2017 Fennell Bay Public School Annual Report€¦ · • Assessment and Reporting– Excelling •...

Fennell Bay Public SchoolAnnual Report

2017

4208

Printed on: 5 April, 2018 of 13 Fennell Bay Public School 4208 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Fennell Bay Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Colin Scully

Principal

School contact details

Fennell Bay Public SchoolBay RdFennell Bay, 2283www.fennellbay-p.schools.nsw.edu.aufennellbay-p.School@det.nsw.edu.au4959 2264

Message from the Principal

The Annual Report 2017 sets out achievements, successes and participation by students, staff and community at FennellBay Public School. The report includes links to the my school website which provides information about studentperformance in NAPLAN. The Annual Report 2017 is a collaborative effort on the part of staff at Fennell Bay PublicSchool.

The Annual Report 2017 is a culmination of people, processes and products which have ensured that the three strategicdirections for this year have been successfully achieved.

In 2017 a significant highlight for the school has been the External Validation process which has involved an independentpanel examining school records and determining that the school is excelling in the areas of Teaching, Learning andLeading.

Please enjoy reading about our school.


School background

School vision statement

Active high achieving citizens will be created through progressive teaching, inclusive learning and inspiring leadership.

School context

Fennell Bay Public School has an enrolment of 160 students with 21% Aboriginal students. There are six mainstreamclasses, plus a support class IM and two Multicategorical classes. The School Executive includes three AssistantPrincipals and an Instructional Leader. Literacy & Numeracy is our core business with students being enabled andextended through Early Action for Success tiered intervention programs and Learning and Support Teacher involvement.Key pedagogies include: John Fleming Explicit Instruction, L3, TEN, Reading Recovery and Quicksmart Maths. ThePositive Behaviour for Learning (PBL) Program has been successfully implemented evolved within the school withpositive outcomes for students, staff and community. The majority of families are from low socio–economic backgroundsand are geographically isolated. Nar–un–bah, the SaCC (School as Community Centre) is an integral part of the schooland allows families to access both service provision and inter–agency support. . The school is supported by an activeP&C who regularly plan fundraising activities. Fennell Bay Public School is successful in its implementation of a safe,caring and inclusive learning environment in which all students have the opportunity to succeed. This plan is a result ofconsultation between the students, staff and community.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

The results of this process indicated:

LEARNING

The results of this process indicated that in the School Excellence Framework domain of Learning , Fennell Bay PublicSchool is currently performing at:

• Learning Culture– Excelling • Wellbeing– Excelling • Curriculum and Learning– Excelling • Assessment and Reporting– Excelling • Student Performance Measures– Delivering

Evidence shows that a positive learning culture is promoted across the school community with high expectations ofstudent learning and quality teaching at the forefront. High levels of student engagement are observed in class, which isreflected in our internal and external student growth data. School–wide wellbeing programs, including Positive Behaviourfor Learning are underpinned by well–developed policies that promote positive relationships to allow students to connect,succeed and thrive. Learning support teams enhance student wellbeing through effective communication with familieswhich drive the development of individualised programs and strategies to support student learning, engagement andbehaviour. Teachers know their students and how they learn, differentiating learning programs to meet the individualneeds and academic goals for students. A collective responsibility for student achievement is promoted amongst staffand students alike K–6.. Whole school data is collected and analysed in 5 weekly increments and used to drive teachingand learning programs. Student progress is reported to families through formal reports, PLAN feedback to parent reportsand parent teacher interviews.

TEACHING

The results of this process indicated that in the School Excellence Framework domain of teaching, Fennell Bay PublicSchool is currently performing at:

• Effective Classroom Practice– Excelling • Data Skills and Use– Excelling


• Collaborative Practice– Excelling • Learning Development– Excelling • Professional Standards– Excelling

Teachers at Fennell Bay Public School are passionate, committed, professionals that demonstrate a dedication tocontinuous development of their teaching to ultimately ensure that their students fulfil their potential. Evidence shows thatour teachers are highly engaged in their profession and embrace evidence based pedagogy to plan, implement, assessand evaluate their teaching.. Classroom practice has a strong emphasis on differentiated and personalised learningdriven by explicit instruction at point of need. Teachers analyse evidence from ongoing formative and summativeassessments to drive teaching and learning.. Regular, quality feedback is presented to each student for the developmentof learning goals and evaluated once goals are achieved. Professional learning is a significant component of EAfS thathas positively impacted on Literacy & Numeracy pedagogy.

LEADING

The results of this process indicated that in the School Excellence Framework domain of leading, Fennell Bay PublicSchool is currently performing at:

• Leadership– Excelling • School Planning, Implementation and Reporting– Excelling • School Resources– Excelling • Management Practices and Processes– Excelling

A foundation of distributed leadership is apparent throughout the school where all staff assume leadership roles invarying capacities. Systems and processes are embedded with the school leadership team to ensure successionplanning and stability is maintained at all times. A school–wide culture of high expectations is prominent anddemonstrated by students and staff in all settings. Consultation with community is planned and utilised to drive planningand evaluation of school strategic directions. The strategic vision of the school promotes an overarching culture ofcontinuous improvement with annual milestones and regular opportunities to review progress. Human, physical andfinancial resources are strategically used to maximise student learning outcomes and opportunities to best meet theneeds of all stakeholders..

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Build the capacity of staff to successfully implement the English curriculum and a range of targeted Literacy programs.

Purpose

To improve student learning outcomes in ENGLISH, with a focus on Writing, through the development and delivery ofconsistent high quality teaching practice in the areas of Reading and Viewing, Writing and Representing, Speaking andListening to ensure that all Teaching and Learning Programs are driven by consistent on–going evaluation ofassessment data, while addressing individual student needs.

Overall summary of progress

Through completing a rigorous situational analysis for external validation this year we have evaluated our improvementmeasures. As a result we have achieved the following key processes as aligned to the Strategic Direction/School Plan.

• Professional learning for staff with on the Literacy Continuum, PLAN & systems and processes for data collection,analysis and data informed decision making to drive teaching and learning to address students' needs at any pointin time.

• Continued implementation of L3 pedagogy K–2 with all staff completing their OPL. Minilit & Multilit beingimplemented as a tiered intervention. Intervention is taught by the LAST/Interventionist, SLSO's and classroomteachers. These programs and pedagogy is having a significant impact on student learning and engagement

• Teachers have completed ongoing professional learning as part of Early Action for Success (EAfS) and internaldata reflected needs.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Improved student learningoutcomes in all aspects of theLiteracy Continuum.

Staff professional learningdelivered by InstructionalLeader.

All staff using PLAN data to track students Literacyaccomplishments throughout all Key LearningAreas. Data walls evident in all classrooms linked tothe continuum clusters to reflect literacyachievement of individual students.

Students in Years 2–6 showimprovement in writing skills as aresult of Power Writing programimplementation.

Fleming Explicit InstructionTermly PL with a focus onwriting pedagogy andenhancement of outcomes.

Development of teacher pedagogy in accessingExplicit Instruction through power Writing and theSeven Steps to Writing Success. Thisdemonstrated a significant impact on teacherpedagogy and as a result an increase in studentsengagement in writing and overall results. NAPLANresults in writing indicate that Year 3 haveincreased 26% in the top 3 skill bands.

All staff will complete andimplement their professionallearning to enhance theirpractice.

Both internal and externalprofessional learning forstaff around the Englishsyllabus and understandingof data analysis andtracking of studentperformance.

All K–2 staff L3 OPL trained with opportunitiesgiven to other teachers to observe and implementcomponents of the pedagogy in their literacysessions. Fleming Explicit Instruction is visible in allclassrooms through Literacy 'Warm Ups' and thesupport of the EI Mentor in creating resources toenhance Literacy lessons.

Next Steps

• The 2018–2020 school plan will embed Literacy across all strategic directions and will continue to be a clear andexplicit focus.

• Literacy learning progression professional learning – implementation and plotting of data on PLAN 2.0 withtracking of students in Understanding texts; Creating texts; Phonological awareness and Phonic knowledge.



High standard of educational practices in Numeracy, ensuring student growth through targeted learning specific toindividual needs.

Purpose

To improve student learning outcomes in Numeracy through the development and delivery of consistent high qualityteaching practice in the area of Number & Algebra, Measurement & Geometry & Statistics & Probability to ensure that allTeaching & Learning Programs are driven by on–going evaluation of assessment data, while addressing individualstudent needs.


The school continues to self–assess and reflect on practices to ensure the continued progress of quality teaching andeffective learning in Numeracy across Key Learning Areas. We continue to collect evidence aligned with the SchoolExcellence Framework. This evidence has been gained through professional observations, incursions, parentworkshops, analysis of internal and external data, community consultation, professional learning and discussion withcolleagues.

As a result, we have achieved the following key processes as aligned to the Strategic Direction / School Plan. • Continued implementation of Targeting Early Numeracy (TEN) and Quicksmart throughout the school, with a focus

on place value. This initiative is having a significant impact on student learning and engagement. Tieredintervention has been continued by our LAST, interventionist and SLSO.

• PLAN data being used effectively to allow teachers to be responsive students varying learning needs at 5 weeklyintervals.

• Teachers have completed ongoing professional learning as part of Early Action for Success (EAfS) and internaldata reflected needs.

• New Mathematics program developed and implemented across K–6.





Teaching & Learning Cycleimplemented & driven by K–6Numeracy Continuum, commonassessment tasks for dataanalysis incorporating PLAN &future planning with regards topedagogy in Numeracy.

Release from class tofacilitate new mathematicsprogram.

Staff reported increased engagement andsignificant growth in student performance K–6setting in Numeracy. Clear and visible processesimplemented to track student growth and allow forteacher reflection.

Increased number of studentsmeeting benchmarks set in PLPs.

Professional Learning onMathematics syllabus,Numeracy Continuum, TENimplementation and tieredintervention.

In our week 38 2017 matched data 85% of K–3achieved their Early Arithmetical Strategies levelwhich was a 12% increase from the beginning ofthe school plan.

An increase in the number ofstudents in the top 3 bands inNumeracy by 5%.

Intervention and learningsupport.

In 2017 NAPLAN for Numeracy there was:

– an increase of 17% of students in Year 3 in thetop 3 skill bands.

– an increase of 3.7% of students in Year 5 in thetop 3 skill bands.

85% of students will meet orexceed their expectations on thenumeracy continuum.

Staff professional learningon the mathematicsprogram and the tracking,monitoring and analysis ofdata.

Differentiated Numeracy lessons and qualityteaching and learning practices in K–6, haveresulted in the majority of students exceedingexpectations on the Numeracy Continuum. 85% ofstudents achieving their benchmark K–3.


Next Steps

• The 2018–2020 school plan will embed Numeracy across all strategic directions and will continue to be a clear andexplicit focus.

• Numeracy learning progression professional learning – implementation and plotting of data on PLAN 2.0 withtracking of students in Quantifying numbers; Additive strategies; Number patterns & algebraic thinking.

• TEN reboot for teachers and professional learning for SLSO's on TEN activities with link to numeracy learningprogression.

• Learning goals for students in numeracy to be set termly and communicated to all stakeholders. • Raise the profile of numeracy within the school community through school initiatives such as Literacy & Numeracy

Expo, development of CARS café for involvement of parents in educational workshops and implementation offuture focused learning to create students that are flexible problem solvers that critically analyse tasks.



Strengthening community partnerships enabling students to be engaged, technologically competent & well supported aslifelong learners.

Purpose

To improve student engagement well–being and resilience through strengthening sustainable home and schoolpartnerships by embedding a system of core values and a culture of success that ensures a highly developed socialconscience.


In 2017 the school continued processes of self–assessment and ensured supervisory practices were in place to driveacademic improvement. SENTRAL data continued to support a decline in classroom and playground notifications whichindicated a successful PBL program within the school. SENTRAL data also indicated students who required additionalsupport within the school.

As a result we have achieved the following key processes as aligned to the Strategic Direction/School Plan. • Continued the implementation of the Tell Them For Me Survey which identified levels of engagement by students

and parents/caregivers within the school community. • Surveyed staff to identify areas successfully being achieved across the school and areas and systems to improve.





Supervisory processes identifythat staff are effectively planningfor students in response to theirneeds

Release for staff forprogram supervision andthe provision of feedbackthrough the PDP process.

Student needs in Maths education has determineda new programming format to better meet theneeds of students.

SENTRAL data indicatescontinued decline in behaviourreferrals.

PBL team continues toanalyse data to determineareas of development andareas to improve.

The composition of the PBL triangle which identifiesstudents requiring extra support and programs hasindicated a significant decrease in students withinthe top tier.

Attendance at school meetingshas improved and evident inincreased numbers participating.

Release has been providedfor staff to lead professionallearning opportunities forparents and the widerschool community.

There has been increased parent/caregiversatisfaction in the delivery of programs evident inTell Them for Me Survey, however attendance ratesare not reflective of this.

“Tell Them From Me” data isused to assess improved levels ofengagement for students andparents.

Release time has beenprovided for staff to administer surveys andanalyse results.

Increased rates of parent/caregiver/studentsatisfaction as evident in surveys identifyingimproved communication across the school andattitudes towards learning.

Attendance data indicates thatattendance levels are at orbeyond 90.8% for Aboriginal andnon–Aboriginal students.

Staff have received on –going professional learningin the LMBR processes ofstudents.

Benchmarks for student attendance have beenachieved.

Next Steps

• The 2018–2020 school plan will embed a culture of leadership where all staff have high expectations of studentengagement , learning, development and success of the entire school community.

• Visible learning growth mindset embedded and utilised in each classroom to enhance the teaching and learningcycle.

• Genuine authentic partnerships throughout the entire school community reflecting school vision.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability School Learning SupportOfficers engage students inLearning Programs.

$24,453

Improvement evident in PLAN data K–6: • 85% achieved at or above the expectedreading benchmark. • 74% achieved at or above the expectedcomprehension benchmark.

Socio–economic background SLSO's support students inthe classroom. SpellingMastery was implementedYears2–6. New signagewas established across theschool. Interventionprograms included Multilit,Minilit and QuicksmartMaths. The transition toschool program LittleSquirts continued in 2017.

$284,531

NAPLAN data indicated that for Year 3 88.7% students achieved minimum standardsin Reading and for Numeracy this was 87.5%.

Early Action for Success This year the school hasmoved into Phase 2 ofEAfS with an Instructionalleader appointed 3 days aweek. The role is to buildstaff capacityin Literacy/Numeracy withachieving increasedoutcomes for students.Tiered intervention wasimplemented through theLAST allocation, SLSO'sand classroom teachers.

PLAN data indicates improvements inLiteracy and Numeracy K–3: • 84% achieved at or above the readingbenchmark • 72% achieved at or above thecomprehension benchmark • 85% achieved at or above the earlyarithmetical strategies benchmark.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 77 76 74 85

Girls 75 72 72 76

Enrolment in mainstream classes grew in 2017.

Student attendance profile

School

Year 2014 2015 2016 2017

K 90.3 87.9 91.1 85.8

1 91.2 88.3 89.9 87.6

2 90.3 91.2 88.9 91.5

3 91.1 92.4 93.5 90.5

4 92.1 91.9 92.4 92.4

5 90.9 91.6 91.5 93.2

6 91.3 90.6 91.4 91.9

All Years 91 90.5 91.3 90.4

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Student attendance is monitored regularly by thePrincipal and School Administration Offer. Concernsover attendance result in phone contact with parents/caregivers, letters home and sometimes referral to theHome School Liaison Officer.

Class sizes

Class Total

LIME 18

LILAC 18

EMERALD 24

TANGERINE 26

OCHRE 21

NAVY 24

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 8.07

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 0.5

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

5.92

Other Positions 0

*Full Time Equivalent

The school employs an Aboriginal Education Officerwho works with students and the community.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 40


Professional learning and teacher accreditation

Professional learning for staff continued as a priority in2017 with the Explicit Instruction program led by JohnFleming and an in school co–ordinator and the EarlyAction for Success program. Programs continuing to beimplemented included L3 training for staff, TEN mathsprogram and Spelling Mastery for Year 2–6. Staffcompleted mandatory training in CPR and Anaphylaxis.

Total expenditure for Teacher professional learning was$15, 117.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 228,560

Revenue 2,812,701

Appropriation 2,752,642

Sale of Goods and Services 15,009

Grants and Contributions 31,232

Gain and Loss 0

Other Revenue 11,653

Investment Income 2,166

Expenses -2,974,344

Recurrent Expenses -2,962,691

Employee Related -2,714,036

Operating Expenses -248,655

Capital Expenses -11,653

Employee Related 0

Operating Expenses -11,653

SURPLUS / DEFICIT FOR THEYEAR

-161,643

Balance Carried Forward 66,917

Financial summary equity funding

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

2017 Actual ($)

Base Total 1,250,995

Base Per Capita 25,598

Base Location 0

Other Base 1,225,396

Equity Total 435,765

Equity Aboriginal 75,994

Equity Socio economic 284,531

Equity Language 0

Equity Disability 75,240

Targeted Total 636,514

Other Total 355,371

Grand Total 2,678,645

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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

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 skillsand understandings demonstrated in theseassessments.

Students in Year 3 are assessed across Bands 1–6 andstudents in Year 5 from Bands 3–8.

Students in Year 3 performed well in NAPLAN Readingwith two thirds of students achieving in the top 3 bands.For Year 5 students twenty six per cent of studentsachieved in the top 3 bands of NAPLAN Reading.

Forty three per cent of students in Year 3 performed inthe top 3 bands in NAPLAN Numeracy which is asignificant improvement compared to 2016. Forstudents in Year 5 seventy three per cent of students


achieved in the top 4 bands in Numeracy.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

Students achieving in the top two bands in NAPLAN in2017 included

Year 3 Reading 31.3% Numeracy 18.8%

Year 5 Reading 6.7% Numeracy 0%

In 2017 four Aboriginal students in Year 3 and oneAboriginal student in Year 5 completed NAPLAN.

Parent/caregiver, student, teachersatisfaction

Parents and students completed the Tell Them FromMe suite of surveys in 2017 to gain feedback from theschool community. Staff were surveyed with an internalsurvey measure to celebrate successes and refinepractices to improve performance for students, parents,teachers and the school community. The Student andParent survey indicated the school was operatingabove state averages in each category surveyed.Responses from the staff survey provided anopportunity to celebrate the achievements of the schooland refine practices to improve performance for 2018.

Policy requirements

Aboriginal education

Aboriginal Cultural perspectives continued to bedelivered to students in Teaching and Learningprograms with students. Our AEO Mrs Harwood worked in class with students and also the communityin a range of programs. NAIDOC Week was celebratedin the last week of term 2. The NAIDOC Planning Teamled by Miss Gleeson ensured a special communitycelebration and a visit to the Cultural site Murrook.

Multicultural and anti-racism education

Harmony Day was celebrated at the school with aspecial assembly in March. The assembly involved oneof Fennell Bay's Families sharing aspects of theircultural heritage.

Other school programs

Achievement in Sport

Sport is an avenue that combines all students, families

and community to celebrate success together. FennellBay Public School’s Swimming, Cross Country andAthletics Carnivals offer students a chance toparticipate in a safe environment while also allowinghigh achieving students the opportunity to progressthrough to PSSA Zone and Representative Carnivals.

Creative and Performing Arts

During 2017 students were given many opportunities toprepare and perform musical and dramatic items.

In Term One, classes performed at the Easter HatParade. The Infants classes sang as a combined choirand the Primary classes presented individual classitems including a variety of dance, singing and displayof visual artworks.

In Term Two, a combined choir of children from acrossthe school performed the National Anthem in Awabakallanguage during NAIDOC celebrations. A boysdrumming group was established, and performed at theNAIDOC assembly.

During Terms 3 and 4 the whole school worked andmade preparations for another whole school musical.The musical was written by a group of staff members,and all children were involved in the preparation andperformance. “ The Perfect Potion” was a creative andperforming arts showcase, which included amazingcostumes, set designs, acting, singing, dancing, sound,lighting and filming. In late Term Four we held twomatinee and two sold–out evening performances.

Nar–in–bah School as Community Centre 2017highlights and achievements.

Project Outcomes

Results

Children’s early language acquisition, cognitivedevelopment, sense of self and security, emotionalregulation and ability to form positive peer and otherrelationships are maximised. This is evident by: • 143 children participated in a range of activities

that promote all areas of development throughoutthe year.

• 52% of these children were less than 3 yearsand 30% were 3 years to school age.

Children are set up for the success in the remainder oftheir schooling through effective transitions. This isevident by: • Routines are embedded in all programs offered

through the SaCC to encouragechildren’s independence and sense of self, inorder to positively support them in key life

Parents have knowledge, skills and support they needto enhance their nurturing behaviours and positiveparenting strategies. This is evident by: • 11 parenting workshops were offered in 2017.

These included: Infant Massage, Bringing UpGreat Kids, Circle of Security, My Life Journey,Surviving Challenging Behaviours, Sensory Playand The Celebrating Parent.


• 4 parenting/information/support initiatives werealso offered in 2017. These included: co locationof Wesley Family worker, Coffee & Chat drop–in,Children’s clothing recycling and open doorsupport & referrals.

Parents confidence and skills are increased as theirchild’s first teacher. This is evident by: • Activities and programs offered provide a wide

variety of ideas that parents are able to replicatein the home environment.

• A key role of the SaCC is to be a role model forparents and to provide opportunities for parents toshare their ideas with others.

Family, school and community efforts are integrated sothat children grow up in a safe, healthy andconnected community. This is evident by: • Community of Practice meetings were offered 4

times in 2017. These meetings bring togetheragencies that are working within the area topromote collaboration and co–ordinatedsupports for families.

• The SaCC plays a pivotal role in supportingfamilies in accessing appropriate supports fortheir children in both the school and communitysetting.

• SaCC facilitator is an active member ofMankillikan Local AECG.


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