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Board of Studies, Teaching and Educational Standards Annual Report 2016 Reporting on the 2015 Calendar Year Toronto Adventist Primary School Owned and Operated by Seventh-day Adventist Schools (NNSW) Ltd
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Board of Studies, Teaching and Educational Standards · classroom has opened a tremendous technology opportunity for students. ... nurturing environment for students and encourages

Aug 21, 2018

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Page 1: Board of Studies, Teaching and Educational Standards · classroom has opened a tremendous technology opportunity for students. ... nurturing environment for students and encourages

Board of Studies, Teaching and Educational Standards

Annual Report 2016

Reporting on the 2015 Calendar Year

Toronto Adventist Primary School

Owned and Operated by

Seventh-day Adventist Schools (NNSW) Ltd

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ANNUAL REPORT 2016 Toronto Adventist Primary School Reporting on the 2015 Calendar Year Seventh-day Adventist Schools (NNSW) Ltd

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1 A message from key school bodies – (School Council and Student Representative Council)

The Toronto Adventist Primary School is located in a beautiful rural setting with excellent facilities and outstanding teachers. The School Council is charged with the responsibility of managing the School. The Council meets regularly during the school year to oversee the governance of the School. The Council functions very well as a committed Council team of eight members. The Principal is the Secretary of the Council. The Chair of Council is an appointed community member.

The School Council has a written policy of aims and objectives that have been recorded in the Governance Handbook. It is the responsibility of the chair of the Council to oversee the updates to policy and procedures.

The School has actively pursued a School Improvement program with a view to make assessments more effective as a tool for learning. The School has also been involved with maintaining a vegetable garden.

1.2 Statement from Student Representative Council (SRC) or equivalent, if one exists

A Student Representative Council does not exist because of the low numbers in the School. The upper school teacher and the Principal hold regular conversations with the upper school students about their leadership and growth in maturity.

1.3 Other bodies or persons

The Parents and Friends Committee has not been operating this year. The parents are active in support of the School contributing generously with both time and means to projects and school events. A Parent Survey on the Chaplain’s activities generated a strong response and positive discussion. Parents participate in reading support and attending excursions.

Principal - Dr David Faull

Toronto Adventist Primary School is a real gem. It is located in a terrific setting, is well supported by its community and the creative, professional teachers deliver quality learning.

The K-6 program at Toronto Adventist Primary School provides a wide variety of opportunities for learning. The School’s exceptional equipment and facilities provide unequalled opportunities for academic challenge. The results of the NAPLAN numeracy and literacy tests, although based on small class numbers, showcase the achievements. The campus-wide wireless network and easy access to broadband Internet service enhances the opportunity for learning. The roll out of iPads in each classroom has opened a tremendous technology opportunity for students.

The Toronto Adventist Primary School is a Christian campus where professionally qualified teachers are committed to encouraging students to do their best and inculcate Christian values in their lives. The School provides many opportunities to fulfil its mission of building a relationship with Jesus Christ.

The School community has a Christian foundation and is built on attitudes of respect for and acceptance of, others as well as the development of healthy individual self esteem. The family values emphasised enhance the important work of parents in the home. This process includes the cultivation of self worth,

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the ability to create and maintain healthy relationships with others, the encouragement of good citizenship and social responsibility.

Education is about knowing - knowing who you are, knowing how to communicate with and relate to others, and knowing your place beyond the classroom and the School.

We trust you will enjoy finding out more about the Toronto Adventist Primary School in this Annual Report for 2015.

2 Contextual information about the school (including information about National Partnerships and /or Improving Teacher Quality if applicable)

The Toronto Adventist Primary School is part of the Seventh-day Adventist Schools (North New South Wales) Limited (hereafter the Company), with its head office in Newcastle. The Company is governed by the Board of Directors, the overarching administrative body that administrates the ten schools from Gosford to the Queensland border.

The School is situated on the outskirts of Toronto, in the Lake Macquarie region. It is a small school with a family feel. The enrolment during 2015 was 29 students who are taught in two multigrade classrooms. The School is situated in a beautiful bushland setting and is well resourced, with interactive whiteboards in each classroom. Whilst being a small school, students still have the opportunity to compete in sports carnivals with a sister institution, and students have pathways to independent school and state competition in athletics, swimming and cross country. The School prides itself on providing a caring nurturing environment for students and encourages students of all ages to mix with each other and interact across all the age ranges. For further information please refer to the School website.

Toronto Campus (Toronto Adventist Primary School) also operates a Pre-Kindy class for four year olds from 9am-3:10pm on three days each week. This is well subscribed with an average of 10 students attending each day.

3 Student performance in National and State-wide tests and examinations

3.1 Student outcomes in standardised national literacy and numeracy testing

Literacy

Language Conventions includes Reading, Writing, Spelling, Grammar and Punctuation.

Reading

Year % below national

minimum standard % at national

minimum standard % above national

minimum standard

Year 3 - - 100%

Year 5 - - 100%

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Writing

Year % below national

minimum standard % at national

minimum standard % above national

minimum standard

Year 3 - - 100%

Year 5 - - 100%

Spelling

Year % below national

minimum standard % at national

minimum standard % above national

minimum standard

Year 3 - - 100%

Year 5 - - 100%

Grammar and Punctuation

Year % below national

minimum standard % at national

minimum standard % above national

minimum standard

Year 3 - - 100%

Year 5 - - 100%

Interpretative Comments

NAPLAN is a measure of student performance mapped against national standards. It provides data to trace students’ progress through schooling. It is used even with a small cohort to track the knowledge and skills of students’ performance in the components of literacy.

As students in both Years 3 and 5 have performed above the national minimum standard, this confirms that the School’s strong Literacy program has impacted positively on student outcomes. The current development of the School’s Literacy initiatives are to continue with the aim of further strengthening results, particularly in Writing.

Numeracy

Numeracy incorporates Number and Data, Patterns and Algebra, Measurement Space and Geometry.

Year % below national

minimum standard % at national

minimum standard % above national

minimum standard

Year 3 - - 100%

Year 5 - - 100%

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Interpretative Comments

Numeracy is an area of strength, as indicated, even with a small cohort. The individual attention and personal goals facilitate opportunities to perform above the National Minimum Standard indicating a consistent approach across all year levels to the teaching of Mathematics.

5 Professional learning and teacher standards

5.1 Professional Learning

Areas of professional learning Teachers

(number or group)

Science and Technology syllabus familiarisation online course 1

GOTAGS (AIS) 3

First Aid (Cardiopulmonary resuscitation x 1hr) 3

Writing moderation and assessment (AIS) 3

Assessment for learning (AIS) 3

Autism (AIS) 3

Sensory processing strategies 1

Leadership (NZ) 1

GOTAGS (AIS) 3

Total Staff PD experiences: 21

Average cost per teacher for professional learning: $385

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5.2 Teacher standards

Categories of Teacher Standards Qualifications Numbers of

teachers

(i) teachers who have teaching qualifications from a higher education institution within Australia or as recognised within the National Office of Overseas Skills Recognition (AEI-NOOSR) guidelines, or

Education qualification Doctorate Masters degree Graduate Diploma Bachelors degree Diploma

3

(ii) teachers who have qualifications as a graduate from a higher education institution within Australia or one recognised within the AEI-NOOSR guidelines but lack formal teacher education qualifications, or

Doctorate Masters degree Graduate Diploma Bachelors degree Diploma

(iii) teachers who do not have qualifications as described in (i) and (ii) but have relevant successful teaching experience or appropriate knowledge relevant to the teaching context. Such teachers must have been employed

- to 'teach' in NSW before 1 October 2004 (either on a permanent, casual or temporary basis) and

- as a 'teacher' during the last five (5) years in a permanent, casual or temporary capacity

These teachers work under the direction of another teacher and are registered as transition scheme teachers with the NSW Institute of Teachers unless he/she is a LOTE teacher

Total number of teachers in school

3

6 Workforce composition (comment on Indigenous staff)

The workforce at the Toronto Adventist Primary School is highly experienced. The School Co-ordinator has had wide experience in teaching and learning. The infants’ teacher has had a wide variety of teaching experience, both in Australia and overseas. The early childhood specialist teacher working with the Pre-Kindy class has had experience teaching in a number of schools. All teachers are extremely well liked and supported in the school community.

Of the 3 teaching staff, all are qualified from higher education institutions. A break down of staff is as follows:

Primary Teachers - 3

Primary Females - 3

These teachers are supported by the following ancillary staff:

Ancillary Staff - 1

Ancillary Females – 1

Ancillary Males - 0

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7 Student attendance rate and non-attendance – (BOSTES Focus Area for this Report)

7.1 Average Year Level Attendance

Year Level Average Attendance

(%)

Kindergarten 92%

Year 1 90%

Year 2 96%

Year 3 92%

Year 4 95%

Year 5 86%

Year 6 97%

Total school attendance average 93%

7.2 Management of non-attendance

The attendance of each child is tracked and because of the small number of students, anyone who is missed is noticed by the community. Thus the cohesion of the small group works positively for attendance. Teachers endeavour to ascertain the reasons for absences and record accurately in the roll. When required, the Office staff call families to ascertain the reason for absence. There is good communication with families over attendance patterns.

If a child is absent for more than two days the School calls and non-attendance procedure, including a visit by the Chaplain and/or reporting to the Home Liaison Officer, is put in place at the instigation of the Campus coordinator. These contacts are documented as an integral part of the process.

7.3 Retention from Year 10 to Year 12 (where relevant)

Percentage retention rate: N/A

8 Post School Destinations (secondary schools only)

(report on the destination of all students 17 and over who left school during 2015)

N/A

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9 Enrolment Policies and characteristics of the student body - (BOSTES Focus Area for this Report)

Enrolment Policy (full text)(include text which complies with Disability Discrimination Act and requirement for continued enrolment)

The Toronto Adventist Primary School is a member of the Seventh-day Adventist Schools system. The school is open to families who are committed to the values and ethos of the School regardless of their faith and religious persuasion, gender or national origin.

All students are expected to uphold the standards and regulations of the School and to fully participate in all aspects of the School’s program. This includes devotional activities, Biblical Studies and Chapel. The expectations for students and families are set out in the Student Handbook.

Purpose

The purpose of this policy is to outline the conditions of enrolment and the enrolment process. The School implements policies and procedures and seeks the support of parents to ensure maximum attendance and engagement with learning.

Guidelines

• Students must be five years old by 30 April in the year they enrol to commence Kindergarten.

• All applicants for enrolment are subject to School Council approval.

Conditions of Enrolment

The following conditions of enrolment apply. Parents and caregivers agree to:

• Support the Christian principles and practices of the School.

• Encourage students to participate in all activities including sport, music, religious studies and excursions.

• Maintain their child in the School’s regulation uniform.

• Uphold the authority of the School in administering appropriate discipline.

• Observe confidentiality in regard to all discipline issues and complaints and maintain open communication with the School where a problem is perceived.

• Commit to regular payment of school fees.

• A one term probationary period for all new students.

• Inform the School of any behavioural, emotional, physical or learning concerns that may affect the successful integration of their child into the School (see Disability Policy below).

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Enrolment Process

The following enrolment process applies. The School:

1. Receives the Application Form. All enrolment applications must be accompanied by:

• Birth certificate or passport

• Immunisation certificate or conscientious objection certificate

• Copies of the last two school reports (if applicable) and NAPLAN test results

• Signed Privacy/Collection Notice

2. Consults the previous school including fee paying history.

3. Assesses the applicant.

4. Interviews the student and parents.

5. Consults with School Council for approval.

6. Mails placement offer to applicant.

Student Withdrawal

• Parents and caregivers who wish to withdraw their students from the School are required to give one term’s notice in writing. Any outstanding school fees must be paid prior to student departure.

• Students are required to return all library and reading books provided by the School prior to departure.

Disability, Learning and Support Policy

Children with ‘special learning needs’ refers to children with learning difficulties, a behaviour disorder and/or a disability. These children have diverse abilities and learning and social needs.

The term disability includes children with an intellectual disability, physical disability, vision impairment, hearing impairment, language disorder, Asperger’s, mental health conditions or autism.

Children with learning difficulties experience issues with learning in one or more areas of the curriculum. These difficulties may vary in cause, nature, intensity and duration. Teachers receive professional support with learning support students from professional staff from the Association of Independent Schools.

Identification and Assessment

Identification of a child with a disability or a learning difficulty can occur at any age or stage of the child's development.

Access to specialist resources is facilitated through the student's school. For some students with disabilities, the type and nature of the disability need to be initially assessed and confirmed using disability criteria through the school learning support service. For these students, a range of specialist services related directly to the needs of the student can be recommended. In some cases the school may not have the resources to adequately meet the child’s needs. Recommendations to services outside the school may be suggested.

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The Learning Support Team assists classroom teachers in addressing the educational needs of students with a disability, learning difficulty or behaviour disorder. Parents or caregivers have a vital role to play in the work of the Learning Support Team through planning for and discussing their child's needs.

Enrolment options for students with disabilities

Students with a confirmed disability may be enrolled in any one of the following:

• regular classes (subject to standard enrolment procedures)

• support classes in regular schools (subject to placement procedures)

• special schools (subject to placement panel procedures) The school principal, in consultation with the school's Learning Support Team, will assist parents to find the right schooling option for the child.

In addition to special classes and some withdrawal support, the following services are available in all public schools:

• students who experience difficulties in basic areas of learning and behavior are supported through learning and support in their local school.

• Students experiencing physical difficulties may need some adjustment to their accommodation or mobility support as discussed and agreed between the parent and the school.

• Recommendations for specialist support outside of the school may also be made by the Learning Support Team.

Composition/characteristics of the student population

Most students were born in Australia and in some families, the parents’ first language is often spoken at home. The majority of students speak English as a first language at home. There were 26 students in the School in 2015 with approximately equal numbers of boys and girls. The students come from a wide range of backgrounds.

10 School Policies

Student Welfare Policy (Manual 5.6.2) - (BOSTES Focus Area for this Report)

Summary of policies for Student Welfare

The School’s student welfare policy lays out guidelines regarding keeping the school environment safe, security of students, staff and buildings, supervision of students on the School grounds and excursions. The policy also lays out guidelines for codes of conduct for members of the School community and the procedure to follow for complaints or grievances. Our School has a priority to care for our students in all facets and has in place guidelines for Pastoral Care. There are channels for formal and informal communication with members of the School community and these are noted in the policy.

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Location of the full text of the Student welfare policy (including how to get a copy)

Policy Manual in the Principal’s Office

Policy Folder on the Computer Desktop

Policy Manual in the Front Office

Changes made to the policy during 2015

An update of all policies was completed in 2015. Policies were reviewed on campus and then tabled as draft to the Principal and School .

Council by work groups established for this purpose. A member of Council has given distinguished service in suggesting corrections and editing. These tasks were completed and approved by School Council in 2015.

Discipline Policy (Manual 5.7.1; 5.7.2)

Summary of policies for Student Discipline

The Student Behaviour Policy focuses on positive encouragement and the teaching of values, while enabling students to learn appropriate behaviour under a system of levels and redemption. The policy complies with the NSW Education Reform Act (1995) forbidding the use of corporal punishment in schools including those delegated or members of the community. Poor behaviour choices may result in moving down levels. The starting level can be achieved again, by demonstrating appropriate behaviour for a given length of time. Parents and students are informed of the policy, maintaining a team partnership approach, and parents are notified throughout the plan.

In each campus a clear outline of expectation is set out regarding acceptable behaviour and consequences. Toronto Campus (Toronto Adventist Primary School) has its own behaviour booklet. The Toronto Adventist Primary School Student Behaviour Plan has been endorsed by the staff and accepted by the Toronto Adventist Primary School. Our aim is to ensure that all children at Toronto Adventist Primary School have access to quality learning within a safe and caring environment. The involvement of both parent/s/guardians and staff is critical for implementing this program.

Students begin each year with a clean slate. As a result of their actions they may be placed on a Level. The Level recognises appropriate behaviour by rewarding the students with incentives such as teacher affirmation, extra play, and in Chapel each week, students receive Values, Kindness and Student of the Week Awards. In doing so, we aim to encourage favourable and positive attitudes. Teachers will discuss appropriate behaviour with their class at the commencement of the School year. We ask that parent/s/guardians also discuss this information with their child/ren to ensure that all understand what represents responsible behaviour at Toronto Adventist Primary School. Students can seek clarification on expectations from any teacher but more especially from rostered duty teachers in direct contact with students at break times. The Plan complies with the NSW Education Reform Act (1995) forbidding the use of corporal punishment in schools. The Plan has written policies and procedures for suspension, expulsion and exclusion.

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We do not explicitly or implicitly sanction administering corporal punishment by school administrators, school staff, or by non-school persons including parents, to enforce discipline at school. Further, the School has processes and procedures for suspension, expulsion and exclusion of students processed through natural justice is set out clearly in the Student Handbooks and School Policy.

Please direct any inquires regarding the Student Behaviour Plan to the Head of Campus at the Toronto Adventist Primary School. A copy of the plan is available on request and full details are available in the Toronto Adventist Primary School Policy Book 2015.

Location of the full text of the Discipline policy (including how to get a copy)

Policy Manual in the Principal’s Office

Policy Folder on the Computer Desktop

Policy Manual in the Front Office

Changes made to the policy during 2015

The student discipline program and behaviour policy was reviewed and some editorial changes made to ensure the policy reflected practice. These were endorsed by staff and then School Council.

The School’s discipline policy is based on procedural fairness, including the hearing rule and the right to impartiality and an unbiased decision. Any student or parent has the right to know any allegations against them, the process that will be followed, have the right to respond, and know how to seek a review of any decision. Specific criteria and procedures underpin decisions about suspension, expulsion and exclusion. Corporal punishment is prohibited and is not sanctioned in any form or by anyone connected to the School.

Anti-Bullying Policy - (BOSTES Focus Area for this Report)

Summary of policies for reporting complaints and resolving grievances

The Toronto Adventist Primary School Anti Bullying Policy

Rationale

The Toronto Adventist Primary School is a Christian school which serves its community based on Christian principles. Biblical values such as those found in Matthew 7:12, ‘What you want to be done to you, do to others’ (Golden Rule), and ‘Be good friends who love deeply ... get along with each other ... don’t let evil get the best of you; get the best of evil by doing good’ (Romans 12:19-21, The Message) form the foundation for our behavioural model.

Toronto Adventist Primary School seeks to build a safe and positive school community that acknowledges each person as a unique, immensely valued child of God. Every person at Toronto Adventist Primary School has the right to experience positive and respectful relationships between all members of the school community. They also have the right to learn and teach in a happy and safe environment and, as such, bullying behaviour is not acceptable.

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At Toronto Adventist Primary School we believe that:

• bullying behaviour is contrary to the Christian attitudes and values of the Bible

• bullying is contrary to the Christian attitudes and values of our school

• bullying does not build a positive, safe and caring Christian community

• bullying devalues and demonstrates disrespect for all involved.

At the Toronto Adventist Primary School: We acknowledge that bullying does occur. We do not accept bullying as “part of growing up”. We encourage that it is acceptable to “tell somebody” about being bullied. Any allegation of bullying will be sensitively investigated and addressed. It will be reinforced that bullying is wrong and will not be tolerated.

The school discipline system will act when bullying behaviour has been investigated and identified. We will address both parties to assist with understanding and accepting of responsibility. Christian education in the context of nurture, chapel services, worship, prayer and assemblies help to create awareness of the sacredness of the individual, the value of community and works to prevent an environment where bullying is tolerated. We value education where the value of the individual and sense of community is affirmed and is a vital focus of Roll time and worship. We encourage role modeling of how to relate, speak and act towards one another. Class teachers, roll teachers, the School Coordinator and duty teachers will monitor behaviour being aware of signs of insecurity, discomfort and suspected incidents of bullying. Teachers report suspected incidents of bullying to the appropriate administration member. Teachers make effort to remove occasions for bullying by active patrolling during supervision. The anti-bullying curriculum should include the exploration of the definition of bullying and possible strategies that bullied children might use, eg attempting to ignore or not show distress, building self-confidence, etc. Support by the school pastoral care team is available when needed.

Location of the full text of the Anti-Bullying policy (including how to get a copy)

Policy Manual in the Principal’s Office

Policy Folder on the Computer Desktop

Policy Manual in the Front Office

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Changes made to the policy during 2015

The Behaviour Management Plan and support documentation were reviewed prior to school commencing. Clarification edits were included in the policy documents issued in 2015. Major edits were to behaviour levels and consequences.

Complaints and Grievances Policy - (BOSTES Focus Area for this Report)

Summary of policies for reporting complaints and resolving grievances

Grievance and Complaint Resolution Policy

If a student or parent has a question with regard to a disciplinary action, that matter should be raised immediately with the teacher involved by appointment. If the student or parent feels justice still has not occurred, then the matter should be referred to the appropriate person next in line of responsibility. Should the matter not be resolved, the matter should be then passed to the Head of School. The final adjudicator in such matters is the School Principal. Any grievance or misunderstanding should be clarified as soon as appropriate after the event. It is expected that Christian principles of fairness, justice and mercy will apply to all matters of discipline. Fair representation and natural justice should apply in all of these situations. It is important to recognise that most disruption that comes from conflict is not a function of issues that separate use; it is rather a function of the way we behave in conflict situations. It is important to maintain open communication at times of conflict and to contribute sincere efforts toward reducing the conflict.

Location of the full text of the Complaints and Grievances welfare policy (including how to get a copy)

Policy Manual in the Principal’s Office

Policy Folder on the Computer Desktop

Policy Manual in the Front Office

Changes made to the policy during 2015

The Complaints and Grievance Policy was reviewed and sections rewritten edited and submitted as draft to Council in 2015. The policy is in line with the grievance procedures of the parent body SDA Schools NNSW Ltd. The final policy was approved by School Council, March 2015. There are two documents on the company website: one for general complaints and one for more serious grievance issues.

11 School determined improvement targets

Priority Areas for Improvement for 2016 (Schools in National Partnerships should include items from their school plan)

Commence work on the Quality Adventist Schools School Improvement Plan.

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1. To facilitate further improvement in the areas of teaching, learning and curriculum. To work on goals in the literacy area by tracking data on school performance and implement the GOTAGS program across the school.

2. Build on the marketing initiatives commenced and continue proactive promotion of the School and its brand in the community.

3. Continue to review and improve nominated components of the School Improvement Plan and record evidence and recommendations on the Toronto QAS portal.

Achievement of Priority Areas listed for improvement in the 2015 report

1. Continued work with assistance of AIS SLL grant on improving teaching and learning and curriculum. Initial tracking of student from testing in literacy. Consultation with specialists and established systems to track data.

2. Implement the GOTAGS program with PD days for staff and implementation discussion in staff meetings.

3. Increased marketing presence and re-focus of the brand. Pro-active promotion in the wider community.

4. Four components of the School Improvement Plan were completed and validated in 2015.

12 Initiatives promoting respect and responsibility

Student of the Week Awards

A student was selected each week from each class to be the student of the week. This student must exemplify excellent behaviour and work ethic throughout the week. A certificate was awarded to these students in weekly chapel.

Sponsoring a Child in India

Students are involved in fundraising to sponsor a child in India.

Classroom and School duties

Students are involved in classroom and school duties to build up responsibility.

Worship and Chapels

Students participate in daily worships and weekly chapels that focus on respect and responsibility.

Discipline

The role of discipline in the school is to focus students on respecting others and taking responsibility for their own actions.

Curriculum

The Bible, Health and HSIE curriculum all have aspects of focus on respect and responsibility.

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Church Services

Students participate in the planning and practicing of a full church service to be presented at the local church.

The Toronto Adventist Primary School Mission and Vision drives the whole school approach to fostering a culture of respect and responsibility amongst students and throughout the whole teaching and learning process. Some specific program initiatives include:

1. Christian Values Program: We have a value focus for two weeks. The value is introduced at assembly, discussed in our class and tutor groups; promoted in School newsletters, Chapel talks and weekly recognition awards program. All of our values are based in respect and taking responsibility.

2. School Uniform: We expect and positively enforce respect and responsibility in wearing school uniform and in students conducting themselves with pride and respect as Toronto Adventist Primary School students.

3. Behaviour Management Plan: Our behavioural management plan is built on staff modelling respect and responsible behaviour to our students, and students modelling respect and responsible behaviour to teachers and students. The foundational basis for this is natural justice and to focus the School on the School’s vision: We Value, We Learn, We Serve.

4. Environmental Responsibility: We model and expect our students to have respect for their environment. We keep the School grounds tidy and clean. Students are taught that it is also their responsibility to continue to encourage sustainability by recycling paper in the photocopy area and cardboard.

5. Leadership: Our School Leader in Year 6 teaches about taking responsibility. Excursions also provide opportunities to promote respect and responsibility, with students are taught to look out for one another and their belongings. Our School Captain has a major role each week in assemblies, chapel, visitor tours etc. The Years 3, 4, 5 and 6 students all have a Buddy System role where they care for younger students in the playground, read with them in the classroom, and generally watching out for the younger students of the School.

13 Parent, student and teacher satisfaction

Parents

A parent information meeting was held at the commencement of the year, which enabled new families to meet with the teachers. This gave parents the opportunity to develop communication with the staff. Parents enjoyed the opportunity to meet with staff.

The Principal has regular conversations with parents visiting the school and feedback is received about satisfaction levels. It is felt by School Council that this is effective and low cost. The numbers do not justify an on-line type survey.

The School holds in-school social events, for instance, Mother’s Day Stall, where most parents are present and quality conversations occur with the Principal.

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Students

Students have enjoyed the wide variety of experiences they have been exposed to through their sister school, Avondale School. These experiences include sporting events, Alphabet Day and specialist music classes. They interact well and in a positive manner.

Teachers

The team of three teachers are well led by the Campus Coordinator. Communication amongst the staff is good and the staff relate well with each other. The staff continue to enthusiastically embrace best practice and avail themselves of professional in-service opportunities. The team work well with the Pre-Kindy teacher and Pre-Kindy students are encouraged to enrol in ‘Big School’!

The fortnightly staff meetings are a good opportunity for professional conversations and tabling of aspirations and goals for classrooms.

14 Summary financial information

The schools company will complete this section for all SDA schools.

Income

Income Sources Percentage of Total Income

Fees and private income 42.36

State recurrent grants 9.54

Commonwealth recurrent grants 41.62

Other Government grants 6.48

Government capital grants 0

Other capital income 0

Expenditure

Expenditure Costs Percentage of Total Expenditure

Salaries, allowance and related expenses 59.57

Non-salary expenses 32.43

Classroom expenditure 2.10

Capital expenditure 5.90

15 Public disclosure of educational and financial performance

The 2015 Annual report will be published on the College’s website and available on request from the College office.

Page 18: Board of Studies, Teaching and Educational Standards · classroom has opened a tremendous technology opportunity for students. ... nurturing environment for students and encourages

ANNUAL REPORT 2016 Toronto Adventist Primary School Reporting on the 2015 Calendar Year Seventh-day Adventist Schools (NNSW) Ltd

Page 18 of 18

SECTION 2

CHECKLIST

Commonwealth legislation (Schools Assistance Act 2008) includes the following requirements not listed as part of the BOS requirements for registration and accreditation.

Please tick that your school complies with the following (please delete the least applicable box)

Participates in National Student Assessments – NAPLAN

Provides national reports on the outcomes of schooling

Provides individual school information on performance

Passes on the NAPLAN reporting to parents showing student results against key national

information

Annually reports on school performance information and makes the report publicly available

Implements the National Curriculum as it becomes available

Has an annual certificate of financial accountability from a qualified accountant

Annually reports on each program of financial assistance provided under this Act

Participates in program evaluations