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Mount Druitt Public SchoolAnnual Report

2016

4290

Printed on: 5 May, 2017 of 21 Mount Druitt Public School 4290 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Mount Druitt as an account of the school's operations andachievements 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.

Michael Kelly Principal

School contact details

Mount Druitt Public SchoolBelmore AveMount Druitt, 2770www.mtdruitt-p.schools.nsw.edu.aumtdruitt-p.School@det.nsw.edu.au9625 9036

Message from the Principal

This year has again seen growth in our enrolments and in our learning from P–6 at Mount Druitt Public School(M.D.P.S.). Support from the community has also been strong.

Clear lines of communication between the lounge rooms throughout our community and the classrooms found within ourschool are evident. I believe a shared responsibility between all involved – students, teachers and parents exists in thelearning that takes place at M.D.P.S. and we share the successes that have been achieved. We also share thechallenges in front of us as we plan for the future.

The 'Early Action for Success' (EAfS) program has been a significant positive influence in the school's direction and isalso reflective of the close ties between the parental body of the school and the educators at M.D.P.S. With over 80% ofour students from a non–English speaking background, our diversity continues to be a strength in preparing our studentsfor the future.

Michael Kelly

Principal

Message from the students

For 8 years I attended MDPS and each year the school has advanced. As it is my last year, the teachers helped me andall of the year 6’s prepare for the years to come. They led us through high school transitions, University visits, evenhelping us fill out our forms for high school & answering most of our questions which to me, were very useful to myfamily.

They taught everyone to be kind every second of the day with things like Halinda, a program I showed up to once a weekto volunteer for students with special needs. Our coaches in P.S.S.A. taught us to be understanding, show respect andthe importance of sportsmanship, even if other kids don’t do the same. And that’s not all! Most of us make mistakes butteachers tolerate us with kindness, yet being firm.

Our school is very supportive. Teachers strive and offer many programs to help the us out. These programs made theschool a better place. Teachers know that sometimes we’re going through struggles and therefore try to help out asmuch as they can, putting their time and effort in to make school educational, whilst helping you.

We are all different which is good. We bring new ideas and opportunities to the table. Our diversity really is our strength.The last thing I would like to say on behalf of everyone who cares about you is good luck for your future ahead!

Anjelica Claire Delos Reyes, 4/5/6/K


School background

School vision statement

Mount Druitt Public School provides high quality education in a stimulating, caring environment where parents, studentsand teachers value the pursuit of personal excellence, respect the rights of others and cater for the needs of every child.Quality educational programs are provided for students from preschool to Year 6. An Early Intervention Unit addressesthe needs of preschool students with learning difficulties.

School context

Mount Druitt Public School is located in Western Sydney and is part of the Blacktown Local Government Area. Theschool has an increasing student population and is classified as a P3 school. Enrolments have increased from 487 in2008 to a current student population of 634. A large proportion of our new students are of middle Eastern backgroundwith a number of families with refugee status. More than 80% of our students speak a language other than English.Mount Druitt Public School is an Early Action for Success (EAfS) partner under which 2 instructional Leaders have beenappointed for 2016 – 2018. EAfS aims to deliver tailored intervention in Literacy and Numeracy across Kindergarten toyear two and improve student performance.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

The journey to School Excellence:

During 2016, the staff at Mount Druitt Public School have been closely monitoring progress towards School Excellence.The school has been collecting and building evidence in the three domains; Learning, Teaching and Leading.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Future Directions:

In the domain of Learning, our evidence demonstrates that the school is moving towards ‘Sustaining and Growing’. Someof our directions include:

– Teachers involve students and parents in planning to support students as they progress through the stages ofeducation.

– Extra–curricular learning opportunities are significant and support student development, and are strongly aligned withthe school’s vision, values and priorities.

– Students use assessment and reporting processes to reflect on their learning.

In the domain of Teaching, our evidence demonstrates that the school is moving towards ‘Sustaining and Growing’.Some of our directions include:

– Teachers provide explicit, specific and timely formative feedback to students on how to improve.

– The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence–based practice.

– Teachers actively share learning from targeted professional development with others.

– Teachers work beyond their classrooms to contribute to broader school programs

In the domain of Leading, our evidence demonstrates that the school is moving towards ‘Sustaining and Growing’.Some of our directions include:

–Staff have purposeful leadership roles based on professional expertise.


– Monitoring, evaluation and review processes are embedded and undertaken routinely.

– Longer–term financial planning is integrated with school planning and implementation processes.

– Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements 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

Students are successful life–long learners

Purpose

To promote learning excellence and responsiveness in meeting the learning needs of all students.

Overall summary of progress

Mount Druitt Public School is progressing towards improving teachers' capacity in the teaching of quality literacy andnumeracy programs that engage all learners. Significant growth has been observed in numeracy K–2.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

80% of all students achieveacademic benchmarks in PLANand NAPLAN data across allareas of literacy and numeracy.

In Naplan 2016, the average Scaled Score Growthof all year five students was; 92.0 in Reading, 69.5in Spelling, 60.9 in Grammar & Punctuation and95.5 in Numeracy. The Standard Deviation of allyear three students was; 74.8 in Reading, 93.2 inSpelling, 98.8 in Grammar & Punctuation and 60.6in Numeracy.

ATSI students’ and EALDstudents’ academic results similaror better to that of the total schoolpopulation.

At least 80% of all K–2 studentsare achieving at expected EAfSbenchmarks for numeracy

The information below indicates the percentage ofstudents achieving EAfS benchmarks for 2016:

Kindergarten: 89%

Year 1: 97%

Year 2: 80%

The focus for 2017 will be on Workingmathematically and developing number sense.Additionally, Year 3 students will be monitoredagainst the benchmarks as well.

SLSOs:$70, 848

Casual teachers:$23,700

Interventionists:$155,000

Next Steps

Mount Druitt Public School is continuing its strong focus on quality literacy and numeracy teaching through effectiveleadership with a focus on personalised professional learning journeys.

Future directions for 2017 include: • Continuing whole staff targeted professional learning • On–going analysis of PLAN and NAPLAN data to track students' progress and growth against the benchmarks and

inform teaching practices • Implementation of EAfS strategies in both Literacy and Numeracy and provision of tiered support to the students,

especially in K–3 classes, based on the data.

• In–class Support by Instructional Leaders (ILs)to the teachers to support them in providing high quality teachingand learning opportunities for all students.

The following adjustments will be made collegially to the School Plan:


• Update the Evaluations and Processes sections in the School Plan. • Review the measures and allocate resources based on the funding and the situational analysis. • Design new milestones for 2017 to meet the school directions as outlined in the Plan.

The following strategies are to be undertaken in 2017 as part of the implementation of the 3 year School Plan: • Individualised Professional Learning for all teachers through conferences, professional learning sessions in small

groups or whole school sessions as well as in the classrooms. • ILs and Supervisors to monitor the implementation of quality programs by all teachers in K–6 classes • Refine the assessment and reporting procedures for all KLAs • Increased participation and involvement of Parents and SLSOs in the students' learning • Monitor efficient and effective use of resources for teaching and learning. • All academic committees, in consultation with the community partners, to work collaboratively to design and

implement milestones that assist in achieving whole school directions. • All preschool staff to implement EYLF framework, and national quality Standards. • Formation of stage based classes with EALD and L&ST staff attached to classes in need. • Detailed analysis of data in Literacy and Numeracy to track students' performance and growth against the

benchmarks, and tailor individualised, differentiated learning outcomes for all students. • Implement NORTA NORTA program, Maths Mob and Cultural Groups to promote academic achievement of ATSI

students. • Establish Learning Centre to assist students and families after school hours, to promote learning outcomes for

students.



Whole school community are responsible and engaged

Purpose

Promote a sense of belonging and engagement to support partnerships between the school and the community.


Mount Druitt Public School has continued to develop the capabilities of staff, students and committees throughpurposeful and engaging whole school community initiatives. We brought about this transformation by ensuring that:

• All staff were delegated to a committee to engage the learning community. • SRC members actively participated in leadership and school planning meetings. • The local community had access to and participated in whole school community initiatives.




Increased attendance rates of93%.

Attendance rates remained consistent at 92.5%.Despite increased efforts to reduce the gapbetween the school rate and the state average weare yet to see improvement. Overseas travel duringthe school term is no longer exempt and continuesto account for a large proportion of unjustifiedabsences.

$1000

Attendance rates for ATSIstudents match or better those ofthe rest of the school population.

Overall there was a marked improvement in theattendance rates for our ATSI students this yearwhen compared to the rest of the school population.There was an increase from 89.6% in 2015 to91.5% in 2016.

$500

All staff are attached to acommittee and a SMAG, and areactively involved in theachievement of school strategicdirections.

All staff were assigned a Major Activity Group andactively participated in organising that event for theschool. Staff selected committees that wereresponsible for each of the schools strategicdirections. All staff were actively involved in theircommittees.

Evidence of various types ofstudent involvement in thelearning process through theirprograms.

All classroom teachers actively engaged in writingconferences with students. The majority of studentscreated their own 'I can' statements to help themachieve their writing goals.

$40000

Next Steps

Future directions for 2017 include: • Revising attendance strategies including reinforcement programs and data wall. • Continued use of office 365 to track attendance data. • All staff attending meetings for major activity groups. Activities continue to be assigned to the most suitable stage

group. • Student involvement in parent/teacher interviews and more awareness of learning goals and assessment criteria. • SRC to be more involved in community and school leadership and planning. • The school to provide space for parents and students to participate in school run and outside run programs. • continued opportunities for pre–service teachers to complete professional experience placement. • Continuation of the Partial Improvement Program, identifying and assisting students and parents who have

consistently poor partial attendance.



Promotion of a respectful, productive community of learners

Purpose

Promote reflective and respectful citizens who understand the impact of their contributions behaviourally, academicallyand socially.


In 2016, the school leaders and staff members undertook roles to improve the general welfare of students and staffincluding; attendance, teacher performance and accreditation.

The staff designed new policies and evaluated & implemented effective systems and structures to better track theneeds of the community. This was achieved through:

• School leaders effectively lead staff in various committees including; PBL, WHS, beginning teachers, Professionallearning and the LST

• The EAfS Instructional Leader and Maths Interventionist provided targeted support and Professional Learning forstaff based on the learning needs of students in maths

• Providing opportunities for the local community to engage in school decisions to promote wellbeing • Strengthening practices and procedures around teacher Personal Development Plans

• Providing students with opportunities to engage with the community to become informed and responsible globalcitizens




Reduced behaviour referrals byanalysing data implementing thePBL policy with clearly definedbehavioural expectations andcreates a positive teaching andlearning environment.

Teachers aware of, and engagedin, the new Departmental PDPprocess.

Teachers engaged in the Performance andDevelopment Plan (PDP) cycle where teachersdesigned and implemented personal professionalgoals that assisted the school in moving towardsthe directions outlined in the School Plan. TheAustralian Standards of Teaching, the evidencecollected against the School Excellence Frameworkand Early Action for Success directions were usedas a guideline for the goals of the PDPs.

$0

All teachers engaged in theaccreditation process.

3 teachers completed the accreditation process in2016 to attain professional competency. Severalother teachers are in working towards achievementof professional competency and are collectingevidence and annotating in line with the Board ofStudies Teaching and Educational Standards NSW.

95% of students K–2 to achieveEAfS numeracy benchmarksthrough tier one and twointerventions (whole class andgroup structures).

Next StepsPrinted on: 5 May, 2017 of 21 Mount Druitt Public School 4290 (2016)

The next step for 2017 included:Reduced behaviour referrals by analysing data, implementing the PBL policy with clearly defined expectations andcreating a positive teaching and learning environment.Teachers being aware of and engaged in the new Departmental PDP process and accreditation process.95% of students K–2 to achieve EAfS numeracy benchmarks through tier one and two interventions (whole class andgroup structures).


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All students have an individualised learningPathway (PLP) and are making progressacross the literacy and numeracy continuums.Parents were involved in the developmentand monitoring of the ILPs. Aboriginalstudents are demonstrating higher averagelevels of progress. Cultural significance isincluded in all ILPs. During 2016 funding fromNorta Norta and Aboriginal backgroundfunding was combined to enable a significantinitiative for Aboriginal students aroundindividual feedback. This initiative increasedstudent engagement and attendance. Itprovided valuable professional learning forteachers to develop their feedback skills andengaged parents and community in theIndividual learning plan development andmonitoring process.

SLSO • Aboriginal backgroundloading ($3 410.00)

English language proficiency EAL/D teachers provided additional support toclasses specifically set up to cater forstudents with English as a second language.Students were supported in class in Stage 1,Stage 2 and Stage 3 in Literacy andNumeracy by the class teacher and theEAL/D teacher. The teachers collaborated todesign and implement a teaching program tosupport the needs of all the EAL/D students inthe class. Kindergarten students weresupported in class by the EAL/D teacher inseveral sessions each week. The EAL/Dteacher worked intensively with small groupsof students to support their language, literacyand learning needs. This was also achievedvia a new program being introduced calledPre–Lit. This will be extended into ourPreschool classes for 2017.

SLSO

Pre–Lit program

• English languageproficiency ($2 437.50)

Low level adjustment for disability All students requiring adjustments andlearning support are exposed to a variety ofwhole school strategies. The majority of ourstudents who experience difficulties learningare catered for within one of our threestreamed intensive learning classes. Eachclass has a Student Learning Support Officerwho is trained in targeted, research basedinitiatives. Successful results can be seen inboth educational and behavioural outcomes.

SLSO • Low level adjustment fordisability ($14 337.00)

Quality Teaching, SuccessfulStudents (QTSS)

Additional staffing was provided so thatteachers could teach writing collaboratively.Teachers used the strategy of explicitfeedback with students during this time to

Teacher Staffing • Quality Teaching,Successful Students(QTSS) ($5 500.00)

Socio–economic background Continuing whole staff targeted professionallearning in areas such as Town (Taking OffWith Numeracy) and L3 resulting in areduction of students requiring tieredintervention.

Reduced behaviour referrals school wide.

SLSO's, Casual teacherstaffing, levelled qualitytexts. Brag tags. • Socio–economicbackground ($14 013.00)

Support for beginning teachers In 2016 Beginning Teachers met withexperienced mentors on a weekly basis.Support was offered in an open forum inareas such as programming, time

Teacher Staffing • Support for beginningteachers ($3 832.25)


Support for beginning teachers management, behaviour management,self–care, reporting and assessment,accreditation and communication withfamilies. In addition, an after school meetingwas held each week to provide BeginningTeachers with targeted support in areas ofidentified need. Experts were invited along topresent workshops and professional learning

Teacher Staffing • Support for beginningteachers ($3 832.25)

Targeted student support forrefugees and new arrivals

The New Arrivals Program supports studentswho have recently arrived in Australia to learnEnglish and transition into the schoolenvironment. The New Arrivals teacherworked with small groups of studentsfor several sessions a week.

The students were withdrawn from theirclassrooms for explicit literacy sessions thatwere specifically designed to support thosestudents in acquiring English skills. Theprogram was informed by assessment data,students

’

cultural background and students

’

prior knowledge. New arrival and refugeestudents transition quickly and successfullyinto the school environment. Parents of thesestudents are supported and valued.

Teacher Staffing • Targeted student supportfor refugees and newarrivals ($12 500.00)

Early Action for Success This year the focus of EAfS was to provide:

– tiered intervention to students in Numeracyin K–2 classes

–shoulder to shoulder support to teachers inthe classrooms to provide quality learningnumeracy outcomes

–PATCH training to volunteers in thecommunity

–leadership and professional learningopportunities to the aspiring teachers aimingto be maths leaders in the school.

– professional learning sessions for wholeschool staff

–TEN training to all new K–2 teachers

–in depth data analysis to tailor individualised and differentiated learning for students inorder to achieve numeracy benchmarks forEAfS.

Staff ( Interventionists andSLSOs): $223,848

Playground markings:$14,196

Technology: $30,000

Maths resources, trainingand PL: $38,500

• Early Action for Success($30 535.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 255 281 270 289

Girls 256 260 247 271

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student attendance profile

School

Year 2013 2014 2015 2016

K 91.4 94.6 90.7 92.4

1 91.7 92.5 92.3 90.7

2 93.1 93.1 92.7 91.4

3 94 93.5 92.5 93.4

4 91.3 93.9 92.5 93.3

5 95.6 91.4 94.1 93.1

6 94.6 93.8 92.6 93.5

All Years 93 93.3 92.5 92.5

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

Management of non-attendance

Attendance overall has remained the same since2015. There continues to be a high incidence ofoverseas travel by families during school terms and thiscontributes to our results being lower than the stateaverage. Our focus for 2017 needs to be on improvingattendance in Kindergarten, year 1 and 2. We hope toachieve this through stronger ties with the PositiveBehaviour for Learning team.

The attendance policy is implemented thoroughly by

teachers in all classes. The Home School LiaisonOfficer support has been each fortnight. The rewardsfor excellent attendance are sought by the majority ofstudents.

Class sizes

Class Total

KM 21

KB 18

K/1D 20

KR 20

KP 18

12A 23

1R 17

12T 24

JMAC 21

12S 23

2C 23

2V 22

34S 30

34R 24

SMAC 36

34K 32

34C 32

34W 31

56K 30

56G 32

56B 30

56T 27

Workforce information


Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 23.08

Teacher of Reading Recovery 0.71

Learning and Support Teacher(s) 2.2

Teacher Librarian 1

Teacher of ESL 2.6

School Counsellor 0

School Administration & SupportStaff

6.76

Other Positions 1.9

*Full Time Equivalent

The school had one Indigenous teacher in its schoolworkforce during 2016.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 60

Postgraduate degree 40

Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by Mount Druitt Public School staff in 2016.With the release of a different funding model andresearch supporting teacher quality being the singlelargest indicator of student success, this was a focusarea for us. $31, 376 was spent supporting professionallearning. 3 teachers gained accreditation in 2016 at theproficient level. 10 teachers are still in the process ofgaining accreditation at the proficient level and 15teachers are maintaining their accreditation at theproficient level. Professional development occurred ona weekly basis, as well as the first day of each term. Allstaff were expected to attend on the days they were atwork. Professional development included mandatorytraining such as child protection, code of conduct,anaphylaxis and first aid.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

This summary covers funds for operating costs anddoes not involve expenditure areas such as permanentsalaries, building and major maintenance.

A full copy of the school’s 2016 financial statement istabled at the annual general meetings of the parentand/or community groups. Further details concerningthe statement can be obtained by contacting theschool.


Income $

Balance brought forward 536 740.77

Global funds 430 293.97

Tied funds 833 721.04

School & community sources 46 941.96

Interest 8 221.26

Trust receipts 47 936.14

Canteen 0.00

Total income 1 903 855.14

Expenditure

Teaching & learning

Key learning areas 16 262.52

Excursions 18 184.45

Extracurricular dissections 24 037.08

Library 2 497.00

Training & development 863.65

Tied funds 631 411.93

Short term relief 136 018.91

Administration & office 64 995.62

School-operated canteen 0.00

Utilities 37 626.14

Maintenance 49 440.67

Trust accounts 78 226.18

Capital programs 21 981.82

Total expenditure 1 081 545.97

Balance carried forward 822 309.17

The information provided in the financial summaryincludes reporting from 30 November 2015 to 30November 2016.

2016 Actual ($)

Opening Balance 0.00

Revenue 878 669.32

(2a) Appropriation 861 579.11

(2b) Sale of Goods andServices

-5 043.64

(2c) Grants and Contributions 21 385.67

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 748.18

Expenses -304 618.51

Recurrent Expenses -304 618.51

(3a) Employee Related -183 877.09

(3b) Operating Expenses -120 741.42

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

574 050.81

Balance Carried Forward 574 050.81

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

School finances have now moved over to the newLearning Management Business Reform program(LMBR).

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 3 613 815.44

Base Per Capita 29 205.05

Base Location 0.00

Other Base 3 584 610.39

Equity Total 818 427.03

Equity Aboriginal 29 316.65

Equity Socio economic 189 607.78

Equity Language 288 155.66

Equity Disability 311 346.94

Targeted Total 192 292.76

Other Total 558 144.51

Grand Total 5 182 679.76

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

School Based Assessment:

Mount Druitt PS successfully implement ongoing,assessments including formative, summative anddiagnostic. The school's assessment schedule outlinesspecific stage assessments to ensure consistency forteaching and reporting purposes. These include thecollection and analysis of:

– EAfS data (5 weekly) – including instructional readinglevels

– PLAN data (wks. 4 and 8)

– L3 data (every 5 weeks) : submitted to L3 trainer

– Ongoing tracking of syllabus outcomes

– Various assessments are issued as required such asPM benchmarking, SENA testing, South AustraliaSpelling test and phonics assessments

The school executive ensure that assessment data isimplemented in a timely manner and trends areanalysed and evaluated to inform future planning.

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills andunderstandings demonstrated in these assessments.The My School websitehttp://www.myschool.edu.au/ provides detailed information and data for national literacy and numeracy testing. Insert the school name in the Find a school and select GO to access the Leonay Public School data. The following graphs show the percentage of

In Naplan 2016, the average Scaled Score Growth ofall year five students was; 92.0 in Reading, 69.5 inSpelling and 60.9 in Grammar & Punctuation. TheStandard Deviation of all year three students was; 74.8in Reading, 93.2 in Spelling and 98.8 in Grammar &Punctuation.


In Naplan 2016, the average Scaled Score Growth ofall year five students was 95.5 in Numeracy. Theaverage Scaled Score Growth of all year three studentswas and 60.6 in Numeracy.


Parent/caregiver, student, teachersatisfaction

Each year, schools are required to seek the opinions ofparents/carers, students and teachers about the school.

In 2016, Mount Druitt Public School sought the opinionsof parents/carers, about the school. 58 parentsresponded to the survey. The following questions wereasked:

– Are you familiar with the school’s behaviourmanagement processes and do you have anysuggestions?

– The school runs parent workshops for maths onceper term. What would you like to learn about in theseworkshops?

– Since the beginning of 2015,the school has had amajor focus on numeracy. Have you noticed anyimprovements in your child’s learning in the area ofmaths? Do you have any suggestions?

– Are you aware of the Department of Education’spolicy regarding attendance? Do you have anysuggestions to improve attendance?

– Do you believe that we teach your children well?Do you have any suggestions or feedback?

– Are you aware of the roles and responsibilities of theschool’s P and C and do you have any suggestions toimprove its effectiveness?

The majority of parents and community memberssurveyed felt that the school effectively place thestudents' needs at the centre of the learning. Someresponses include:

" I believe the teachers and staff do an amazing jobteaching. My child is always coming home with newthings that he has learned during school"

" Teachers do a great job of communicating withparents"

" My child loves coming to school and she constantlysurprises us with all the things she is learning"

76% of Parents/carers surveyed felt that the school hadno area for improvement and was heading in the rightdirection.

Some of the areas parents thought the school neededto address included after school study and improvedcommunication from the school's P and C.

All parents had noticed an improvement in their child'snumeracy skills:

" I am very pleased with the way my child solves maths


problems"

" My children are better mathematicians than me andcan explain things well"

" My kids love maths now"

Overall, the future directions involve initiating theLearning Centre, increased communication from the Pand C to the wider school community and an ongoingfocus on strong literacy and numeracy teachingpractices.

Policy requirements

Aboriginal education

At Mount Druitt Public School, 4% of its studentsidentify as Aboriginal and Torres Strait Islander.

Our goal at Mount Druitt Public School is to provideequitable and culturally inclusive education. Oureducation programs cater for the cultural, social andlearning needs of all students. Throughout the year,Mount Druitt Public School’s Aboriginal and TorresStrait Islander Committee held regular meetings todesign quality initiatives to meet the individual learningneeds of all Aboriginal and Torres Strait Islanderstudents. Some of the initiatives includes: • An Aboriginal Education worker employed to

support Aboriginal education by providingin–class and small group intensive learningsupport through programs such as Multi–Lit, L3

• Personalised Learning Plans for all students thatidentify as Aboriginal and Torres Straight Islander.Plans are formulated in collaboration with theparent, student and teacher and are reviewedeach semester.

• Implementation of an Action Plan that addressesthe six domains of Aboriginal education.

We will continue to imbed the Aboriginal and TorresStrait Islander Education policy into our school ethicand daily teaching practice.

Multicultural and anti-racism education

Approximately 80% of students enrolled at Mount Druittspeak a language other than English, which reflects thecultural diversity present in the surrounding community.Multicultural education is integrated into the teachingand learning programs at Mount Druitt Public Schooland also recognised during celebrations such asInternational Day and Harmony Day.

Other school programs

Preschool

In 2016, Mount Druitt Public School Preschoolunderwent an assessment and rating from the

Australian Children's Education and CareQuality Authority. We received an overall rating ofexceeding National Quality Standards. This ratingsshows how our service is improving the quality for yourchild. All services across Australia will be assessed andrated against the National Quality Standard to improvequality and outcomes for children.

The MDPS Preschool focuses on play–based activitiesto engage children in the joy of learning. Preschoolprovides an education program for children in the yearbefore formal schooling and recognises the importanceof communication, language skills, and social andemotional development.

The preschool program is guided by the Early YearsLearning Framework learning outcomes: • Children have a strong sense of identity. • Children are connected with and contribute to

their world. • Children have a strong sense of wellbeing. • Children are confident and involved learners. • Children are effective communicators.

Preschool is an important developmental time forchildren, and real–world experiences are provided tomake learning and understanding fun and engaging.

Positive Behaviour for Learning

PBL focuses on positive behaviour interventions. Overthe last 3 years referrals initially decreased from 1058in 2014 and 825 in 2015. In 2016 the total referralsincreased slightly to 964. However, during 2016 therewas an increased focus on playground interventions forAfternoon Tea. This resulted in a decrease in referrals.Total referrals recorded in term 4 was 46 in2016compared to 63 during the same time frame in 2015.

Brag Tags were introduced as an initiative to decreasewhole school referrals in semester 2, 2016. Withconsolidation and expansion of this initiative we expectto see a favourable impact on the number of wholeschool referrals.

Bike and LEGO Club

Initiatives aimed at improving positive behavioursinclude the bike and LEGO club. These activities allowtargeted students to participate in an environment thatsupports positive interaction with other students. This isachieved by the teacher modelling the desiredbehaviour and through the nature of the activities. Funand engaging activities encourages them to adaptrespectful and responsible behaviours. Studentsinvolved demonstrate improved social skills wheninteracting with others and the equipment that they areusing.

Early Intervention

Mt Druitt Public School has an Early Interventionsupport class which caters for preschool aged childrenwith a diagnosed disability. This class is supported by ateacher and Student Learning Support Officer (SLSO).Early Intervention is offered through face–to–face


classes at Mt Druitt Public School and 1:1 Resourcingat a child’s childcare centre.

Early Intervention students are integrated into activitieswith the Preschool including incursions, sports daysand other programs. The Early Intervention staff work incollaboration with the Preschool staff to continueimplementing the Early Years Learning Framework andNational Quality Standards. They were heavily involvedin the Assessment and Rating process.


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