2018 Richmond North Public School Annual Report · Richmond North Public School Grose Vale Rd NORTH...

Richmond North Public SchoolAnnual Report

2018

2965

Printed on: 5 June, 2019 of 16 Richmond North Public School 2965 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Richmond North PS 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.

Brad Thurling

Principal

School contact details

Richmond North Public SchoolGrose Vale RdNORTH RICHMOND, 2754www.richmondn-p.schools.nsw.edu.aurichmondn-p.school@det.nsw.edu.au4571 1542

Message from the Principal

While often the things we notice when we first come to a school are the buildings, the grounds and the facilities – thetrue heart and soul of a school is found within the people. .The energy, passion, dreams and possibilities that thesepeople carry within, shape the culture and context for learning. Schools are such important places. Our country relies onschools to 'get it right'. Without great schools, where will we find our next generation of inventors, creators and leaders.

Richmond North PS has an abundance of great people. The teachers at our school are dedicated and hard working.They put in countless extra hours preparing inspiring learning experiences for their students. They are constantlyreflecting on their performance and looking for ways to strengthen and refine their practice. The most important attributeof our teachers through is that they sincerely and passionately care about their students. They share the very excitementand achievement that the students feel when they finally master a new skill. Equally they also feel the disappointmentand frustration when things don't go well for their students. In some instances, they will even spend their own money,use their own resources and sacrifice time with their own family to make things right for a student that is doing it tough.And just getting that single smile or grin from a student makes this investment well worthwhile. So to all the teachers andsupport staff at RNPS, thankyou for all you do for our students.

The centre of every school though are the students. These amazing young people fascinate and surprise us every singleday. One of the things that I love about working in schools is that you never know what each day will bring. When youare dealing with 250+ personalities, all with different goals, interests, motivations and moods, you know that you are infor an interesting ride each and every day. As a Principal, you are not privy to the detailed, daily machinations for eachstudent. As a Principal, you are only allowed access to snapshots or small highlight moments from each day.

In some instances, these are moments of pride or celebration. When a student shares some excellent work with you orcomes up to collect their 'Connect to Respect' letter of commendation.

Even at times when you are called to deal with students in less happy moments, seeing them work through their issuesand finally see the weight lift from their young shoulders is a rewarding moment.

It can often be the small steps, tiny victories and subtle gestures that create the most lasting memories from each day.

The Swiss psychologist and child development expert Jean Piaget stated that, "The goal of education is not to increasethe amount of knowledge but to create the possibilities for a child to invent and discover, to create people who arecapable of doing new things." This is exactly what we want for our students – for them to be capable of doing newthings. To continue to grow, develop and do 'new things'. Each of our students is unique and within them is thecapability to be excellent. Within each of them is possibility. Our wish for each of them is to be the best version ofthemselves that they can be. To be well informed, intelligent young people of good character is the key to building a


strong future.

In 2018, we have once again worked hard to improve and strengthen our school. We have undertaken a review ofteaching and learning with the aim of streamlining systems and processes in 2019. We have undertaken upgrades onclassrooms as well as our school computer room. We have completed stage 1 of our Indigenous Bush tucker garden.We sent our second cohort of students to Space Camp in October and we were the National People's choice winners inWakakirri. On the sporting field, we had success in Rugby League, Basketball and cricket. We also had studentscompete at regional and state level for athletics and golf. We have performed admirably in Public Speaking anddebating. This year, we expanded our enrichment opportunities for students by introducing, ThinkBlast, Tournament ofthe Minds and the UNSW Competitions. Students participating in these programs have done exceptionally well. Wehave staged a number of special events throughout the year that have been very successful, including our Twilightmarkets, Grandparents Day, the Easter Hat Parade and our BookWeek/Open Day celebrations. This year we have alsomoved to a new and improved school newsletter format which has been received positively by our school community.

As we now plan for 2019, we look towards refurbishing and upgrading our school library. We have committed significantfunds to upgrading our reading and mathematics teaching resources. We have also purchased iPads for use in the K–2classrooms as well as a class VR Kit that can be borrowed throughout the year. The VR kit will allow classes toparticipate in excursions or 'Expeditions' within their own classroom. As our school continues to grow in studentnumbers, we will continue to plan effectively to accommodate and cater for this growth.

I would like to take a moment to acknowledge the wonderful volunteers we have at Richmond North. Our committedparents and community members who donate their valuable time to assist us are superstars in our school. These busypeople somehow find time to assist with student reading, work in the canteen, assist at events, organise uniform sales,transport students and make costumes. Our volunteers assist in providing opportunities for our students and help tomake our school run smoothly. Thankyou to our wonderful volunteers.

As a school, we are very proud of our student achievements. Some of these were small achievements, some moresignificant. But all have been well earned and are worthy of personal celebration.

The successes we enjoy at school are indeed a team effort. We acknowledge our very supportive parents for yoursignificant and invaluable contribution to shaping these young people that are our students.


School background

School vision statement

Richmond North Public School engages students, staff, parents and community in a shared learning journey, Weempower students to acquire, demonstrate and value knowledge and skills that will support them, as life–long learners,to participate in and contribute to the global world and practise our core values of respect, inclusion and excellence.

Our Mission is to enable all students to access learning through the provision of:

* differentiated, in–depth and cohesive learning programs, informed by the NSW DoE syllabus documents andencompassing 21st century learning principles.

* highly effective teachers, focused on improving student outcomes, through their commitment to ongoing professionallearning, quality teaching, evidence – based practices, coaching/mentoring and collaboration.

* a quality, inclusive learning environment that is responsive to student voice.

* opportunities for parents and community to participate in the learning and decision making process

School context

Richmond North Public School seeks to provide a safe and happy environment where students are encouraged to "Striveto Achieve" in all that they undertake. The core values of integrity, excellence, respect, responsibility, cooperation,participation, care, fairness and democracy underpin the school's expectations for safe, respectful and responsiblelearners.

Two hundred and twenty students are enrolled in 9 classes. The student demographic includes 10% Aboriginal, 8%LBOTE, 13% transient (rental &defence force) with a number of families from diverse socio–economic backgrounds.

Teaching experience amongst the staff includes a balance of early, mid and late career teachers. There is a focus ondeveloping a future focussed culture through effective teaching in Literacy, Numeracy and Integrated Technology.Teacher Professional Learning supports change through stage teamwork, assessment for learning, and collaborativeplanning.

Student engagement and well–being underpin student welfare policy and practice. Specialist programs include theStarting School Program, Yellow Lantern Public Speaking, Kids Cooking Kapers program, Jellybean Music, Gifted &Talented and Learning Support programs as well as the Kitchen Garden and Studio K Media projects. A holisticeducation is promoted with students participating in a range of Performing Arts, Sport and Health programs.

The school does not attract any supplementary funding but is supported by a dedicated P&C, Canteen committee andmany volunteers who assist in keeping our school happy, caring and successful.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.+

This year, our school undertook self–assessment using the School Excellence Framework. 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.

Learning domain

Within this domain, we have focussed on the element on Assessment. Within this element, we have commenced work ondeveloping assessment rubrics and criteria to support teachers in accurately and consistently assessing their students onliteracy and numeracy. We have also supported teachers in using SENTRAL as a tool for tracking student progress.


Learning Culture (Sustaining and Growing)

Wellbeing (Sustaining and Growing)

Curriculum (Sustaining and Growing)

Assessment (Delivering)

Reporting (Sustaining and Growing)

Student Performance Measures (Delivering)

Teaching domain

Within the domain of Teaching, we have focussed on the element of Effective Classroom Practice. We have provided PLopportunities to all staff to strengthen their knowledge of Visible Learning principles. Support has also been given toensure all teachers have embedded learning intentions and success criteria in programs/lessons. There have also beenincreased opportunities for teachers to peer observe lessons and collaboratively plan.

Effective Classroom Practice (Sustaining and Growing)

Data Skills and Use (Delivering)

Professional Standards (Sustaining and Growing)

Learning and Development (Sustaining and Growing)

Leading domain

Within the leading domain, we have focussed on School Resources. Throughout the year we have conducted audits ofresources to support literacy and numeracy teaching and as a result have been able to supplement current resourceswhich better support effective teaching. The school committed substantial funds to purchasing reading resources,technology and maths resource kits.

Educational Leadership (Sustaining and Growing)

School Planning, Implementation and Reporting (Sustaining and Growing)

School Resources(Sustaining and Growing)

Management Practices and Processes (Delivering)

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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

High Quality Student Learning

Purpose

We will develop in all students positive attitudes to learning, resulting in self–motivated learners, functioning effectivelyand positively in every class.

We will ensure our students are engaged in lessons that are relevant, future focussed and where possible contextual.

All our programs meet the needs of individual students with a strong focus on literacy and numeracy skills as well as theintegration of technology.

Overall summary of progress

In 2018, we have made steady progress towards achieving the targets of this strategic direction. Key actions include –

* Staff PL in Visible Learning

* Teachers using assessment rubrics to evaluate student learning

* G&T programs including TOM's and ThinkBlast introduced

* Streamlined case review process implemented for learning support

* Implemented new social skills program – 'Connect to Respect'

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

At least 90% of students aboveNMS and 25% in the top 2 bandsfor Read/Writ/Numeracy inNAPLAN.

$32 500 (includes SLSOsupport)

Targets achieved for Yr3 reading (41% top bands);Yr5 Reading (27% top bands); Yr5 writing (93%above NMS) and Yr5 numeracy (100% above NMSand 30% top bands

All learning programs show clearevidence of effective feedbackand reliable student assessmentincluding tracking of studentprogress.

$15 500 (includes PL inVisible Learning)

* student progress being tracked on SENTRAL

* teacher feedback is a focus area of EI

* development of assessment rubrics

All learning programs showevidence of the students beingchallenged and that adjustmentsare made to meet individualstudent needs.

$5 600 * regular sharing of 'good practice' betweenteachers

* evidence of differentiation in programs and instudent work samples

Next Steps

* Expand implementation of Visible learning

* Develop processes for students to better engage with their own assessment data

* Implement a K–6 typing program

* Strengthen support for Aboriginal students

* Review of school programming and assessment processes



Collaborative, Evidence Based Teaching

Purpose

Providing access to high quality professional learning for all staff with a strong focus on evidence based pedagogies.

For teacher accreditation and the compliance with teaching standards be embedded in our school systems andprocesses which will incorporate the PLP and Educator Impact models.

Teachers regularly engage in collaborative planning, sharing and evaluating sessions with peers, particularly focussingon programming, student data analysis and excellent teaching practice



* Staff participate fully in both the PLP and Educator Impact processes

* Reviewing school Scope and Sequence documents to ensure NESA compliance

* Implementing regular sharing sessions as part of our weekly meetings

* Ensuring teachers are completing and recording PL hours for accreditation





Evidence of staff or stage groupsmeeting at least once per term to

– collaboratively program / plan

– analyse student assessmentor NAPLAN data to inform futureteaching

– share examples of greatteaching practice that isevidenced based

$ 12 500 (includes casualteacher costs to releaseteachers from class)

* development of staff meeting calendar to includesharing sessions

* teaching programs reflect collaborative planning

All teachers are regularlymaintaining documentation andPL logs to support them in theiraccreditation at Proficient leveland above

$5500 (includes casualteacher costs to releaseteachers from class)

* PL on recording items in my PL

* use of EI feedback reports to assist inaccreditation process

Evidence in regular teachingpractice of the implementation ofevidence based teachingpedagogies ie. Visible Learning,EL and Growth Mindset – and isdocumented in EI peer and selfevaluations.

$14 500 (includes casualteacher costs as well as PLcourse costs)

* teaching programs show Learning Intentions andsuccess criteria

* increased focus on feedback

Next Steps

* Staff to maintain PL journals


* Continue to learn about and implement elements of Expeditionary Learning

* To regularly collect and record assessment data on SENTRAL

* To develop consistent assessment rubrics and models to ensure accurate tracking of student progress



Building Community Capacity

Purpose

To develop leadership skills and capacity in all staff and students

To increase parent knowledge of school programs and curriculum, build their capacity to assist in their child's educationand strengthen our engagement with the wider community

Continue to grow a school culture that is future focussed, values effort and excellence and is based on the EL mantra of'we are crew'.



* Indigenous bush tucker garden established

* Launching of the new school newsletter

* Developed a whole school technology plan

* Upgraded and refurbished the school computer lab





Increase the % of parentsparticipating in LearningInformation Sessions; assisting inclassrooms and being active onthe school P&C.

$13 500 * Successful information sessions conducted

* Increased numbers of parent volunteers

At least 35% of staff aredeveloping their leadership skillsand capacity through– relieving inHigher Duties, undertakingAccreditation at ‘above proficient’level, completing the PrincipalLeadership modules orparticipating in the EI Leadershipcapability tracking.

$4500 * All staff have taken on enhanced areas ofresponsibility

* Shift on staff becoming 'project leaders'

* Increase from 2 to 4 staff undertaking the EIleadership process

Increasing the number ofleadership roles available forstudents K–6 including at least40% of Yr6 students taking on anidentified leadership role withinthe school.

$5500 * Developed new leadership roles for seniorstudents.

* Increased focus on leadership with seniorstudents

Next Steps

* Establish an Aboriginal parents group

* Develop capacity in staff to be 'project leaders' across the school

* Integrate iPads and VR kits into class programs

* Establish school TV studio


* Establish the School Library as a technology and learning 'Hub'


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $21 000 * ATSI students received LaST and SLSOsupport where required in Lit and Num

* Established Indigenous Bush Tuckergarden

* Support for students to participate inNAIDOC and Allowah Day

English language proficiency $30 000 * Direct SLSO support for students (0.2)allocation

* Purchasing teaching resources

Low level adjustment for disability $28 000 * SLSO support for students

* Purchase of reading resources

* PL for SLSOs and teachers

Quality Teaching, SuccessfulStudents (QTSS)

$25 000 * Provide extra release time for AP's tosupport teachers

* Increased collaborative planning time forteachers

Socio–economic background $110 000 * Subsidise cost of whole school codingprogram

* Student assistance for text books andexcursions

* Library upgrades

* Provision of school G&T programs andextra–curricula activities

* SLSO support for students

Support for beginning teachers $28 000 * provision of 'off class' mentor time forBeginning Teachers

* Fees for Beginning Teachers to attend PLevents


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 80 97 109 123

Girls 56 70 95 114

Student attendance profile

School

Year 2015 2016 2017 2018

K 93.7 94.6 91.8 92.5

1 92.6 95.3 93.2 90.2

2 93 96.4 92.4 93.2

3 92.5 94.2 94.8 90.6

4 93.9 94.4 91 93

5 92 93.8 93.5 91.9

6 92 94.2 93.9 91.9

All Years 92.9 94.6 92.9 91.8

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Student attendance is closely monitored by the schoolthrough the Home School Liaison program. While ourschool attendance levels are comparable to Stateaverages we are always exploring ways to improve ourattendance. The school recognises that attendance atschool is closely linked to academic performance andas such this area will continue to be a primary focus atRichmond North PS.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 9.13

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.6

School Administration and SupportStaff

2.42

Other Positions 3

*Full Time Equivalent

No staff member at Richmond North identifies asIndigenous.

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

All Staff at Richmond North participated in ProfessionalLearning sessions throughout 2018. ProfessionalLearning sessions specifically targeted –

DoE Mandatory training areas such as – WorkingWith Children, Code of Conduct, Child Protection, FirstAid and Anaphylaxis training, Emergency Care

Priority areas as identified in our schoolplan,including – Visible Learning, Student BehaviourStrategies, Expeditionary Learning and AboriginalEducation

Training linked to Teaching Standards,Performance Development Framework and SchoolExcellence Framework, including – participation inthe Educator Impact PL, review sessions on PDP's, useof MyPL, developing NESA compliant Scope andSequence documents.

Financial information

Financial summary


The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 259,621

Revenue 3,067,584

Appropriation 2,963,802

Sale of Goods and Services 802

Grants and Contributions 101,680

Gain and Loss 0

Other Revenue 0

Investment Income 1,300

Expenses -2,903,806

Recurrent Expenses -2,903,806

Employee Related -2,428,355

Operating Expenses -475,451

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

163,778

Balance Carried Forward 423,399

Surplus funds carried forward at the conclusion of the2018 year will be used to fund various capital worksand equipment purchases within the school including–major upgrade/refurbishment of the school library,purchasing of reading and mathematics resources,upgrading of infants playground area, upgrading andpurchasing of technology for classroomns – includingiPads and VR kit, professional learning costs tointroduce the TEN program in maths K–2.

Financial summary equity funding

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

2018 Actual ($)

Base Total 1,693,810

Base Per Capita 39,447

Base Location 0

Other Base 1,654,363

Equity Total 197,485

Equity Aboriginal 27,218

Equity Socio economic 76,280

Equity Language 13,390

Equity Disability 80,597

Targeted Total 42,105

Other Total 634,612

Grand Total 2,568,012

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Student results in literacy have remained steady.There has been an increase in the percentage of Yr3and Yr5 students achieving in the top 2 skill bands forReading . Results in writing have improved for Yr5students. The challenge now will be to progress thelarge group of students in the upper middle bands intothe top 2 skill bands. As the school has experiencedsignificant growth over the past 2 years, it is difficult to


identify trends as a number of students sitting NAPLANhave been students at Richmond North for less than12mths at the time of sitting the test.

Percentage in Bands:Year 3 - Grammar & Punctuation

Band 1 2 3 4 5 6

Percentage of students 4.0 12.0 20.0 48.0 8.0 8.0

School avg 2016-2018 7.1 10 25.7 34.3 12.9 10

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6


School avg 2016-2018 6.9 12.5 23.6 23.6 26.4 6.9

Percentage in Bands:Year 3 - Spelling

Band 1 2 3 4 5 6


School avg 2016-2018 11.4 17.1 20 22.9 21.4 7.1

Percentage in Bands:Year 3 - Writing

Band 1 2 3 4 5 6


School avg 2016-2018 1.4 21.1 32.4 23.9 18.3 2.8

Percentage in Bands:Year 5 - Writing

Band 3 4 5 6 7 8


School avg 2016-2018 23.6 18 40.4 14.6 3.4 0

Percentage in Bands:Year 5 - Spelling

Band 3 4 5 6 7 8


School avg 2016-2018 4.5 22.5 27 25.8 14.6 5.6

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2016-2018 11.2 20.2 23.6 23.6 19.1 2.2

Percentage in Bands:Year 5 - Grammar & Punctuation

Band 3 4 5 6 7 8


School avg 2016-2018 10.1 19.1 25.8 33.7 9 2.2

NAPLAN results in numeracy have decreased slightlyon the 2017 results. The majority of students haveonce again achieved results in the mid skill bands forboth Yr3 and Yr5. As the school has experiencedsignificant growth over the past 2 years, it is difficult toidentify trends as a number of students sitting NAPLANhave been students at Richmond North for less than12mths at the time of sitting the test.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6


School avg 2016-2018 2.8 12.5 29.2 31.9 16.7 6.9

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8


School avg 2016-2018 1.1 21.3 47.2 16.9 11.2 2.2

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In accordance with the Premier's Priorities: Improvingeducation results, schools are required to report theirstudent performance for the top two NAPLAN bands inreading and numeracy. The percentage of Yr 3students in the top bands for reading has increased in2018 from 32% (3yr ave) up to 41%. In numeracy therehas been a decrease from 23% (3yr ave) down to 12%.For Yr5 students, there has been an improvement inreading with 27% of students performing in the topbands compared to 21.5% (3yr ave) previously. InNumeracy, the results have remained steady.

Another reporting requirement from the State Priorities:


Better services – Improving Aboriginal educationoutcomes is for students with significant numbers ofAboriginal students to report the percentage ofAboriginal students in the top 2 NAPLAN bands.Richmond North does not have the minimum number of10 Aboriginal students in a cohort required to report onthis priority.

Parent/caregiver, student, teachersatisfaction

In 2018, the school participated in the Tell Them FromMe survey which provided valuable insight andfeedback about school culture, processes and learning.In addition to this, other sources of information – suchas Educator Impact reports, informal interviews anddiscussions. Some key findings are as follows –

* Most parents felt welcome in the school and that staffwere approachable

* Some parents identified that communication regardingschool events could be improved.

* Support for student learning at home was strong

* Parents indicated that the school could do more tosupport positive behaviour

* A high percentage of students participate inextra–curricula activities offered by the school

* A high percentage of students have a strong sense ofbelonging

* Most students had positive relationships with theirteachers.

* Students feel that they are provided with usefulfeedback on their learning

* Creating relationships with students was a keystrength in classrooms.

* Teachers identified Classroom Management andCalibrating Difficulty as areas for further development

* With reference to the AITSL teaching standards, orestrengths are Standards 2 and 5. Standard 1 and 4have seen improvement. Standard 3 has been targetedas an area for development.

Policy requirements

Aboriginal education

Students of Aboriginal background make up 11% of ourstudent population. Our School Excellence dataindicates that outcomes achieved by these students arecomparable to those of the general school population.Policy, curriculum and management planning reflect theschool community commitment to maintaining anintegrated approach to Aboriginal education, thecontent and perspectives being integrated into all theKey Learning Areas. Aboriginal perspectives continueto be incorporated into units of work with the focus onAboriginal history, culture and contemporary issues.This year we have implemented a range of programsand structures to support students of Aboriginalbackground as well as building understanding andreconciliation across the whole school community.

* Many indigenous students participated in ourWakkikiri performance group as well as participating inNAIDOC and Allowah Day events

* Additional support provided to Aboriginal studentsfortransition into high school..

* A School Learning Support Officer (SLSO) providedsupport (using monies received through ResourceAllocation Model – RAM – Aboriginal Education).Aboriginal students were targeted in reading todeveloptheir skills.

* Personalised Learning Plans were developedcateringfor individual student need. These weredeveloped in conversations held between student,parent and teacher.

* Aboriginal students were provided withfinancialsupport to attend Hawkesbury Enrichmentcourses,camps and excursions.

Multicultural and anti-racism education

The school maintains a focus on multicultural educationand anti–racism within all curriculum areas, providingprograms to develop the knowledge, skills and attitudesrequired in our culturally diverse society. Mr AdamWheat is the Anti–Racism Contact Officer at RichmondNorth Public School and in 2018 there were no issuesreported to him related to racism within the teachingworkplace or the students' learning environment.Richmond North Public School is committed to the


principles of multicultural education through:

* Welfare policy development considering all cultures;and– Providing multicultural perspectives within allteaching/learning programs.

* All students participated in an Anti–bullying Day with afocus on taking action as a bystander.

* Harmony Day activities conducted


2018 Richmond North Public School Annual Report · Richmond North Public School Grose Vale Rd NORTH...

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