teaching and learning programsinclude Learning Across the Curriculum content: CrossCurriculum Priorities and General Capabilities.

An Anti–Racism Officer (ARCO) has been trained andis the contact for the school community members whowish to raise a concern regarding racism. Complaintsare responded to in an effective and timely manner.

The school celebrates its diversity throughout the yearwith whole school events and in class practices.Harmony Day is coordinated by the EAL/d team eachyear. Students and staff dress in orange and learningactivities build a culture of acceptance and tolerance forall.

Hinchinbrook Public School is striving towardsenhancing communication with parents/carers fromNESB by increasing the use of interpreters,employment of a Bi–lingual School Learning SupportOfficer and is investigating the translation of schoolinformation.

Other school programs

Special Education

Students with additional learning needs are supportedthrough a variety of ways. An allocation of 1.5 Learning& Support Teachers (L.a.S.T.) allows for extra support


across all grades. This support may be in used in theclassroom supporting targeted group focused groupwithdrawal groups or one to one intervention targetinga specific need. The Learning and Support Teachers(L.a.S.T.) has worked collaboratively with classroomteachers to assess their students with additionaleducational requirements, provide direct instruction,monitor and assessed student progress and adjustlearning programs for students across the school.

The L.a.S.T is also part of the Learning Support Team.This team meets weekly throughout the year to ensurethat the needs of all students requiring additionalassistance in the school are being met.Flexible fundingis used to employ four School Learning SupportOfficers who rotate through a 5 day a week roster.Students with additional needs receive targeted support4–5 times a week through programs implemented by anSchool Learning Support Officer. These targetedprograms are not just curriculum based but may includea social and emotional well being focus.

Arts

Senior Dance Group

Hinchinbrook Public School had another successfulyear in dance and performing arts. Dazzlers DanceGroup: 15 students from years 4–6 were selected toparticipate in the Dazzlers Dance group. The grouppreformed a lyrical routine titled ‘Sitting on the Dock’.They were invited to perform at a fundraising event“Rhythm for Rainbows.” They were also selected for theDance Festival Series–Ultimo, held at BankstownSports Club in Term 2. They then performed at theWestern Liverpool Festival of Performing Arts, held atMounties in Term 3.Schools Spectacular: 12 studentssuccessfully auditioned for Combined Dance at the2015 Schools Spectacular, “Dream Big.” The groupperformed as part of a segment recognising thestruggle students face at school, with 5 performancesover two days at Qudos Bank Arena. It was a valuable,memorable experience to be a part of such an amazingshowcase of NSW Public Education talent. Communityof Schools Dance Ensemble: 4 talented students wereselected to participate in the Community of SchoolsDance Ensemble, made of of students from our localnetwork of schools. To conclude the year our schooldance groups and choir were invited by Liverpool CityCouncil to perform at their Christmas Tree lightingceremony. This wonderful community event wasattended by many families and enjoyed by all.

Junior Dance Group

The Junior Groover’s Dance Group consisted of 23students from Year 1 to Year 3. The studentsrepresented Hinchinbrook Public School at the WesternLiverpool Festival of Performing Arts during Term 3.The students performed a routine that captured ajourney of how children in todays society, can worktogether as a team to make a difference and inspireothers. The Groover’s Danc Group were also invited toperform at the Liverpool Councils Light up ChristmasTree event in Term 4 Week 8. The Groover’s Dance

Group have enjoyed performing at several Blue Awardassemblies throughout 2016.

Choir

In 2016 Miss Quintal and Miss Babic supervised Choir.Two choirs were set up for approximately 50 students,both boys and girls. These included a School choir forstudents from Years 2 to 6 and a Festival choir forstudents from Years 3 to 6 to perform at the WesternLiverpool Festival of Performing Arts.Throughout theyear, the students demonstrated punctuality,responsibility and enthusiasm in attending weekly choirpractice. The choirs performed at venues within theschool including whole school Blue Award Assemblies,Presentation Day Assemblies and out of schoolperformances including the Western Liverpool Festivalof Performing Arts and the Liverpool Council ChristmasTree Lighting.

Debating

At Hinchinbrook Public School we have two debatingteams. A Junior group consisting of year 3 and 4students who develop debating skills with an in schoolprogram. And a Senior team who refine their skills inschool and go and compete against other schools in a6 round competition.Debating is a valuable extracurricular activity which achieves numerous syllabusoutcomes. As well as raising student confidence andself esteem debating improves students critical thinkingskills.Our school debating program allows students toparticipate in a fun and comfortable competition wherethey support one another as a team.

Sport

Hinchinbrook Public School had another successfulyear in sport. Thirteen teams participated in threeseasons of PSSA. Hinchinbrook participated in theDistrict Swimming, Cross Country and AthleticCarnivals. Ten students represented at the swimming,thirty two at the Cross Country and sixty at theAthletics. Thirty students went on to represent ourschool at Regional Carnivals. Twelve studentsrepresented a range of sports in District teams. Twostudents went on to represent at a Regional level.School sport continued to develop sporting skills acrossa number of sports with sessions developing specificskills before lunch, followed by a game after lunch.Gymnastics, dance and skipping were also offered aspart of the school sport program.

PSSA

Oz Tag

The junior girls oz tag team worked hard as a team allseason. Their skills, knowledge and game playsimproved each week. The junior girls won most of theirgames and lost a couple. The girls represented theschool with pride and encouraged each other along theway.The senior girls were eager to win each match.They worked very well together as a team, encouragingeach other, taking turns and improving their skills. Theseniors won every game except for a draw in thebeginning of the competition. The seniors were great


role models for the juniors in teaching them drills anddemonstrating skills.

Soccer

The junior girls soccer team were Green Valley Zonechampions in PSSA season 1, an extraordinary feat asonly 2 girls had previous experience playing soccer.The senior team enjoyed a mixture of wins, loses anddraws. All games were played in good spirit and theplayers were excellent representatives for HinchinbrookPS. Many students are keen to return to the team nextyear.

Rugby League

HPS entered both junior and senior teams into theSeason 2 PSSA competition. We welcomed the WestsTigers to speak to the students about positivebehaviour. 3 of our Stage 3 students were selected torepresent the school as part of the District Green ValleyUnder 11’s team.

School Swimming Scheme

During Term 4, Years 2–5 participated in The SchoolSwimming Scheme program that is offered by theDepartment of Education and Communities. Theprogram was initially offered to all students in Years 2and 3 and then also to students in other years whowere poor swimmers or non swimmers. Studentsparticipated in the program for 10 days with eachlesson being 45 minutes. In levelled groups thestudents were taught a standard of water safety andsurvival skills, to swim 25 metres unaided in deep waterand more proficient swimmers were taught skills tofurther develop their swimming technique.


2016 Hinchinbrook Public School Annual Report · We look forward to growing our P&C in 2017 and having future success and support.Marina BuscainoP&C President Message from the students

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