2015 Annual Report - Scone Public School

Scone Public School
Annual Report
2015
<
7311
Introduction
The Annual Report for 2015 is provided to the community of Scone Public
School as an account of the school’s operations and achievements
throughout the year.
It provides a detailed account of the progress the school has made to provide
high quality educational opportunities for all students, as set out in the school
plan. It outlines the findings from self-assessment that reflect the impact of
key school strategies for improved learning and the benefit to all students
from the expenditure of resources, including equity funding.
Deborah Fisher
Relieving Principal
ert photo>
School contact details:
Scone Public School
82-98 Liverpool Street
Scone 2337
Scone-p.schools.nsw.edu.au
[email protected]
02 65451049
Message from the Principal
This year we farewelled Mrs Lynne Gray the substantive principal of Scone Public School after ten years of her
outstanding leadership. We also said farewell to four teachers, Miss Penny Prentice, Mrs Marsha Jenkins, Mrs
Karen Rossington and Mr Graham Rayner who have worked at our school for over 20 years and will now be making
their transition to retirement. We also saw the employment of two new permanent teachers in Miss Lizz Hickey
and Mrs Vicky Schofield.
In 2015, we saw many new initiatives being implemented as part of the Department of Education’s larger reforms.
These included; a new planning and reporting format for whole school planning, Professional Development Plans
for teaching staff and curriculum changes with the implementation of new syllabus documents.
Through the Quality Teaching, Successful Students reform our school received funding and used it to support
teachers in professional development in the form of Quality Teaching Rounds. Our school played host to the
Minister for Education, Adrian Piccoli, who spoke with staff about the initiative and was interested in hearing about
their experiences.
Our students continue to experience success in a wide range of areas. Scone Public School has a strong culture of
public speaking and once again performed well at local eisteddfods and interschool challenges. Our debating team
were outstanding, becoming the Upper Hunter champions in the Premier’s Debating Challenge.
We recognised our sports stars at the Sport Presentation Day with Charlie Richardson and Claudia Atfield awarded
sportsman/woman for the year. Tevita Holafolau was awarded the Cumberland award.
Dance and the performing arts continue to be popular across the school. Students performed at CAPERS, the
Hunter Dance Festival and the Upper Hunter Eisteddfod where our dance groups came first in their category.
Throughout the year our students have worked on developing a language for learning in the form of Learning
Dispositions. These are the habits and behaviours identified as contributing towards successful learning. We want
our students to Persist, Take Risks, Explore, Connect and Be Resilient in order to become successful learners.
I would like to take the opportunity to thank the staff, students and parents for making Scone Public School such a
wonderful school and who contribute in many different ways to ensure “Success for All”.
Ms Deborah Fisher
Relieving Principal
Message from the P&C President
The Scone Public School P&C Association has enjoyed a period of consolidation over the last 12 months. The
Executive was returned unchanged at last years’ AGM, which meant we had the luxury of ‘getting on with business’
without the need for a settling in period.
Throughout 2015 the P&C has continued to support Scone Public School in ensuring it is able to provide a wellresourced learning environment for its pupils and staff, as well as acting as a ‘medium’ between the school and the
parent/carer body and other interested parties in our local community.
Noteworthy achievements for the Scone Public School P&C Association in 2015 include:

Facilitated communication between the parent/carer body and the school executive

Liaison with statutory bodies resulting in increased safety for our students as pedestrians

Liaison with bus companies to ensure the safety and wellbeing of our students

Introduction of hi-viz school bags with the school logo

Securing of grants and the commencement of construction of the ‘Community Hub’ – refurbishment of
the old Science Room to provide a purpose-built flexible space to enhance the link between SPS and
the broader community. Primarily it will be used by the ‘Breakfast Club’ and the playgroup, but opens
up other avenues for community involvement

The successful transition from P&C supervised construction projects to Departmental supervision (as a
result of rule changes). This includes the Community Hub and the Magic Garden COLA

Participation in Selection Committees for staff recruitment

Establishment of P&C Association Facebook page to enhance communication and awareness

Successful Mother’s and Father’s Day Stalls

Re-invigorated Bloom Markets (the Christmas theme as a big hit!)

Catering at the Zone Athletics carnival

Resolving to re-align meetings with school terms as opposed to calendar months
None of these achievements would have been attainable without the dedication of many individuals and
organisations, and on behalf of the P&C Executive I would like to express our collective gratitude.
To our members who have taken ownership of co-ordinating individual activities. Your efforts have not gone
unnoticed and I don’ think it’s possible to express in words how much pressure that has taken off your Executive.
To all those, including non-members, who respond to the all too frequent call to arms to ‘man the tongs’ at a
barbecue, do some baking or assist in a myriad of other ways, often at short notice - our P&C could not maintain its
outstanding reputation for service provision without you.
To all those who turn up to our meetings and provide input when requested – you are the ‘voice of the masses’ and
have the unique ability to keep us as an organisation focussed and relevant. The value of this should not and can
not be underestimated by us, as speaking out on issues that at times are contentious and emotive requires
conviction and bravery.
To our employees – Deb in the Uniform Shop and Racheal in the Canteen. You are the ones who show up day after
day and put in much more than your timesheets reflect to ensure our children are both clothed and fed. These are
relentless and often thankless tasks, but your dedication and passion make what you do look effortless.
To our non-member volunteers – the sometimes faceless and nameless ‘doers’ who ensure the P&C world keeps
turning.
Finally, to the SPS Executive and staff. Without you we would quite simply have no reason for being. Your
dedication to task and passion for wanting the optimum learning environment for our children make motivating
and facilitating others to support you much easier than it should be.
So thank you one and all for your support over the last year. I know first-hand that giving to the P&C means
sacrificing something else, often at the expense family or ‘down’ time. Collectively we have once again achieved a
great deal for SPS, and remain well placed to continue providing into the future. I look forward to joining you on
this journey in whatever capacity you see fit.
Tim McEwen
President
Scone Public School P&C Association
School background
School vision statement
High expectations have been established at Scone Public School and this is reflected in the school’s Statement
of Purpose, “Success for all, through partnerships and shared values.”
The definition of success in terms of learners at Scone Public School has been defined as risk taking, creative
learners who persist in their learning by listening with understanding, thinking critically and independently
and by collaborating with their peers.
To this end the school’s moral purpose is to ensure that we provide 21st century skills and quality
opportunities for our students in order that they enter society as informed and active citizens. We do this
through a shared commitment to continual improvement, and high quality teaching and leadership.
Our school community shares this commitment to the development of young people who will be informed
and active citizens of the 21st century. They value the opportunities and skills that Scone Public School
provides.
School context
Our school has a proud history of educating generations of Upper Hunter residents and a long tradition of
academic excellence.
Our students enjoy success in all areas of the Creative and Performing Arts where they are tutored by
experienced and talented teachers. An enrichment class provide challenging and stimulating learning
experiences for our gifted students and the school offers extensive programs and specialised teachers to
support students with additional needs.
Our school fosters critical-thinking and allows students to develop strategies and skills that will enable them
to adapt in a world that is forever changing. They are encouraged to face the future with confidence. This is
nurtured and developed by the highly qualified and committed teaching and non-teaching staff who work
School vision statement
together to provide a happy and supportive environment.
A feature of the school’s profile is the importance that is placed on strong partnerships between home, the
school and the wider community. The school’s shared values cement this partnership. We have outstanding
welfare and leadership programs that promote a culture of belonging. We recognise and develop the ‘whole
child’ and believe in providing opportunities for every student to succeed.
Self-assessment and school achievements
Self-assessment using the School Excellence Framework
This section of the Annual Report outlines the findings from self-assessment using the School Excellence
Framework, our school achievements and the next steps to be pursued. The Framework supports public
schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice
across the three domains of Learning, Teaching and Leading.
This year, our school undertook self-assessment using the elements of the School Excellence Framework.
During 2015, our staff at Scone Public used the School Excellence Framework as a tool to inform, monitor
and evaluate our school plan and wider teaching and learning practices. During Executive meetings, Team
Leadership for School Improvement Days and Professional Learning sessions during staff meetings, teams
of teachers examined the School Plan 2015-2017 to determine areas of strength and development as we
continue our journey towards excellence.
Learning
In the domain of Learning, our school has focused on the domains of Learning Culture, Wellbeing,
Curriculum & Learning and Assessment & Reporting.
The school has in place a comprehensive and inclusive framework to support the emotional and social
wellbeing of students through the implementation of the ‘Bounce Back’ program. This in conjunction with
professional development of staff using the Kids Matter training package has improved the awareness of
mental health and its impact on learning.
Positive and respectful relationships across the school community underpin a productive learning
environment, and support students’ development of strong identities. We have developed strong
partnerships with our Aboriginal community with greater engagement with local Aboriginal organisations.
Cultural awareness workshops with staff have resulted in a greater awareness of local Aboriginal cultural
sites and their significance.
The school has established active partnerships through the Upper Hunter Community of Schools, working
collaboratively with other schools to ensure continuity of learning in English and Science K-10.
The school has worked towards aligning systems for collecting assessment data through the development
of an assessment schedule. Assessment data is used to monitor achievements and gaps in student learning
including plotting on the learning continuums in Literacy and Numeracy and used to inform planning for
particular student groups and individual students.
Teaching
In the domain of Teaching, our focus has been on Collaborative Practice. The school has embedded and
explicit systems for collaboration, classroom observation, the modelling of effective practice and feedback
to drive and sustain ongoing, school-wide improvement in teaching practice and student outcomes. Quality
Teaching Rounds have been a successful strategy to increase reflective practice to improve student
achievement of outcomes.
Staff attainment of professional learning goals and teaching requirements are part of the school’s
professional development plan. This is supported by the teacher leader role, supervisors and the
participation in an Upper Hunter Accreditation panel to provide feedback to teachers completing
accreditation at various levels.
Leading
In the domain of Leading, our focus has been on creating a leadership team (Team Leadership for School
improvement- TLSI) that uses evidence-based strategy and innovative thinking in designing a school plan
that delivers ongoing improvements in student outcomes. The TLSI team have been pivotal in
implementing the school plan and milestones and evaluating school improvement. This distributed
leadership model has assisted in leadership capacity building for participating staff members from early
career to more experienced teaching and non-teaching staff.
Our self-assessment process will further assist the school to refine the strategic priorities in our School plan
leading to further improvements in the delivery of education to our students.
Strategic Direction 1
Self motivated successful learners, with the skills and knowledge for future success and wellbeing
Purpose
Consistent with the goals of the Melbourne Declaration Scone Public School is committed to building
creative, critical thinkers and self-directed, life-long learners who are active and informed contributors to
society. All members of the school community believe that student wellbeing is central to success and as
such the school operates within a framework of equity and excellence.
Overall summary of progress
In 2015 we implemented of a Social and Emotional Learning Program (Bounce Back) across the school.
School wellbeing data was monitored and analysed to evaluate the effectiveness of wellbeing programs.
Staff participated in professional development to deepen their knowledge of curriculum through the use of
PLAN data and development of rich tasks in Mathematics, which included 21st Century learning skills.
Throughout 2015 a draft assessment schedule was devised and implemented. Assessment data was
analysed systematically and teachers targeted students for intervention to ensure differentiation and
improvement occurred.
A schedule was developed for the implementation of Learning Dispositions across the school. Students use
this language of learning when articulating what makes a successful learner.
Progress towards achieving improvement measures
All students set explicit
learning goals and
identify the specific
thinking strategies
required to achieve
them.
Student-designed posters to promote Learning
Disposition in every classroom.
Teachers explicitly teach Learning Dispositions to
students.
Socioeconomic
disadvantage ceases to
be a significant
determinant of
educational outcomes
for our students as
evidenced in school
based data on student
growth.
Student wellbeing data is monitored and analysed to
evaluate school engagement programs.
Resources
(annual)
$1000
Learning Dispositions promoted in newsletters and
assemblies.
SEL program (Bounce Back) introduced to assist students
to use strategies to manage their social and emotional
learning needs.
$5600
Socioeconomic
background funding
Data is used consistently across the school to identify
gaps in student learning, monitor improvement over
time and to monitor growth across the years of school.
Next steps


Professional learning to develop teachers’ understanding of formative assessment and use of data
to inform teaching.
A systematic approach to teaching 21st Century Learning skills. Professional development for
teachers to develop a deeper knowledge of Hattie’s ‘Visible Learning’ with a focus on success
criteria and feedback.
Strategic Direction 1

Ongoing evaluation of the Bounce Back program implementation. Professional development for
staff in social and emotional wellbeing and professional development on the Wellbeing Framework.
Strategic Direction 2
High quality teaching and leadership, with a strong commitment to continuous improvement
Purpose
Research (Hattie et al) indicates that teachers make the greatest difference to student outcomes. By
developing teacher and leadership capacity within a culture of shared responsibility and embedding the
use of research based teaching practices in all classrooms, improved outcomes for students will be
facilitated.
Overall summary of progress
In 2015 we developed a schedule and practice that supports teachers in the attainment of their
professional goals as it has now been mandated that all teachers are to have a Professional Development
Plan. A schedule was developed and teachers developed learning goals against the teaching standards
after participating in professional development in SMART goal setting.
Staff participated in professional development to increase their understanding of and skills in The Quality
Teaching Framework and support the implementation of Quality Teaching Rounds (QTR) through Lesson
Reflections. Fifteen teachers participated in at least three sessions of QTR throughout 2015. During the
sessions all teachers provided and received feedback.
In 2015 the Upper Hunter Community of Schools (UHCOS) Professional Learning Community was
established to build a common understanding of curriculum K-10. An English Implementation Team was
established to plan and deliver English Professional Development to schools in the UHCOS. This has
resulted in ongoing professional learning opportunities to deepen the knowledge and understanding of
curriculum and continuity K-10 as well as providing leadership opportunities to targeted teachers.
Progress towards achieving improvement measures
An effective
professional learning
community that
engages in continuous
research based
improvement. This is
evidenced by the
validity of research, and
rigor of selfassessment, evident in
the Professional Goals
of all staff.
All staff has SMART Professional Goals matched to the
standards.
All teachers regularly
reflecting on and
evaluating the quality of
their classroom practice
in a variety of ways,
including Lesson Study
and Quality Teaching
Protocols for Lesson Reflections developed and
documented.
Teacher Leader has engaged in coaching training.
Teacher Leader meets with grade groups to share and
support quality of evidence.
All staff have met with supervisors.
Feedback sheets from supervisor/teacher meetings
indicate progress to goals.
Professional Goals and evidence (PDP) provide
measurement of growth.
Minutes of meetings with Teacher Leader following
classroom observations indicate depth of reflection.
Coding sheets indicate level of understanding and use of
QT elements during QTR.
Resources
(annual)
$4000 Coaching
training for Teacher
Leader
$1000 Teacher
release
(Professional Goal
setting)
$2500 Teacher
release (Teacher
Reflection)
$1500 Teacher
release for
evaluation
$50000 Teacher
Leader (off class AP)
$1000 filming
equipment
$70000 teacher
release to
participate in QTR
(using QTSS funding
Strategic Direction 2
Rounds (QTR).
Feedback from staff indicates a change/growth in
perceptions in reflective practice.
80% of staff participated in QTR during 2015.
$19384)
$500 teacher
release to attend
QTR training at Uni
Newcastle.
Next steps





blank
Increase the participation by teachers in the QT Rounds to ensure all teachers are engaged in
reflective practice. And that teacher professional learning is linked to the goals identified in the
PDPs.
Engage a teacher mentor to support all teachers with their attainment of accreditation at various
levels. This includes supporting supervisors to write accreditation reports.
Students to identify the language of learning (dispositions) that will help them achieve their SMART
goals.
UHCOS teams formed to deliver professional development in Science and Mathematics across the
community of schools.
Teachers participate in professional dialogue around assessment including assessment types and
analysis of data to inform their teaching. This includes the tracking and monitoring of students
against the Literacy and Numeracy continuums.
Strategic Direction 3
Strong school - community partnerships, committed to common goals and purposes
Purpose
Educational researchers (Epstein et al) consistently advocate the benefits of partnerships between schools,
families and communities as a way of improving outcomes for children and young people To that purpose
the school is committed to building partnerships and common goals with parents, families and the broader
community, in order to enhance student learning and wellbeing.
Overall summary of progress
Building partnerships with external agencies through the involvement with the Play2Learn playgroup that
operates one morning a week in the school hall. The results have been very positive in terms of building
relationships with parents prior to school and early intervention facilitated for pre-school aged children
that require it. Parents and children participating in the Play2Learn playgroup become more familiar with
the school and more engaged in their child’s transition to school.
The employment of a Community Liaison Officer to establish contact with local community groups has
resulted in closer relationship being formed with local preschools, aged care and community organisations
with the benefit to students through smoother transition, developing positive relationships with our elderly
community and ongoing support for our Breakfast Club with high school volunteers, community volunteers
and sponsorship.
Working with the P&C executive to develop a plan for the establishment of a Community Hub by repurposing and fitting out an under-utilised space within the school. A draft plan of works to be carried out
was developed and relevant personnel contacted within the department to initiate the works. A
community grant was successfully gained to supplement building works to be carried out on the new space.
Progress towards achieving improvement measures
The role of the
Increased engagement with local organisations as
Community Liaison officer evidenced by positive Facebook, Newsletter and other
builds increased trust and correspondence with external agencies and parents.
connection between the
school, the student and at
risk/disengaged families.
The Community Hub
operates effectively and
is central in creating
connections between the
school, parents and local
community.
Community Hub plans developed and Scope of works
produced by Properties (Dept Of Education). Quotes
and costing for wall removal (including asbestos)
established.
Resources
(annual)
SLSO employed two
days per week in a
Community Liaison
role.
$22 000
Initial works costed
at $17619.66 to be
carried out in 2016.
Of this, $15347.97
comes from the
Community
Consultation
funding
Next steps

Community Liaison Officer continues to form links with broader community groups. Aboriginal
families and relevant support agencies connected through specific purpose programs.
Strategic Direction 3


In 2016 Community Hub refurbishment will commence including wall removal, redesign and fit out.
The space will be launched with all stakeholders and supporters invited to attend. Community use
of the Hub will commence following survey feedback for usage.
Increased participation of parents and community members on school teams and committees.
Next Steps
Key initiatives and other school focus areas
Key initiatives (annual)
Impact achieved this year
Resources (annual)
Aboriginal background funding
Proactive Aboriginal Education Team
planned and implemented a number of
successful initiatives across the school
including:
$27 095
Employed a SLSO 2/days per week to
deliver MiniLit program to targeted
Aboriginal K-2 students.
Training and resourcing for MiniLit
program.
Resourcing of Cultural workshops for
staff and students.

Cultural workshops for students
during NAIDOC week.

Professional development for staff
resulted in an increased knowledge
and understanding of the
significance of local sites to
Aboriginal culture

Establishment of the
Acknowledgement Garden resulted
in recognition of the traditional
custodians of the land and the value
of Aboriginal culture at Scone Public
School.
K-2 Aboriginal students made a priority for
MiniLit Literacy intervention program
resulting in increased achievement of
Literacy outcomes for targeted students.
English language proficiency funding
Identified students reach expected
outcomes in NAPLAN (Year 3 Reading)
$3666
$133 507
SLSO in class support 5 days per week.
Teachers involved in Quality Teaching
Rounds demonstrate deep knowledge and
understanding about how to use the QT
framework to evaluate their own and others
practice.
Teacher Leader (off class) to support
implantation of QTR and
implementation of Professional
Development Plans.
Early career and experienced staff supported
by Teacher Leader in development of
Professional Development Plans with all staff
achieving their professional goals.
Low level adjustment for disability
funding
All teachers confident to use benchmarking
to assess and analyse reading data.
Professional development for staff in
the development of ILPs and
monitoring of progress through
assessment ie data growth,
benchmarking consistency.
Teachers use SLSO support to implement
ILPs resulting in student assessment data
showing improvement in targeted
outcomes.
Employed an SLSO to provide in class
support for EAL/D students.
Socio-economic funding
Quality Teaching Rounds professional
development for teachers.
SLSO in class support.
$39 754
Support for beginning teachers
Our one permanent beginning teacher
received ongoing support throughout
the year and participated in a range of
activities to build her teaching capacity.
The support was in the form of
coaching and mentoring with the
Teacher Leader/Instructional Leader.
Lesson observation by the supervisor
with formal feedback.
Next Steps
Permanent Beginning teacher is supported
by professional development and mentored
to complete accreditation. Accreditation
was achieved by two of our beginning
teachers.
$13 377.89
Mandatory and optional reporting requirements
Student information
Workforce information
Student enrolment profile
Gender
Male
Female
2009
238
232
2010
234
231
2011
233
249
2012
250
267
2013
268
270
2014
255
260
2015
249
253
Enrolments
Students
600
400
200
0
2009 2010 2011 2012 2013 2014 2015
Year
Male Female
State DoE
School
Student attendance profile
Year
K
1
2
3
4
5
6
Total
K
1
2
3
4
5
6
Total
2010
93.9
92.2
92.5
92.9
93.9
93.7
94.0
93.3
94.7
94.2
94.4
94.5
94.5
94.4
94
94.4
2011
93.9
94.2
95.1
91.6
93.0
93.8
92.7
93.5
94.7
94.2
94.2
94.4
94.3
94.2
93.8
94.3
2012
94.4
94.7
94.3
94.5
94.1
93.8
93.1
94.1
94.3
93.9
94.2
94.4
94.3
94.2
93.8
94.2
Workforce composition
Position
Number
Principal
1
Principal School Leadership
0.4
Deputy Principal(s)
1
Assistant Principal(s)
4
Classroom Teacher(s)
15
Teacher of Reading Recovery
0.815
Itinerant Primary Teacher Hearing Disabilites
2.6
Learning and Support Teacher(s)
1.1
Teacher Librarian
1
School Counsellor/DGO
1
School Administrative & Support Staff
4.962
MC Support Class teacher
1
QTSS
0.19
Other positions
3.06
Total
2013
94.7
93.0
94.5
93.8
93.0
93.4
93.2
93.7
95.0
94.5
94.7
94.8
94.7
94.5
94.1
94.7
2014
93.5
93.8
95.1
94.1
95.0
93.3
94.7
94.2
95.2
94.7
94.9
95.0
94.9
94.8
94.2
94.8
2015
92.6
90.5
92.5
91.3
92.4
93.5
92.4
92.2
94.4
93.8
94.0
94.1
94.0
94.0
93.5
94.0
Scone Public School is the school of choice for the
largest percentage of students in the Upper Hunter
Shire. Students come from diverse backgrounds and
from a wide area of the shire.
37.127
The Australian Education Regulation, 2014 requires
schools to report on Aboriginal composition of their
workforce.
In 2015 Scone Public School employed one full time
School learning Support Officer SLSO who is
Aboriginal and one permanent teacher who is
Aboriginal.
Teacher qualifications
All teaching staff has met the professional
requirements for teaching in NSW public schools.
Qualifications
% of staff
Undergraduate degree or diploma
100
Postgraduate degree
4
Management of non-attendance
Student attendance is regularly monitored by
teachers, the Learning Support Team, the Principal
and the DoE Home School Liaison Officer. Teachers
who are concerned about a students’ attendance
contact parents by phone, letter or interview.
Parents may also be sent a letter by the Principal.
Should there be no improvement in a students’
attendance then a referral is made to the Home
School Liaison Officer.
Professional learning and teacher accreditation
The teaching staff at Scone Public School
participated in a number of professional learning
activities designed to build the capacity of staff to
achieve some of our key priorities as set out in our
School Plan. The staff has been involved in
professional learning programs that have built the
capability of early career teachers, current teachers
and aspiring and current school leaders.
Financial summary for 229 (SAP) schools
In 2015, five school development days were
planned and undertaken. Staff received
professional development in the following
areas:









NSW English Curriculum
Teaching Standards and Professional
Development Plans
NSW Science & Technology Curriculum
Aboriginal Cultural Awareness
School 5 P Planning process & School
Excellence Framework
Child Protection
CPR & e-Emergency
Epilepsy & Epilepsy Medication
Administration
Kids Matter
All teachers have developed a Professional
Development Plan with professional goals based
on the teaching standards. Two teachers
achieved accreditation at proficient level and
one teacher achieved maintenance. Two
teachers have participated in an accreditation
panel to provide feedback to teachers who have
prepared accreditation reports. This in itself
provides professional development to the
participant staff members.
Core members of the staff have been
participating in ongoing training in the LMBR
applications. These include finance, budgeting
and student management applications.
Financial information
Financial summary
This summary covers funds for operating costs and
does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
A full copy of the school’s 2015 financial statement is
tabled at the annual general meetings of the parent
and/or community groups. Further details
concerning the statement can be obtained by
contacting the school.
Component
RAM
Base
4,077,618
3,284,528
RAM Funds
0.92593 Education (92.6%)
13,016
Location
Other Base
3,271,512
326,184
Equity
27,095
133,507
3,666
161,916
-
27,095
Aboriginal
133,507
Socio-Economic
Language
3,666
Disability
161,916
-
Equity Transition
Targeted Total
289,757
Other Total
503,333
Total
4,403,802
0.00615 Aboriginal (0.6%)
0.03032 Socio-Economic (3%)
0.00083 Language (0.1%)
0.03677 Disability (3.7%)
0 Equity Transition (0%)
0 Targeted Total (0%)
0 Other Total (0%)
Education (92.6%)
Aboriginal (0.6%)
Socio-Economic (3%)
Language (0.1%)
Disability (3.7%)
Equity Transition (0%)
2015 Actual ($)
Opening Balance
Revenue
505,965
4,786,898
Appropriation
Sale of Goods and Services
Grants and Contributions
Investment Income
4,602,851
2,515
172,173
9,359
-
Gain and loss
Other Revenue
Expenses
(4,492,902)
Recurrent Expenses
Employee Related
Operating Expenses
(4,102,962)
(389,940)
Capital Expenses
Employee Related
-
Operating Expenses
-
Surplus/Deficit for the Year
293,996
Balance Carried Forward
799,962
School performance
NAPLAN
In the National Assessment Program, the results
across the Years 3, 5, 7 and 9 literacy and numeracy
assessments are reported on a scale from Band 1 to
Band 10. The achievement scale represents
increasing levels of skills and understandings
demonstrated in these assessments.
The My School website provides detailed
information and data for national literacy and
numeracy testing. Click on the link
http://www.myschool.edu.au and insert the school
name in the Find a school and select GO to access
the school data.
As noted in the graphs, below, the school achieved
higher growth than statistically similar schools (SSG)
in Numeracy and Spelling.
NAPLAN - Literacy
Parent/caregiver, student, teacher
satisfaction
Parent Survey
In 2015 we asked our parents to participate in
the ‘Partners in Learning Survey’. This survey
asked parents their perception of their child’s
experiences at home and school. The survey
also provides feedback about the extent to
which parents feel the school supports learning
and positive behaviour and promote a safe and
inclusive environment.
Of the small sample of parents who participated
in the survey the following results were
obtained:







Parents feel welcome 7.1
Parents are informed 5.9
Parents Support Learning at Home 6.6
Support for learning at Scone Public School
6.7
School Supports Positive Behaviour 7.2
Safe School 7.1
Inclusion at Scone Public School 7
Student Survey
Students in Years 4, 5 and 6 were invited to
respond via the ‘’Tell Them From Me survey.
Of the 140 students that responded the
following results were obtained:







66% have a positive sense of belonging
82% have positive relationships
91% value schooling outcomes
48% have positive homework behaviours
82% have positive behaviour at school
65% are interested and motivated in their
learning
80% try hard to succeed in their learning
NAPLAN - Numeracy
Policy requirements
Aboriginal education
Scone Public School is committed to improving the
educational outcomes and wellbeing of Aboriginal
and Torres Strait Islander students so that they excel
and achieve in every aspect of their education and
training
Scone Public School received Aboriginal background
funding in 2015. Our plan included:

The establishment of an Acknowledgement
Garden at the entrance of the school.

Cultural Awareness activities and workshops
during NAIDOC week, including
performances by the Wakagetti Dancers.

Employment of a SLSO to implement MiniLit

Employment of an Aboriginal SLSO to
support Aboriginal students

Professional development for staff in
building Aboriginal Cultural awareness with
a local Aboriginal Elder “Uncle” Paul Gordon
Multicultural Education and Anti-racism
Through the Key Learning Areas of HSIE (Human
Society and Its Environment) and English students
are provided with learning activities and perspective
to assist them to develop the skills, knowledge and
attitudes required for a multicultural diverse society.
The annual Multicultural Perspective Public Speaking
Competition provides a valuable forum for students
to participate in, and be made aware of issues such
as multiculturalism, acceptance, racism and
diversity. After a competition at the school level
four students were selected to represent the school.
Our student performed well with two students being
awarded highly commended during the zone
competition.
Students also participated in Harmony day, where an
SRC led assembly promoted and celebrated the
diversity of cultures within our school and across
Australia.