The Grange Public School Annual Report 2015
4518
Introduction
The Annual Report for 2015 is provided to the community of The Grange Public School as an account of the
school’s operations and achievements throughout the year.
It provides a detailed account of the progress the school has made to provide high quality educational
opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment
that reflect the impact of key school strategies for improved learning and the benefit to all students from
the expenditure of resources, including equity funding.
Lynne Wilson
Principal
School contact details:
The Grange Public School
Benham Road
Minto 2566
Website: www.thegrange-p.schoools.nsw.edu.au/
Email: [email protected]
Phone: 9603 3766
Message from the Principal
The 2015 Annual School Report is the first time that all schools have reported on progress from our new three year
strategic plans. In this report we will demonstrate our successes relating to 21st century learning, student wellbeing
and engagement and building school capacity.
School background
School vision statement
At The Grange Public School, our purpose is to provide a high quality education which equips young people
with the knowledge, understandings, skills and values for life in the 21st century.
School context
The Grange Public School is located in the south west Sydney area of Minto. Approximately 56% of
students come from language backgrounds other than English. Currently, 8% of our students are
Aboriginal. The current enrolment is 255 students which is slowly increasing due to a new housing
development in Minto.
Explicit teaching in Literacy and Numeracy, within an integrated curriculum is underpinned by a
strong focus on professional learning for all teachers.
The school has participated in the Early Action for Success initiative from 2013 – 2015 within our
Community of Schools. Instructional leaders work with our teachers, with a particular focus on
Literacy and Numeracy K-2. Real shifts in student achievement have occurred through our
participation in EAS.
A pivotal learning hub is the school library. The development of information literacy skills,
embedding the use of computer technology is a priority. All Stage 3 students are provided with
fulltime access to personal computers (XOs). The school has recently purchased iPads for use in all
classrooms, further embedding technology into the curriculum.
Many enriching opportunities in the form of excursions, incursions and sporting clinics are provided
for students. These initiatives broaden children’s life experiences and contribute to their overall
learning.
The school enjoys a high level of community support and is aiming to further improve the level of
parent participation in the life of the school over the next three years.
Self-assessment and school achievements
Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self-assessment using the School
Excellence Framework, our school achievements and the next steps to be pursued. The
Framework supports public schools throughout NSW in the pursuit of excellence by providing a
clear description of high quality practice across the three domains of Learning, Teaching and
Leading.
This year, our school undertook self-assessment using the elements of the School Excellence
Framework.
LEARNING
There is demonstrated commitment within the school community to strengthen and deliver on
school learning priorities. Positive, respectful relationships are evident among students and staff,
promoting student wellbeing and ensuring good conditions for student learning. The school
consistently adopts a consistent whole school approach to student wellbeing.
Quality teaching and professional practice are evident in every learning environment, providing
students with opportunities to connect, succeed and thrive.
Curriculum provision is enhanced by learning alliances with other schools and organisations.
Systematic policies, programs and processes identify and address student learning needs.
TEACHING
Teachers clearly understand and utilise assessment for learning, assessment as learning and
assessment of learning in determining teaching directions, school performance levels and
effectiveness. Teachers take responsibility for changes in practice required to achieve improved
school performance and use data regularly to assess the effectiveness of their own efforts.
The school leadership team demonstrates instructional leadership, promoting and modelling
effective, evidence based practices, thus building on the collective capacity of the staff. Teachers
regularly review learning with each student, ensuring that all students have a clear understanding
of how to improve their learning.
Teachers actively share learning from targeted professional learning with others and are actively
engaged in planning their own professional development to improve their performance.
LEADING
Leadership development is central to school capacity development. The school has productive
relationships with external agencies such as universities, business and community organisations to
improve educational opportunities for students.
The school acknowledges and celebrates a wide variety of student, staff and community
achievements. The school articulates a commitment to equity and high expectations for learning
for each student which is evident in our three year strategic plan. Strategic financial management
and resource allocation is used to gain efficiencies and maximise resources available to implement
the school plan.
The school leadership team creates an organisational structure that enables management
systems, structures and processes to work effectively and in line with legislative requirements and
obligations.
Our self-assessment process will further assist the school to refine the strategic priorities in our
school plan leading to further improvements in the delivery of education to our students.
Strategic Direction 1
Developing Successful 21st Century Learners
Purpose
To ensure students have the skills they will need for the future, 21st Century knowledge, understandings,
skills and values must be at the heart of great teaching and inspired learning. Students are creative,
informed, adaptable, independent thinkers who have well developed communication and social skills to
collaborate locally and globally.
Overall summary of progress
Professional development to ensure best practice in Literacy and Numeracy whilst developing critical and
creative thinking has been a key strategy to ensure the success of this strategic direction in 2015.
All K-2 teachers have been trained in L3 and Targeting Early Numeracy (TEN), with close monitoring of
PLAN data by Instructional Leaders, team leaders and classroom teachers to inform teaching and learning
cycles. Data is used to determine targeted students and additional support is provided based on perceived
need. These K-2 strategies are having a significant impact on student learning and are being adapted for
students in 3-6.
Stage Two successfully implemented mathematics blocks utilising the pedagogies of Taking off with
Numeracy (TOWN) and TEN. A focus on developing mental computation strategies and reflection on
problem solving strategies has provided students with opportunities to ‘think about their thinking’. PLAN
data shows an increased percentage of students applying facile strategies.
Staff investigated the General Capabilities as they apply to English, Science and Mathematics Syllabi. This
process supported staff to implement teaching and learning programs that incorporated 21st Century
learning skills in alignment with this strategic direction.
Progress towards achieving improvement measures
Improvement measure
(to be achieved over 3
Progress achieved this year
Resources
(annual)
$101322 from EAS
years)
and RAM
$64256
■ An increased % of students
at or above expectations as
indicated by PLAN data
An increase of students in K-2 performing at or above in writing from
48% to 59%.
Positive trend data in
NAPLAN, showing continued
growth from Years 3 to Year
5 for 100% of students, with
a higher % in the top 2 bands
including Aboriginal students
Average progress between Year 3 and 5 in Spelling, Writing and
Numeracy was above Statistically Similar School Group (SSG) and
State Progress.
$16482
■ School data reflects 100%
of students’ increased ability
to demonstrate Habits of
st
Mind and 21 Century
learning skills.
Pre data collected to determine a baseline for future growth. The
development of this initiative is in the early phases with milestones
currently on hold.
$20584
77% of Year 1 students performing at or above on average in Literacy,
an improvement of 22%.
Next steps

Continue to train new staff in L3, TEN and TOWN to ensure quality, evidence based
practice across the school. This will support student development of critical and
creative thinking skills.

All staff will engage in professional development for teaching and learning in Science.
This will include investigating the inquiry learning process and developing authentic
science units utilising STEM pedagogies. Students and staff will be provided with
opportunities to explore computer sciences through the introduction of coding.

A team will be established to lead and provide a framework for the implementation of
‘Habits of the Mind’ to all members of the school community.
Strategic Direction 2
Student Wellbeing and Engagement
Purpose
To ensure school is a secure and supportive environment which allows students to flourish and succeed.
Social and emotional learning and students’ wellbeing is at the centre of school programming and
practices.
Students are confident, resilient, organised persistent and have the skills to have successful relationships
with others.
Overall summary of progress
‘Habits of the Mind’ was introduced to staff during term 4 as an introduction to this initiative.
PBL SET was conducted by Regional Coach and feedback was used to drive new lessons. Appropriate
signage was designed and located in specific settings around the school. PBL data was collected and
analysed regularly to inform lessons.
Investigation of programs such as Self Organised Learning (SOLE) and Passion Projects to ensure that
students are engaged and curriculum is differentiated to meet the needs of all learners was carried out.
Rating of social skills and work habits of students was collected as the baseline data for future comparison.
Progress towards achieving improvement measures
Resources
(annual)
$15811
Improvement measure
(to be achieved over 3
years)
Progress achieved this year
100% of students
accessing student
wellbeing programs, as
evidenced by analysis
of PBL data, LST data,
21st Century Life skills
data and Habits of Mind
data.
Relaunch of PBL with new professional signage. Analysis $15055
of PBL data enabled the targeting of lessons to teach
appropriate behaviours and expectations in all settings.
The Live Life Well @S program resulted in term “Healthy
Breakfasts”, including the broader school community as $756
well as implementing daily physical fitness for all
students.
Learning Support Team referrals were actioned to
provide support for academic and behavioural concerns
through the Learning and Support Team and learning
support officers as well as counsellor and speech and
occupational therapy recommendations, especially in the
early years for the latter.
100% of teachers
implementing
differentiated programs
as evidenced by
teaching / learning
programs based on The
School Excellence
Framework.
Teachers rated the school’s achievements and teaching
and learning programs in a self-assessment process,
against the School Excellence Framework in order to
determine clear directions for 2016.
$ allocated from TPL
And RAM as
indicated in
Strategic Direction 3
Next steps
The school will continue to implement quality programs with Stages 2 and 3 to implement Science
Technology engineering Maths (STEM) in 2016 after investigating a variety of engaging,
differentiated programs in 2015.Teachers new to Early Stage 1 and Stage 1 will be trained to
implement TEN and L3 programs through Early Action for Success.
The Habits of the Mind Committee is to be formed, undertaking appropriate training and leading
the school in embedding these successful habits in classroom programs through a school wide
process.
Collection and comparison of teacher rating of social skills and work habits of students will
continue and be used to measure the impact of wellbeing programs.
Teacher judgement against the School Excellence Framework will highlight areas to be addressed
where we are “developing” or “sustaining and growing” in Teaching, Learning and Leading,
focusing on this strategic direction.
blank
Strategic Direction 3
Developing School Capacity
Purpose
To build the capacity of all groups within the school community, so that teachers provide quality
teaching programs. Students are engaged learners, supported by informed parents.
Overall summary of progress
Student leadership initiatives have been discussed and investigated during K-6 staff meetings. The
details of how such initiatives could be successfully implemented have been discussed and plans
are in place for Term One 2016.
Baseline data around parent involvement was collected during school functions such as Harmony
Day, The Easter hat parade and parent information evenings. Initiatives such as the See Saw App
were introduced. Workshops for both teachers and parents were run.
Teachers have gained a deeper understanding of Performance and Development Plan (PDP) goal
setting and have become more self-reflective through the process. Particular emphasis was
placed on the leadership domain with all staff choosing an area in which to work on this domain.
Progress towards achieving improvement measures
Resources
(annual)
Improvement measure
(to be achieved over 3
years)
Progress achieved this year
<$>12357
Class data reflects
leadership
development and
improved
communication and
social skills in all
students as evidenced
by appropriate surveys.
2015 was a year of investigating possible options
for both class based and whole school leadership
models.
$0
School data indicates a
higher level of parent
involvement and
participation in areas
such as attendance and
support of homework
and PATCH and school
Baseline data on attendance and involvement of
$0
parents at school functions was collected during
important events such as parent information
evenings, parent teacher interviews, Harmony Day,
formal awards assemblies and parent workshops.
Information from the Tell them from me Surveys
was collected. The ‘See Saw’ app was introduced to
teachers and parents as a way of communicating in
Baseline data was collected for future reference.
functions.
real time from numerous school settings.
100% of teachers
achieving professional
learning goals as
evidence by the
Performance and
Development
Framework.
All teachers successfully completed and showed
professional growth through their Performance
and Development Plans. Classroom observations
and feedback were a vital part of teacher’s
professional growth throughout 2015 with the
cycle being completed twice.
$12357
Next steps
The leadership capacity of all teachers will be developed through PDP’s, supervisor’s
observations and feedback as well as teacher participation in purpose driven teacher
professional learning.
The leadership capacity of all students will be addressed through the beginning teacher’s
program (BTP). One teacher has chosen an Action Research Project around student leadership.
It is envisaged that she will implement the leadership program in her own class, a Stage 3 class
and then all classes K-6. Teacher training based on the Growth Coaching model will also take
place. Student leadership opportunities will also be given during K-6 assemblies and again
during School Parliament with the introduction of new formats for both.
The speech pathologist will be working at the school, taking on students from the school in
privately organised sessions.
Teachers and parents will be further in serviced in the use of the See Saw App as a way of
communicating directly to parents via the app on devices such as phones and iPads. It is also
planned that a school Facebook page will be started.
Key initiatives and other school focus areas
Key initiatives (annual)
Impact achieved this year
Resources (annual)
Aboriginal background funding
One hundred per cent of Aboriginal students
worked from PLPs which were discussed with a
carer from each family. All students participated
in a district NAIDOC themed collaborative art
project. Our students won second place. An
Aboriginal LSO was employed to work with
students in literacy. Aboriginal attendance rates
matched those of the school cohort. All teachers
were in serviced on the eight Aboriginal ways of
learning for implementation with all students,
evidence being demonstrated in
teaching/learning programs. The cross
curriculum priority of Aboriginal and Torres Strait
Islander histories and cultures has been
incorporated in teachers’ programs through all
new curriculum documents.
$ 8880
The school has 19 students who have
enrolled as having an Aboriginal
background.
This year, 4 students in Stage 3 successfully
participated in the Opportunity Hub Program
which was a ten week program on introduction
to culture, connecting to culture and building
resilience.
The school is an active member of the local
Macquarie fields AECG.
English language proficiency funding
The school utlilised extra funding to employ
the EALD teacher an extra day per week.
LBOTE students attending the school
numbered 142 of a student enrolment of
255.
Eighty two students received support from the
EALD teacher.
$ 7044
Support was focussed on K-2 which enabled
targeted students to better understand reading,
writing, speaking and listening in English.
In the annual survey, 32 students were
identified as emerging, 65 as developing
and 27 as consolidating.
Targeted student support for refugees and
new arrivals
The school enrolled 14 students who had
been in an Australian school for less than
12 months.
Socio-economic funding
This funding has enhanced students’ access
to a wider range of learning experiences,
specialist teachers and improved the
quality of teaching and learning.
All new students were discussed by the school
learning support team and were supported by
English language proficiency funding.
$0
Increased TPL increased teachers’ capacity in the
areas of the literacy and numeracy continuums,
enabling them to plan and teach more
differentiated learning experiences.
$181 343
Our teacher librarian was employed for an extra
day per week, improving children’s and teachers
access to technology. Three learning support
officers were employed almost fulltime to assist
targeted students improve in literacy and
numeracy.
Low level adjustment for disability funding
In 2015, 21% of the school population were
referred to the school learning support
team.
All students were monitored utilising PLAN
and other appropriate data.
Support for beginning teachers
In 2015, 45% of class teachers were in their
first 5 years of teaching.
All teachers provided differentiated instruction
in order to improve learning outcomes for these
students.
$ 27 193
All classes were supported by LSO time as
needed, ensuring maximum targeted support
was provided for students.
All teachers’ PDPs incorporated system, school
based and personal goals and showed evidence
as to the achievement of these goals.
$ 0 formally allocated
from D of E for this
purpose.
An extensive professional learning program and
consistent supervision and modelling by team
leaders ensured that these teachers were up
skilled in current pedagogy, having high impact in
the classroom in programs such as TEN, TOWN,
L3, and effectively using the literacy and
numeracy continuums.
All teachers provided differentiated learning
programs for students.
Other school focus areas
Impact achieved this year
Resources (annual)
Other, including Early Action for Success
EAS data for K-2 indicates the following:
$ 125 297
The school employed a school based
instructional leader K-2. We employed a
speech pathologist and occupational
therapist one day each week.
At the end of 2015, at or above expectations:
Five teachers were in serviced on TEN and
L3 Kinder and Stage 1.
Early Arithmetical strategies: K:100%,
Data days and team planning days
facilitated collaboration and cooperative
planning.
Reading: K : 74%, Y1 : 80%, Y2: 65%
Writing: K: 76%, Y1: 65%, Y2: 32%
Y1: 95%, Y2: 82%
Twenty five students were individually assessed
by the speech pathologist. As a result, four
parents have followed through with private
lessons for their children.
The Occupational Therapist worked with small
groups of students from five classes. Students
demonstrated a better level of mastery of fine
motor skills in cutting and handwriting in class.
Seven data days were held with instructional
leaders. More thorough analysis of data in
literacy and numeracy from PLAN data and the
continuums has enabled teachers to further
differentiate the curriculum for all learners.
Team planning days each term resulted in a
collaborative approach in literacy and numeracy,
teachers sharing expertise in planning and
programming.
Positive Behaviour Learning
The school began PBL in 2010 and has
completed the initial program. We are
now in a different phase of consolidation
and employing some new strategies
across the school.
Positive Behaviour Learning has been a focus
area of the new strategic plan in Strategic
Direction 2, Student Wellbeing and Engagement.
A safe and secure environment was provided, as
evidenced by PBL data. PBL strategies are
embedded across the school, with Tier 2
interventions in place where appropriate. The
school purchased new signage which has further
enabled students to comply with the school code
of conduct.
$ 13 500
Allocated from RAM
Student information
Position
It is a requirement that the reporting of information
for all students be consistent with privacy and
personal information policies.
Head Teacher(s)
0
Classroom Teacher(s)
9
Teacher of Reading Recovery
0.42
Student enrolment profile
Learning and Support Teacher(s)
1.0
Teacher Librarian
0.6
Teacher of ESL
0.4
School Counsellor
0.2
School Administrative & Support Staff
1.522
Other positions
1.252
Enrolments
Students
300
200
Total
2009 2010 2011 2012 2013 2014 2015
Year
Male
Female
The school enrolment has continued to show growth
in 2016, mainly due to the housing development and
increase in population in the school’s drawing area.
Student attendance profile
School
17.394
100
0
State DoE
Number
Year
K
1
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total
2010
94.8
94.5
94.1
96.0
92.9
93.9
95.1
94.5
94.7
94.2
94.4
94.5
94.5
94.4
94
94.4
2011
91.2
94.3
92.7
95.1
93.2
94.1
91.5
93.0
94.7
94.2
94.2
94.4
94.3
94.2
93.8
94.3
2012
93.3
92.4
92.2
94.3
92.8
93.5
93.6
93.1
94.3
93.9
94.2
94.4
94.3
94.2
93.8
94.2
2013
94.3
93.3
93.4
93.6
94.5
95.6
93.5
93.9
95.0
94.5
94.7
94.8
94.7
94.5
94.1
94.7
2014
94.1
93.7
94.4
93.3
93.9
95.5
95.9
94.3
95.2
94.7
94.9
95.0
94.9
94.8
94.2
94.8
2015
89.6
91.4
92.1
93.0
90.3
92.1
93.5
91.5
94.4
93.8
94.0
94.1
94.0
94.0
93.5
94.0
Due to a change in Department of Education
policy on the exemption of overseas or longer
term absences during school terms, our
attendance rates appear to have declined. This
is a state-wide phenomenon and our
attendance profile will continue to show a
positive trend in future years.
The Australian Education Regulation, 2014 requires
schools to report on Aboriginal composition of their
workforce. In 2015, the school continued to employ
an Aboriginal learning support officer to work with
indigenous students.
Teacher qualifications
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
% of staff
Undergraduate degree or diploma
100%
Postgraduate degree
0
Professional learning and teacher accreditation
In 2015, the school employed eight new scheme
teachers, all of whom are accredited. As part of the
teacher professional learning program and the
composition of teachers’ professional development
plans, there has been a focus on the National
Professional Standards for Teachers.
This year, the school embarked on the first year of
our new strategic plan. Developing 21st Century
Learners is Strategic Direction 1.
The TPL focus this year in this direction has been
analyzing the General Capabilities which feature in
all syllabus documents.
Some of these are:

Critical and creative thinking

Ethical understanding
Workforce information

Reporting of information for all staff must be
consistent with privacy and personal information
policies.
Information and communication technology
capability and

Personal and social capability
Workforce composition
Position
Number
Principal
1
Deputy Principal(s)
0
Assistant Principal(s)
2
All teachers have embedded the General Capabilities
in their teaching and learning programs.
An area of emphasis for professional learning in
2015 was the introduction of the new strategic plan
and joint construction of milestones to accompany
the plan. The introduction of professional
development plans in semester 2 has enabled all
staff to focus on 3 to 5 goals, one of which is a
system initiative, one a school based initiative and
one a personal goal. Teachers reflected on the
process and discussed evidence which supported the
achievement of these goals. The process will
continue in 2016.
Financial information
Financial summary
This summary covers funds for operating costs and
does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
A full copy of the school’s 2015 financial statement is
tabled at the annual general meetings of the parent
and/or community groups. Further details
concerning the statement can be obtained by
contacting the school.
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
30/11/2015
$
363540.98
156102.62
368676.45
57739.06
9620.78
3145.65
0.00
595284.56
Expenditure
Teaching & learning
Key learning areas
Excursions
Extracurricular dissections
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
10654.11
15405.43
7169.29
4530.69
9767.30
369972.39
38305.72
42239.66
0.00
30551.73
18618.82
4539.62
79392.45
631147.21
337445.63
School performance
NAPLAN
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and numeracy
assessments are reported on a scale from Band 1 to
Band 10. The achievement scale represents
increasing levels of skills and understandings
demonstrated in these assessments.
The My School website provides detailed
information and data for national literacy and
numeracy testing. Click on the link My School and
insert the school name in the Find a school and
select GO to access the school data.
NAPLAN - Literacy (including Reading, Writing,
Spelling and Grammar and Punctuation)
Year 3
The percentage of Year 3 students achieving at or
above minimum standards in Reading was 89.7%,
Spelling 96.6%, Grammar and Punctuation 93.1%
and Writing 100%.
Year 5
NAPLAN - Numeracy
The percentage of Year 5 students achieving at or
above minimum standards in Reading was 82.1%
Spelling 96.3%, Grammar and Punctuation 85.2%
and Writing 70.4%.
Year 3
The percentage of Year 3 students achieving at or
above minimum standards in Numeracy was 96.4%.
Year 5
The percentage of Year 5 students achieving at or
above minimum standards in Numeracy was 96.3%.
Parent/caregiver, student, teacher satisfaction
Each year schools are required to seek the
opinions of parents, students and teachers
about the school.
Their responses are presented below.
In 2015, the school sought the opinions of
parents/caregivers, students and teachers about
the school. Their responses are presented
below:
Parents

Most parents felt that they had a strong
relationship with the school.

They liked that both teachers and the
principal were always approachable.
Students

Were happy that most students followed
the Code of Conduct.

They also liked the extra activities that
the school offered them.
Teachers

Valued our culture of collaboration and
inclusivity.

They liked that data informs our practice
and that we have strong teaching
strategies in place.
Aboriginal education
The school is committed to improving the
educational outcomes and wellbeing of
Aboriginal and Torres Strait islander students.
We are committed to developing our
understandings and increasing our knowledge of
histories, cultures and experiences of our
indigenous peoples as the first peoples of
Australia.
Examples of school initiatives in this area are
found in this report under the heading of Key
Initiatives and other School Focus Areas.
Multicultural Education and Anti-racism
Approximately 56% of the students attending
our school come from language backgrounds
other than English.
The school is committed to providing
opportunities that enable all students to achieve
equitable educational and social outcomes and
participate successfully in our culturally diverse
society. School policies and practices counter
racism and intolerance and develop intercultural
understanding. Positive Behavior Learning data
collection shows no evidence of racism among
students in the school.
One of the special days in 2015 was Harmony
Day where over one hundred parents attended
our assembly and enjoyed the multicultural
food with their children. Teaching and learning
programs foster students’ understandings of
culture, racism and active citizenship based on
the General Capability of intercultural
understanding in each syllabus document.
This year, communication with parents and
community members from culturally diverse
backgrounds was strengthened by the
formation of a parent social group. This group
met informally each week at school and was
also attended by the Principal. Each Thursday,
the school held a playgroup where parents of
preschoolers developed links with the school
and each other, whist their children were
forming friendships and were being oriented
into the school.