Marayong Public School
Annual School Report 2014
[school code]
4166
Student Representative Council’s
Message
Marayong Public
It has been a successful and eventful year for the
Student Representative Council (SRC) of 2014 at
Marayong Public School. The SRC were formally
recognised at the beginning of the year during a
formal and highly enjoyable school Investiture
Assembly. At the beginning of the year SRC
students participated in an all-day teambuilding
excursion
at
Longneck
Lagoon
which
strengthened their leadership skills.
School
Be Safe, Be Responsible, Be a Learner
School context
The Student population in March 2014 was 503
students K-6, including 80 preschool students and
77 students in the support unit. The school
population includes seven support classes. There
are two I.M classes, two I.O classes, two autistic
classes and a class for students with emotional
disturbance. The preschool operates a three
day/two day preschool program. In March there
were 40 Aboriginal and Torres Strait Islander
students and 51% of all students come from a
Non English Speaking Background.
The Student Representative council have been
involved in numerous events which have proven
to be extremely profitable and rewarding for the
entire school community. Harmony Day was one
of those events which was run by the SRC and
celebrated during the year. The message of
Harmony Day was Everyone Belongs. It was a day
to celebrate Australia’s diversity and a day of
cultural respect for everyone who calls Australia
home – from the traditional owners of this land
to those who have come from many countries
around the world. Another event which was
planned, organised and held by the SRC was a
fantastic disco that was based on the theme
‘Moustaches and Wigs’. Both students from years
K-2 and Years 3-6 participated in this event. With
the money raised from this event and others we
have continued our ongoing support of World
Vision through the sponsorship of a child in
Ethopia.
Principal’s Message
I am pleased to present the Marayong Public
School Annual Report for 2014 which summarises
our priorities and our many achievements for the
year.
Marayong Public School is committed to
achieving high quality learning outcomes for all
students within an inclusive and supportive
environment. Our focus remains literacy,
numeracy and Positive Behaviour for Learning.
However the school recognises the importance of
developing students’ skills and knowledge in all
areas of the curriculum including the sciences,
the arts and personal growth. Our school offers
an environment which is stimulating and
conducive to learning. The school provides its
students with a rich and comprehensive range of
curriculum based activities. To enhance our
students learning opportunities our school also
offers a wide range of extra-curricula activities to
challenge and develop our students.
During the year a student from our school was
given the honour of representing Marayong
Public School at the National Cross Country
Championships held in Western Australia. With
the generous donation of the Blacktown Rotary
Club and a fundraising event held at Marayong
Public School this child was able to compete at
this event.
Student information
It is a requirement that the reporting of
information for all students be consistent with
privacy and personal information policies.
The successes the school has experienced
throughout 2014 have been possible due to the
expertise of a professional and dedicated staff
and the development of quality teaching practice
across the school. The teaching staff and school
community continue to be supported by an
efficient and dedicated administrative staff.
Student enrolment profile
Marayong Public School’s enrolments have been
relatively stable over the past few years.
Gender
Male
Female
1
2008
268
217
2009
271
218
2010
261
201
2011
260
195
2012
253
206
2013
251
202
2014
263
210
Student attendance profile
Year
K
1
2
3
4
5
6
Total
2009
90.1
89.5
93.0
93.0
94.8
94.1
93.0
92.6
2010
93.1
91.7
93.5
93.1
94.0
93.9
93.6
93.3
2011
95.0
92.4
93.1
92.4
93.3
94.4
93.7
93.6
Professional
accreditation
2012
91.5
92.8
91.5
92.7
93.9
93.7
93.6
92.7
2013
91.7
88.5
93.5
94.7
93.7
95.1
94.2
92.8
2014
94.6
94.9
92.1
92.3
92.7
91.9
93.8
93.2
learning
and
teacher
During 2014, all staff participated in professional
learning, with extensive attention given to the
implementation of the NSW English and
Mathematics syllabi. Our K-2 staff have been
involved in extensive Early Action for Success
professional learning, including L3 training for our
Kindergarten teachers. Two staff trained as inschool trainers for Focus on Reading 3-6 Phase 2
whilst training all staff 3-6 who hadn’t previously
been trained in Phase 1. Additional professional
development was also provided to staff in
specialist positions and staff who had identified
opportunities through professional learning
plans. The average expenditure per staff member
of Professional Learning was $3264.75.
Management of non-attendance
Arrival times of students are monitored each day.
Daily attendance rates are also monitored and
parents are contacted if concerns are raised.
The Home School Liaison Officer is contacted
when a student’s non attendance is lower than
85 percent.
It is a requirement that the reporting of
information for all staff must be consistent with
privacy and personal information policies.
In 2014 we had 5 teachers working towards
Proficient accreditation through BoSTES, 8 staff
maintaining at proficient level. In 2014 no staff
sought accreditation at Highly Accomplished or
Lead teacher levels.
Workforce composition
Beginning Teachers
Workforce information
Position
Principal
Deputy Principal(s)
Assistant Principal(s)
Head Teachers
Classroom Teacher(s)
Teacher of Reading Recovery
Learning and Support Teacher(s)
Teacher Librarian
Teacher of ESL
School Counsellor
School Administrative & Support Staff
Total
In 2014, Marayong Public School did not have any
permanent beginning teachers.
Number
1
1
4
0
12
0.525
2.1
1
1.4
1
12.982
37.007
Financial summary
This summary covers funds for operating costs
and does not involve expenditure areas such as
permanent salaries, building and major
maintenance.
Date of financial summary
Income
Balance brought forward
Global funds
Tied funds
School & community sources
Interest
Trust receipts
Canteen
Total income
Expenditure
Teaching & learning
The Australian Education Regulation, 2014
requires schools to report on Aboriginal
composition of their workforce.
Throughout 2014, Marayong Public School
employed a temporary Aboriginal Education
Officer for an average of 3 days a week to
support students K-6 in Literacy and Numeracy.
Key learning areas
Excursions
Extracurricular dissections
Teacher qualifications
Library
Training & development
Tied funds
Casual relief teachers
Administration & office
School-operated canteen
All teaching staff meet the professional
requirements for teaching in NSW public schools.
Qualifications
Degree or Diploma
Postgraduate
% of staff
100
30
2
30/11/2014
$
320628.83
395375.75
340581.65
89600.43
8836.16
100906.20
0.00
1255929.02
47858.28
27373.64
34778.88
6998.89
773.08
379120.04
201280.02
62741.13
0.00
Utilities
Maintenance
Trust accounts
Capital programs
Total expenditure
Balance carried forward
familiar with Kindergarten, school routines,
primary staff and the whole school environment.
The Preschool students engaged in many learning
experiences and events and these included Easter
Hat Parade, Education Week and Gala Day.
Harmony Day and the Aboriginal Performance
promoted respect and inclusion and celebrated
cultural diversity. The P-2 Athletics Carnival and
Fruit and Vegetable Month promoted healthy
eating and the importance of physical activity.
Grandparents Day also allowed our community to
celebrate our extended families with many
Grandparents attending. Book Week provided
another opportunity to visit the School Library,
dress up and participate in a parade as well as
promote the importance of books and reading.
73883.72
68869.34
96119.27
16702.43
1016498.72
239430.30
A full copy of the school’s 2014 financial
statement is tabled at the annual general
meetings of the School Council and/or the parent
body. Further details concerning the statement
can be obtained by contacting the school.
School performance 2014
Academic achievements
NAPLAN
The Preschool continues to support sustainability
and recycling and offers opportunities to learn
about composting, worm farms and growing
vegetables and flowers.
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.
We aim to provide a warm, caring, stimulating
environment where children can reach their full
potential in all areas of development.
The achievement scale represents increasing
levels of skills and understandings demonstrated
in these assessments.
Significant programs and initiatives
Year 3: from Band 1 (lowest) to Band 6 (highest
for Year 3)
Aboriginal education
Year 5: from Band 3 (lowest) to Band 8 (highest
for Year 5)
Marayong has a proud history of supporting and
implementing Aboriginal programs inside the
school. We currently have 39 students from
preschool to year 6 who are of Aboriginal or
Torres Strait Islander descent. This is 7% of our
school population. We have revised our whole
school learning plans (PLP’s) ensuring that
Aboriginal and Torres Strait Islander student’s
targets are identified and met.
The My School website provides detailed
information and data for national literacy and
numeracy testing (NAPLAN).
Click on the link http://www.myschool.edu.au
and enter the school name in the Find a school
and select GO to access the school data.
Preschool
Opportunities provided for students, staff and
community this year have included:
Marayong Public School Preschool operates a 3
Day and a 2 Day educational play based program.
There are 40 students in each program with two
Teachers and two learning support officers. The
Preschool implements a comprehensive program
guided by the Early Years Learning FrameworkBelonging, Being and Becoming and DEC and
DOC’s guidelines.
•A successful NAIDOC day where all students,
staff and community were given the opportunity
to explore artwork, artefacts, traditional games
and stories. We also created a school canvas
where each student placed their handprint to
represent their participation and celebration of
NAIDOC day.
•Muddi Bunna (little emu) group meets weekly to
create identity and support in the school for
Aboriginal students. This group focuses on health,
stories, an awareness of cultural leaders and
gives opportunities for the students to aspire as
leaders and mentors themselves. This has been
The Preschool is part of the whole school
community and participates in many of the
events and special days that occur throughout
the year allowing our Transition to School
Program to operate continually. Our children and
their families have the opportunity to become
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shown in the way the senior students have
displayed mature and confident abilities as iPad
mentors, helping students, staff and even parents
in the kindergarten orientation.
Multicultural education
The 2014 English as a Second Language survey
indicated that 51% of our students were from a
non-English speaking background. Marayong
continues to be supported through the provision
of a 1.4 (7 days per week) staffing allocation for
engagement of an English as a Second Language
teacher.
•We walked proudly with 3000 students in the
Corroborree Gurung (Child) parade from Hyde
Park to the Botanic gardens to celebrate
indigenous culture. We learnt the story about the
waratah and held up waratahs with all the other
students.
Many of our new arrival students coming from
Indian countries have had very little, and in some
instance no prior schooling experiences. This has
presented many challenges and has required the
implementation of new programs to assist these
students to adjust to school and multicultural life
in Australia. These programs assist the students
to access language learning across the
curriculum. The teaching and learning programs
are culturally inclusive and promote cross cultural
understanding and community harmony. It is a
priority of the school to cater and enhance Non
English Speaking Background (NESB) student
outcomes and encourage NESB parents to
participate and be aware of the school’s
programs.
•The Year 5 and 6 students visited the University
of Western Sydney to “bridge the gap” and give
students the options of how they can access
university. They attended classes to show a
spectrum of opportunities available.
•Students have made library bags and
encouraged to borrow from the library. We have
created an Aboriginal area in the library to
encourage all students to learn about traditional
stories and culture.
Transitional Equity Funding
In 2014, Transitional Equity funding was used to
provide teachers’ access to a Quality Teaching
Mentor. One of our exemplary executive teachers
was released to undertake this role in Literacy
and Numeracy. She supported teachers to refine
their practices and to improve student outcomes.
She was supported in a part time capacity by a
beginning executive teacher. This role involved:

Participation in training using the Peer
Coaching model.

Using this model to support teachers’
achievements of learning goals through the
Teacher Assessment and Review program.

Providing professional learning for teachers
3-6, Focus on Reading (FoR) phase 1.

Mentoring early career teachers.

Co‐presentation
learning.
of
staged
Multicultural perspectives are included in many
of the school’s teaching and learning programs.
Learning experiences in all grades develop
students’ understanding of cultural diversity and
racial tolerance. Staff sensitively treat current
affairs in lessons covering religious and/or ethnic
groups. The low level of race-based grievances in
our classes and playground indicates the success
of these programs.
In order to enhance links with our Non-English
Speaking Background (NESB) and Language
Background Other Than English (LBOTE) parents
the English as a Second Language (ESL) teacher
has involved the use of interpreters. This has
facilitated the involvement of parents with the
school and the assimilation of students into the
school community.
professional
English Language classes were provided free of
charge every Tuesday for parents during the
school terms in the Community Room at
Marayong Public School.
Parents had an
opportunity to practice skills learnt in the class
with other parents. Childcare was provided
onsite to ensure no parents were disadvantaged.
Parents were instructed by a qualified TAFE
teacher. This program was made possible
Funds were also used to engage additional School
Learning Support Officers to support students
identified in requiring extra support in literacy,
numeracy, social skills and the purchase of
resources K-6 to support and enhance school
programs.
4
through Families Connect and Quakers Hill Family
Centre.
provided to students who are not meeting
expected outcomes.
In Numeracy, all teachers across the school
deliver a Quality Mathematics Block daily.
Concepts are reinforced further through Short
Sharp Lesson Breaks and cross curricular
activities. Kindergarten currently has 99% of
students meeting stage expectations with 95%
above expectations (code 1201 in graph below)
Next Steps
Marayong was one of 101 schools chosen to take
part in the Next Steps Initiative in 2012-2013. The
project was incepted under the Aboriginal and
Torres Strait Islander Education Action Plan 20102014, under agreement between the Queensland
University of Technology (QUT) and the
Department of Education, Employment and
Workplace Relations (DEEWR).
Marayong has continued to support Aboriginal
and Torres Strait Island students in literacy,
numeracy and student welfare. The school
continues to acknowledge, promote and
celebrate Aboriginal and Torres Strait Islander
languages and cultures by embedding them in
classroom programs. The continuation and
expansion of the Muddi Bunna group and
participation in activities both within the school
and outside the school have been highlights of
2014. The school will endeavour to increase
participation of cultural activities for the students
where possible.
Kindergarten staff are now trained in L3 –
Language Literacy and Learning, a research based
program that strengthened quality elements of
Literacy lessons. Training in L3 will extend to
Stage 1 in 2015. Like in Numeracy, strong
foundation levels have been achieved with
Kindergarten having 90% of children on track and
55% children performing above expectations
(Code 1201 below)
Funding has supported professional learning for
all staff, participation in training using the Peer
Coaching model, employment of an Aboriginal
SLSO’s to support students identified in requiring
extra support in literacy, numeracy and nonacademic areas and the purchase of resources K6 to support and enhance school programs. Three
staff attended the 8 Pathways in-service course
and plan to in-service staff at a future staff
meeting.
Early Action for Success (EAfS)
Marayong Public School successfully completed
Phase One of Early Action for Success and is on
track in the second phase of the program. The
project is now firmly established and prioritised
within the K-2 classes with targeted resources
and personnel embedded into school plans and
actions.
The mentoring and coaching, delivered through
the Early Action for Success initiative, has led to
more confident practitioners and expanded
teacher capacity. Future school programs will
continue to be aligned against solid theory and
practice, so we can continue improving student
outcomes.
Instructional leader, Gretl Willett, continues to
support and mentor teachers establishing clear
shared goals and effective researched Curriculum
programs. Personalised learning, that puts the
learner at the centre and tailors education to
student needs, is the foundation level of
classrooms. Specialist support continues to be
Numeracy Initiatives
This year, there continues to be a commitment to
improve numeracy outcomes for all students,
through the effective implementation of quality
teaching.
5
The school continues to provide strategic
professional development to ensure all staff gain
a deeper knowledge of Mathematics Learning
Frameworks. Staff are now more familiar with
how children learn. They have also had extensive
work on the changes and modifications in the
new syllabus, mandatory from 2015.
The school has also made a resource
commitment to the success of Quicksmart
through allocating staff, teaching space, admin
support, technology and materials to the project.
One of the advantages of this program is that it
generates a significant amount of hard data
because it involves pre and post testing of
students. Some of the more apparent benefits
flowing so far from Quicksmart are the student
gains in rapid recall of basic facts and
improvements in self confidence in maths ability.
It is anticipated that this will be reflected in the
data collected at the end of the year.
Teachers have been trained to deliver lessons
with clear learning intentions, sound quality
elements associated with quality lesson structure
and clear differentiation to extend all children at
their level. Teachers use ongoing observation,
open-ended questioning and pre-testing to
inform teaching and learning. They monitor and
track students on school wide data systems and
regularly reflect on student data. Individual and
small group interventions are put in place for any
student needing support. Three Specialist
Intervention Teachers have also been employed
to deliver high quality and focused programs to
help students move to higher conceptual levels.
Library
Mrs Feneley and Mrs Lumsden have continued to
share the role of Teacher-Librarian throughout
2014 (on a 3 day/ 2 day basis). Mrs Laundry is our
highly experienced Library clerical assistant,
working 2 days per week.
All K-2 classes received RFF lessons with Mrs
Lumsden for at least one semester of the year.
These lessons focused on research, library skills
and engagement with literature. Lessons based
on HSIE units of work were also taught with Stage
1 classes.
In addition to mentoring from an Instructional
Leader, the school had access to a Western
Sydney Regional Trainer who mentored and
coached K-2 teachers in quality Short Sharp
Lesson breaks. These are administered daily to
ensure fluency of concepts and will be extended
3-6 in 2015.
The Numeracy Continuum, a synthesis of many
research studies, is now well understood by
teachers and is being used to carefully monitor
children’s progress.
Quicksmart
The Quicksmart program develops speed,
accuracy and understanding of Mathematics
facts. It helps students progress to higher order
tasks by freeing working memory and creating
fluent neural pathways for basic facts. In trialing
Quicksmart, Marayong targeted selected
indigenous students in order to accelerate
learning and close the gap in maths ability.
Stage 2 Biodiversity investigation
Mrs Feneley worked with all classes and their
class teacher on a Cooperative Planning and
Teaching (CPT) unit of work. These units of work
were taught over the duration of a term with
each class participating in one lesson per week.
Topics studied included sending emails to
Japanese e-pals (Stage 3), conducting scientific
investigations into improving the biodiversity of
Marayong Public School (Stage 2), investigating
different forms of communication (Stage 1),
conducting science experiments based on our
natural world (Early Stage 1), and topic-based
Quicksmart is designed to run for 90 lessons over
the year. In each 30 minute lesson 2 students
work with a tutor on 6 lesson components
carefully structured for success.
The Quicksmart program is well resourced and
involves comprehensive training by the University
of New England team which developed it. The
flashcards, speed sheets and teaching techniques
used can also be utilized school wide.
6
research, writing and computer skills (Support
Unit classes).
Our Book Week events were a highlight in Term
3. Author and illustrator, Aaron Blabey, visited 36 students giving lively readings of his humorous
books and demonstrating his impressive
illustrating skills. Author, Ursula Dubosarsky,
entertained students from Years K-2 with her
various picture books and short novels. Both
visitors ran special writing workshops with the
Stage 1, 2 & 3 Enrichment Writing Group
students. These were very valuable experiences
for the students involved.
Russ the Travelling Book Bus initiative
The 3 day and 2 day Preschool students also
participated in our library’s Book Week
celebrations. Each group visited the library during
Term 3 with students dressing as their favourite
book character. They listened to stories, sang
songs and enjoyed a book character parade. This
was a wonderful opportunity to introduce
Preschool students to our school library and
assist in their preparation for Kindergarten
transitioning.
various purposes throughout the year. Stage 1
students participated in a number of video
conferences with Taronga Western Plains Zoo
and the Australian Children’s Music Foundation
as a component of their Communication unit of
work. Classes participating in the Birds in Schools
program presented the findings of their research
via video conference with students from other
schools involved with the project. Our school
representatives in the NSW Premier’s Spelling
Bee connected with representatives from other
schools in our area to practise and have ‘mock’
competitions before their big event. Additionally,
staff have used video conferencing facilities on
numerous
occasions
for
professional
development courses. We hope to continue
increasing the use of these facilities in 2015 with
the aim of enabling all students to be involved in
a Connected Classroom learning opportunity at
some stage throughout the year.
This year, 80 students were successful in
completing the Premier’s Reading Challenge.
These students were rewarded for their efforts
when the Sydney Writer’s Festival offered our
school the chance to participate in their Russ the
Travelling Book Bus program. The 80 students
who had completed the Challenge were invited
to participate in this program, which allowed
them to go on board the Travelling Book Bus and
exchange an old book for a new book that they
could keep. Students were very excited to be
given this opportunity.
Reading Recovery
With our school’s continued involvement in the
EA4S program and the implementation of L3 in
our K-2 classes, many new sets of class readers
were purchased at the beginning of the year.
These resources were all accessioned into our
library catalogue, but have been housed in
classrooms throughout the year enabling
teachers and students to have consistent access
to age-appropriate reading material. This, in
conjunction with our vast collection of levelled
readers, new class sets of quality literature and
regular purchases for personal student loans, has
meant our library collection continues to expand.
Reading Recovery is a specific program for Year 1
students who are having difficulty reading. This
year it continued with Mrs Clarke as the trained
teacher. Five students are in the program for half
an hour every day for a maximum of twenty
weeks. Fourteen students have participated in
the program this year. The program has greatly
enhanced the other literacy programs in the
school and the reading levels of Stage 1 students
have shown improvement. This literacy program
will continue in Year 1 next year.
Technology
The Video Conferencing and Connected
Classroom facility in our library was used for
The technology in Marayong encompasses
Computers, iPads, Interactive white boards,
laptops and two connected classrooms.
7
In 2014 the following was achieved:

The introduction of school data base
using Impromation – STARS (student
tracking and recording system) for
student data, and Report It to generate
academic reports.

Aboriginal and Torres Strait student
mentors to assist staff, students and
community in the use of iPads.

New printers throughout the school that
are monitored to improve efficiency and
be economical.

World book online can now be accessed
on iPads as well as the computers.
plan, compose and review their writing following
in new curriculum’s structures of imaginative,
informative and persuasive texts. The highlight
for the Year 1 students was to participate in a
workshop given by Ursula Dubosarsky a visiting
Book Week author. The students had previously
written a response to her book “The Deep End”
and she was delighted to receive some of their
work.
Stages 2 and 3 Literacy and Mathematics groups
were taken by Mrs Feneley. In each of these
classes, units of work were devised in conjunction
with class teachers in order to build on what
students were learning about in their class at the
time. Stage 2 students were exposed to Stage 3
outcomes and learning activities, while Stage 3
students began exploring the content from the
Stage 4 syllabus.
Through the Technology for learning program
(T4L) we have 19 new computers and there is a
continual revision and update of outdated
technology.
Writing competition
Students from the Stage 2 Literacy group were
given the opportunity to enter their poetry and
short stories into the Write4Fun competition. Ten
of our students were invited to include their work
in a published book, housing a collection of some
of the best entries into the 2014 competition.
This was an impressive achievement for these
students.
Cooperative planning, programing and teaching
(CPT) has been taught in both the Library and
iPad Lessons. This has assisted both students and
staff to up skill their knowledge of technology
and how to use this technology in the classroom.
The use of the connected classroom to
videoconference has been increased this year
through the birds in schools program, Premiers
Spelling Bee practice and it is also used for
professional learning in our learning hub.
ICAS Competitions
Our school continued their involvement in the
International Competitions and Assessments for
Schools. We entered students into all six
competitions, including Computer Skills, Science,
Mathematics, English, Spelling and Writing.
Students received very pleasing results in these
competitions, with numerous Distinction, Credit
and Merit awards being awarded to Marayong
Public School students.
To include the community the school website is
updated to add newsletters and current notes
and information.
Gifted and Talented Education
Enrichment programs
Enrichment Program lessons have taken place on
a weekly basis throughout 2014. These programs
have included a Stage 1 writing group, a Stage 2
and Stage 3 Literacy group and a Stage 2 and
Stage 3 Mathematics group. Students were
chosen by their class teachers to participate in
these programs if they had shown particular skill
in the subject area and were considered to gain
benefit from exposure to more complex content
matter and challenging learning activities.
Sharing program
As part of the SHARING program, over 20
Marayong Public School students were given the
opportunity to visit schools in the Blacktown
Learning Community to experience lessons that
cater for a wide range of academic, physical and
cultural experiences. They were engaged in
quality teaching and learning activities relating to
a particular interest or expertise that they
possess.
Mrs Clarke worked on writing tasks with Stage 1
students during the year. Year 1 students had
terms 2 and 3 whilst Year 2 students had terms 1
and 4. Students were given the opportunity to
NSW Premier’s Spelling Bee
Two Stage 2 and two Stage 3 students were
chosen to represent our school at the Regional
8
Spelling Bee finals. In preparation for this event,
students were given access to mock competitions
with other participating students via weekly video
conferencing sessions. This was a valuable
experience for the students involved.
To celebrate Education Week, students in the
Support Unit performed a musical dance item to
the song RESPECT. It was performed at Westpoint
Blacktown and at our school assembly. The
Education Week performance provides an
opportunity for all staff and students in the
Support Unit to work together towards a
common goal and the result was a performance
that everyone could be proud of.
Support Unit
Students in the Marayong Public School Support
Unit are an integral part of the Marayong School
Community.
As part of the Marayong commitment to the
support and advancement of our Indigenous
students, Aboriginal students in the Support Unit
have engaged in all opportunities for cultural
enrichment and experience fostered within our
school community.
The support unit currently consists of two classes
for students who have a moderate intellectual
disability, two classes for students who have a
mild intellectual disability, two classes for
students who are on the Autism Spectrum, and
one integrated class for students who have an
emotional disability.
Junior and Senior classes also engaged in
appropriate
Travel
Training
experiences
throughout the year. Junior classes walked to
Marayong Park, learning appropriate behaviour
in public and road safety. Senior classes travelled
each week to Westfield Blacktown. Travel
Training programs are designed to support social
learning, public awareness and literacy and
mathematics objectives.
All children in the unit have their individual
educational, social and emotional needs
supported through Personalised Learning Plans
(PLP’s) developed and regularly reviewed in
consultation with parents.
The aims and objectives of their academic
programs are aligned to those of the mainstream
students and each class in the unit is affiliated
with an appropriate stage for the purposes of
program design and content.
The importance of our Swim School Program for
our support students has been underlined by the
participation of a majority of students. For a
number of students these classes can be their
first experience with water in this context. They
have learned essential water safety skills and
made satisfying progress in the development of
their swimming abilities.
Support Students have active representation in
the school student leadership teams as members
of the Student Representative Council. They lead
school assemblies and take leadership roles in
our Peer Support Program and at special events
such as our Gala Day.
Environmental Education
Students from the unit continue to make an
important contribution to the sporting reputation
of Marayong Public School.
2014 has witnessed increased awareness of the
school’s natural environment within the
Marayong Public School Learning Community.
Our kitchen gardens continue to be a source of
learning for all students. The building of our
garden sheds and greenhouse, the installation of
an automatic watering system and the
beautification of areas around trees and the
planting of native species as part of our Birds In
Schools program has done much to highlight our
school’s School Environmental Education
Plan(SEMP).The Keep NSW Beautiful Team visited
our school and held workshops for students
across the grades. The school’s dedication to the
sustainability and protection of our local
environment will hold us in good stead when the
mandatory implementation of the Australian
Science Curriculum begins in 2016.
During 2014 a significant number of students
have represented the school in sporting teams at
all levels of competition.
Robert Cowan made it to Nationals held in Perth,
Western Australia after earning a silver medal at
state as a Para-athlete. He gained 4th place at the
National carnival. Sarah Van der Ent, Sammy
Muamba and Courtney Hall qualified for
Nationals which were held in Hobart, Tasmania.
Sarah earned a silver medal and Sammy earned 2
gold and a silver medal.
Students are also engaged in representative
artistic performances through their membership
in the school choir and music groups.
9
represent Blacktown at the Sydney West carnival.
7 reached state level and Sara Van der Ent,
Sammy Muamba and Courtney Hall qualified for
nationals as Para-athletes which were held in
Hobart, Tasmania. Sarah earned a silver medal
and Sammy earned 2 gold and a silver medal.
Kindergarten Orientation
On Thursday the 23rd October and Friday 24th
October Marayong Public School hosted
orientation sessions for the parents of our 2015
Kindergarten students. Members of staff led a
presentation showcasing the many achievements
and programs offered at our school which were
further highlighted with a number of stalls set up
around the hall. Parents were provided with an
opportunity to ask questions and collect tickets
for a raffle prize drawn at the end of each
session.
Blacktown PSSA Sport
Marayong had a number of students try out for
Blacktown PSSA Zone sporting teams with 13
students gaining places in zone and regional
teams: David Pese and Lachlan Clarke (Zone AFL),
Jaxon Savage, Kaya Tapu, Lachlan Clarke and Joe
Okusitino (Zone Touch Football) Joe also selected
in the Eastern Division Touch side, Mana-Boy
Makiakama (Opens Rugby League), Jaxon Savage,
David Pese and Joe Okusitino (11years and Opens
Rugby League), Teghan Nicholson (Zone Netball
only Year 4) and BJ Mackie and Briony Curran
(Zone Softball).
Kindergarten Early Bird program
Following our orientation sessions, 2015
Kindergarten students and their parents
participated in our Early Bird Program. The
program provided opportunities for students to
meet their peers and complete fun school-based
activities led by a number of our teachers. During
this time, parents were invited to attend
workshops focusing on literacy in the first week,
numeracy in the second week and technology in
the final week. Workshops included information
pertaining to how skills and strategies are taught
and helpful suggestions on how best to support
students at home.
Marayong continued to field teams in the
Blacktown District PSSA Summer and Winter inter
school sporting competitions. These sports
included Cricket, Softball, T-Ball, AFL, Netball, OzTag and Rugby League.
In Term 3 the Junior and Senior Rugby League
teams were named Joint Premiers in the Winter
PSSA grand finals.
PDHPE
School Sport
Marayong Public School continued to provide
students with numerous opportunities to
participate and excel in a variety of sports and
sporting activities at the school, zone, regional,
state and national level.
Students who did not participate in PSSA sports
enjoyed a variety of school based sporting
activities and skills training that not only
developed their physical skills but also
emphasised good sportsmanship and teamwork.
Carnivals
School Programs
Marayong students represented their school and
Blacktown at zone and regional swimming, zone,
regional, state and national cross country and
zone, regional, state and national athletics.
Students in years 3-6 participated in Auskick AFL.
This program focused on improving fundamental
skills such as catching, kicking and passing as well
as fitness testing and team building games.
34 students represented Marayong at the zone
cross country carnival with the school earning 4th
place. Marayong had 6 students go on to
represent Blacktown at the Sydney West carnival.
2 reached state level and Robert Cowan made it
to nationals held in Perth, Western Australia after
earning a silver medal at state as a Para-athlete.
He gained 4th place at the National carnival.
Students also participated in the Backyard League
program during RFF lessons – a program designed
by the NRL and taught by the teachers in the
school.
Students in K-2 did weekly gross motor lessons
concentrating also on hand eye coordination
skills through ballwork. This led into a lunchtime
program organized by the teachers to use the
Year 2 students as game leaders to encourage fair
play and teamwork.
42 students represented Marayong at the zone
athletics carnival with the school earning 6th
place. Marayong had 15 students go on to
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The program has been running at Marayong
Public School for the last five years. This year,
students in Years 5 and 6 were trained as Peer
Leaders through a two day leadership training
program. They then work with multi age groups
of 12-15 younger students for eight sessions. We
have completed the following modules: ‘Keeping
Friends’, ‘Living Positively’, ‘Moving Forward’ and
‘Promoting Harmony’.
Other significant initiatives
Positive Behaviour for Learning (PBL)
The Positive Behaviour for Learning (PBL)
program has been introduced to the staff and
students at Marayong Public School. During 2014
the implementation of the PBL program became
better established with the formation and
assistance of the PBL Committee. Two PBL
committee members attended the PBL Universal
Prevention team training during 2014. The
introduction of a school wide PBL merit system
was established and “Elvis the Emu” was named
as the official MPS mascot and is used as the
official logo for PBL across the school. Since the
introduction of the new PBL merit system there
has been a greater understanding amongst the
students regarding the school’s three specific PBL
rules. At MPS these rules are Be Safe, Be
Responsible and Be a Learner. A series of lesson
plans demonstrating these rules have been
taught across P- 6. These lessons include specific
expectations that accompany each rule and
remain a fortnightly focus for students to develop
their understanding of the rule and its
expectations. Students receive merits for
demonstrating their understanding both from
within the classroom and on the playground. The
merit system has been well received by the
students, with four students receiving the highest
level on the merit system during 2014.
Through this program, we hope to achieve the
following:

Enhance a positive school culture

Provide students with a supportive
learning environment in which to develop
skills, understandings, attitudes and
strategies to make healthy life decisions

Enhance peer connections throughout
the school

Develop
and
maintain
relationships
within
the
community

Enable students to make informed and
skilled contributions to their communities

Allow students to be personally
responsible for their wellbeing

Enable students to manage their lives
positively and safely
positive
school
This year, our lessons focused on the topic of
‘Relationships’. Positive relationships with others
are a significant contributor to positive mental
health. Maintaining positive relationships with
others provides a degree of protection in difficult
circumstances. Friends provide added security to
try something new and solve difficult problems.
More importantly, they are vital to the process of
having fun. Friends can share high points and
they provide support in difficult times. Strong
friendships, regardless of the quantity, are a
contributor to building resilience amongst both
the young and old.
The direction for PBL within MPS is being further
refined and developed through regular
committee meetings, staff updates, greater
student awareness and statistical feedback from
the school’s nominated coach and AP for PBL. As
a result there has been a greater response and
deeper understanding behind the principles and
the purpose of implementing PBL within the
school and a PBL culture is emerging and
becoming more evident across P-6 at MPS.
Peer Support
Peer Support provides school communities with
an evidence based, peer led approach to enhance
the mental, social and emotional wellbeing of
young people. The Peer Support Program is
integrated into curricula and sustained through
all year groups. It supports positive cultural
change within schools by incorporating a range of
strategies developed through collaboration with
members of the whole school community for the
specific needs of the school.
Aims:
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
Provide students with opportunities to
develop skills in maintaining positive
friendships by learning how to play fairly,
accept that friendships change, support
each other and acknowledge that they
may have a variety of friends.

Identify qualities of a friend

Broaden friendship base
Reading Club

Recognise the importance of friendship

Become more welcoming of others

Engage in positive play
Reading Club continued this year with the
opening of a newer larger room that is a cosy
area with pillows to enable students to stretch
out on the floor as if they were at home.

Develop critical thinking, empathy,
conflict resolution, assertiveness and
relationship building
Students have the opportunity to read a range of
texts both fiction and non-fiction before school
three times a week. On any morning it is not
unusual to see half a dozen parents and twenty
children reading quietly. It is wonderful to see
parents enjoying this time to read with their
children.
Peer Support has been a positive addition to our
curriculum. Students have begun using the skills
and knowledge they have learned in Peer Support
to solve problems out in the playground and in
the classroom, foster positive relationships
develop resilience and use coping strategies
through difficult times and demonstrate a
positive outlook on life in and outside the school.
We hope to have another successful year of peer
support in 2015.
Live Life Well @ School
Our school participated in the Live Life Well @
School project in 2014. This joint initiative
between the NSW Department of Education and
Communities and NSW Ministry of Health aims
to:
Art Escape
a) get more students, more active, more often
and
Art Escape is a relaxed and safe environment for
boys from Year 3 to 6 to attend. The lessons are
based on the fortnightly PBL focus of the school,
which reinforces positive interaction with peers,
and also to be safe, responsible learners.
b) focus on healthy eating habits.
Live Life Well @ School assists schools to:

This year 17 boys attended Art Escape and we
introduced 6 boys as role models to assist in role
playing PBL strategies and expectations. The boys
were enthusiastic and eager to attend these
lessons.
develop whole school strategies that
support physical activity and healthy
eating

improve the teaching of nutrition and
physical education through a focus on
PDHPE programs
Year 1 and 2 Social Groups

foster community partnerships that
promote and support whole of school
strategies

provide opportunities for more students
to be more active, more often.
In 2014 Marayong Public School offered a Social
Skills program to students in Years 1 and 2. The
program objective was to identify and encourage
students who may require further development
in their ability to; create and maintain
friendships, develop conflict resolution strategies,
interact with students specifically within their
peer age group, increase their resilience and gain
a greater sense of self. The groups consisted of
no more than 3 students identified as requiring
further development and 3 students who would
serve as role models to demonstrate positive
peer interactions. The 1 hour per week sessions
enabled students to explore a range of scenarios
that may occur within the classroom and
playground settings. New groups were formed
each term to encourage a greater understanding
of these skills across Stage 1 as a whole and to
ease Year 2’s transition into Year 3 for 2015.
Mrs Barnwell and Mrs Lewis attended a two day
workshop provided by the Department of Health
and the DEC. They were introduced to a range of
practical tools, resources and ideas to support
physical activity and healthy eating within the
PDHPE syllabus and across the whole school
context.
Fundamental Movement Skills
All students need to gain proficiency in
fundamental movement skills if they are to enjoy
the wide range of physical activities, sports and
recreational pursuits offered in our communities.
At Marayong Public School we focus on the
twelve fundamental movement skills considered
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to be building blocks for movement. The
fundamental movement skills that are explicitly
taught and practiced are static balance, sprint
run, vertical jump, side gallop, catch, kick, hop,
skip, leap, overarm throw, two-hand strike, and
dodge. Our students enjoy participating in regular
structured and unstructured sporting activities
and the annual athletics carnival. At Marayong
we encourage active play at recess and lunch
breaks.
Performance Groups
Crunch & Sip™ at Marayong Public School
'Crunch and Sip™' is a set break for students to
'refuel' on fruit and vegetables and 'rehydrate'
with water. This assists physical and mental
performance and concentration.
The objectives of the Crunch & Sip™ break are to:
1. increase awareness of the importance of
eating fruit or vegetables and drinking water
every day.
Junior Choir
This year, Marayong Public School saw the
introduction of a Junior Choir. The group was
made up of 19 students from Years 1 and 2. The
central theme for our song was "Strength" and
the ability to face adversity and never give up.
These characteristics were displayed by each
member of the Junior Choir through their hard
work and dedication at weekly practises. The
Junior Choir performed the song "Don't Stop" by
S Club 7 as part of Education Week celebrations
at Westpoint Shopping Centre in Blacktown and
were a stand out. They should be proud of their
achievements in 2014.
2. enable students, teachers and staff to eat fruit
or vegetables during an allocated Crunch & Sip™
break in the classroom.
3. encourage students, teachers and staff to drink
water throughout the day.
4. encourage parents to provide students with
fruit or vegetables every day.
Eat it to Beat it
We have a partnership with the Cancer Council. A
nutritionist/trained volunteer conducts parent
workshops on nutrition, health and well-being.
They have provided parents with brochures,
recipe books and printed information about
healthy eating.
Senior Choir
The Senior Choir consists of 30 students from
Stage 2 and 3. It is a group that includes several
students from support classes and a mixture of
boys and girls. The choir practices on Friday
afternoons from 1:50 – 2:50pm during 3-6
activities group time and also Tuesday lunchtimes
from 1:10 – 1:30pm
Marayong Public School participated in the
Fruit&Veg month from 25th August-19th
September. The theme was ‘Eat a RAINBOW of
FRUIT and VEGETABLES every day.’
Under the direction of Mrs Jo Marsh and Mr John
Lowndes, the choir’s major project this year has
been preparing for the Blacktown Music Festival
performance held on September 10th. Three
rehearsals at Lynwood Park Primary School have
been enthusiastically attended by our choir
members. The repertoire includes both older
songs such as Wild Mountainside and newer
favourites like Fireflies. The choir has also
performed at school assemblies, notably during
Education Week.
We work together with families as we jointly
encourage children to eat more fruit and
vegetables, prepare healthy snacks, choose water
instead of sweetened drinks and switch off the TV
and computer and be more active.
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As well as having a great deal of fun and gaining a
sense of pride by representing their school, choir
gives the students an opportunity to develop selfconfidence and the ability to work with others.
There is self- discipline involved in maintaining
attendance at rehearsals. Musically the choir
helps students gain the ability to listen to other
performers and perform as part of an ensemble.
It is an integral part of the Creative and Practical
Arts curriculum. Chiefly, students get to
demonstrate an understanding of the music
through performance.
the elements of dance (an integral part of the
Creative and Practical Arts curriculum.) Students
had an experience to dance in time with other
students, develop self-confidence, discover an
appreciation for other performances and
experienced an enormous amount of joy and
pride whilst performing on stage.
Senior Dance
2014 proved to be another fantastic year for the
senior dance group. This year’s group consisted
of 30 students from Years 2-6 and was led by
Miss T. Keyte and Miss R. Meyers. Students were
involved in intensive rehearsals three times a
week working collaboratively to learn dance
sequences and share ideas for choreography. The
theme for the dance routine was based on the
Lion King and was an African tribal piece titled
‘Circle of Life’.
Junior Dance group
The Junior Dance Group consists of 21 students
(boys and girls) from Kindergarten to year 2. The
dance group practices on Friday afternoons from
1:50 – 2:50pm and Tuesday lunch times from
1:10 – 1:30pm.
The senior dance group performed this routine at
both the Sydney West Dance Festival and
Education Week at MPS. The Sydney West Dance
Festival is a run by the Department of Education
and Communities and showcases the talent of
both high school and primary students in the
Western Sydney Region. The MPS ‘Circle of Life’
Routine proved to be a crowd pleaser, with great
cheers and enthusiastic feedback from the
audience.
Under the direction of Miss. Debra
Vanderstraaten the dance group’s major project
this year has been preparing for the Education
Week performance that was held on ****** at
Blacktown Westpoint Shopping Centre . The
dance group have also performed at school
assemblies, notably during Education Week. This
year’s performance was called ‘despicable us’
where students were dressed as little minions
and danced to an upbeat jazzy song called
‘happy’ by Pharrell Williams.
The dance group gives students an opportunity to
develop knowledge, skills and understanding of
14
Recorder Group
Family Centre and Wesley Mission. The project
will again operate at MPS in 2015.
Marayong Recorder Ensemble is made up of
twenty very enthusiastic students, who have
worked very hard throughout the year. We
practice twice a week, during our lunch break
on Wednesdays, and on Friday afternoons.
We have learnt various styles of music during
the year, and have been busy practising for
the Parent Helper Morning Tea and the PreSchool - Year Two Christmas Concert. Away In
A Manger and Jingle Bells, are two Christmas
favourites we have chosen this year.
School planning and evaluation
2012—2014
School evaluation processes
NSW public schools conduct evaluations to
support the effective implementation of the
school plan. The processes used include:
Friday groups
In 2014 Marayong Public School has offered
students who do not participate in a Performance
Group the opportunity to participate in a range of
fun and engaging activities every Friday
afternoon. Students in years 3-6 have the
opportunity to participate in 10 different Friday
Groups which are run by classroom teachers on a
2-3 week rotational basis. The following Friday
Groups were on offer this year: Drama, Chess, Art
1, Directed Drawing, Web Quests, Art 2, Social
Games, Art 3, Painting and Sketching, and
Gardening.

Analysis of learning outcomes via PLAN,
SMART and NAPLAN data.

Surveys of students, staff, parents and
community.

Collaboration of all staff in professional
discussion, reflection, brainstorming and
problem solving.
School planning 2012-2014:
School priority 1
Increased levels of literacy achievement for all
students in accordance with State Plans
Outcomes from 2012–2014
In K-2 activities were rotated every term and
included team building, art, directed drawing,
singing, puppetry, clay work, science, BTN art, 2D
shape art, cartooning, music and charades.
Increased literacy levels, particularly in the area
of reading, with student growth “greater than or
equal to expected growth” increasing by 21.3% in
NAPLAN in the Year 3 - 5 bracket and 21.6% in
the Year 5 - 7 bracket (2012-2014).
Community Hire
Our school is utilised every weekend by a variety
of our local community groups. The school has
established strong partnerships with these
groups and in turn, their patronage has assisted
with our fundraising.
Evidence of achievement of outcomes in 2014:
Elton Construction, from Bondi, have utilised our
school hall to promote the development of Ashlar
Golf Course where 800 homes will be under
construction in November 2015. This area is part
of our school drawing zone.
During the September school holidays this year,
Marayong Public School facilities were utilised to
promote a project called Paint Marayong READ.
This project encouraged families to engage in
reading with their children. Reading stations
were provided and special local community
guests were invited to read to the children. The
project was in partnership with Quakers Hill

Visual wall mapping in the form of Bump
Up Walls for continuum markers;

Differentiated curriculum and responsive
programming K-6; and

Ongoing anecdotal observations and
records
K-6,
tracking
student
achievement and identifying those
students ’at risk’ for further educational
intervention.
Strategies to achieve these outcomes in 2014
15

Analysis of Smart and PLAN data
conducted which identified areas of
weakness and focused class lessons K-6;

Facilitated training and mentoring in
Accelerated Literacy and Focus on
Reading ;

Conducted Quality Teaching Framework
workshops ;

Facilitated L3 and EAfS training across K-2
staff, focusing on quality literacy teaching
and learning;

Introduced school wide ‘Short Sharp
Lesson Breaks’ based on daily numeracy
concepts; and

Mid-term data chats between the
Instructional Leader and staff (one-toone) to focus specific mentoring sessions;
and


Established an Educational Support Team
(EST) to coordinate and ensure equitable
access of available personnel to the
students requiring additional literacy
support, as identified by the Learning and
Support Team (LST).
Established an Educational Support Team
(EST) to coordinate and ensure equitable
access of available personnel to the
students requiring additional numeracy
support, as identified by the Learning and
Support Team (LST).
the continuum and forming integrated 5
week programs;
School priority 3
Improve student emotional and physical
wellbeing through the implementation of
student welfare practices
School priority 2
Outcomes from 2012–2014
Increased levels of numeracy achievement for all
students in accordance with State Plans
Successful implementation of proactive
student welfare practices and universal
prevention strategies are in place school
wide.
Outcomes from 2012–2014
Numeracy levels did not increase in this time
frame, however there was upward growth for all
students in the Year 3-5 bracket in 2014.
Evidence of progress towards outcomes in 2014:

Decline in suspensions
behavior referrals;

Staff, students and wider community
familiar with our school’s explicit
behaviour expectations, as evidenced in
surveys; and

Behaviour management models are
aspirational rather than deficit based.
Evidence of progress towards outcomes in 2014:



Structured maths lessons across K-6
incorporating an explicit teaching focus
through What am I Learning Today
(WALT) and What am I Learning it For
(WILF);
Differentiated curriculum and responsive
programming
using
correct
metalanguage; and

Implementation of proactive student
welfare practice through Positive
Behaviour
for
Learning
(PBL),
incorporating
a
reappraisal
and
improvement of our award system;

Reviewed playground management and
expectations;

Conducted an annual Peer Support
program K-6 focusing on ‘Keeping
Friends’, ‘Living Positively’, ‘Moving
Forward’ and ‘Promoting Harmony’;

Conducted organised lunchtime touch
football
competitions
(3-6)
and
structured play activities (K-2); and
Visual wall mapping in the form of Bump
Up Walls for numeracy continuum
markers.
Analysis of NAPLAN, SMART and PLAN
data conducted which then identified
areas of weakness and focused class
lessons K-6;

Facilitated TEN and EAfS training across
K-2 staff;

Conducted workshops focusing on the
Numeracy Continuum;

Supported teachers in collaborative
planning for differentiated learning using
major
Strategies to achieve these outcomes in 2014:
Strategies to achieve these outcomes in 2014:

and
16

Supported targeted social skills groups
through a variety of structured activities

Offered parent-centred workshops and
information sessions to encourage
parental engagement in school programs
and initiatives.
will be provided in literacy and numeracy
in Years 1-6.
Parent/caregiver, student, and
teacher satisfaction
In 2014, the school sought the opinions of
parents, students and teachers about the school.
Their responses are presented below.
Background
A survey was conducted using a random selection
of students, parents and staff. This survey asked
if as to what Marayong as a school is doing well
and where some areas for improvement may be.

Welcoming

Staff and school create a sense of family
with the students

Sporting opportunities

Reading programs
a need more extension classes

a need for a half circle student drop off
zone

In preparing this report, the self-evaluation
committee has gathered information from
evaluations conducted during the year and
analysed other information about the school's
practices and student learning outcomes. The
self-evaluation committee and school planning
committee have determined targets for the
school's future development.
Deborah Bleakley - Principal
Maxine Manukau – Deputy Principal Support
a need to teach more about anti-bullying
strategies.
Andrea Bullen –Assistant Principal
Future Directions
Gretl Willett – EA4S Instructional Leader
Overall, the survey respondents were satisfied
and positive about the school’s programs and
culture.
Julie Harris – School Administration Manager
School contact information
Marayong Public School
Davis Road,
Blacktown NSW 2148
Ph: 9622 2394
Fax: 9831 3795
Email: Marayong-p.school@det.nsw.edu.au
Web:http://www.marayongp.schools.nsw.eduau/sws/view/home.node
School Code: 4166
The areas for improvement have been brought to
the attention of the school executive for
consideration and discussion, with the following
conclusions:

Marayong has an anti-bullying policy that
is communicated to all students
throughout the year, which underlies our
PBL school expectations of Be Safe, Be
Responsible and Be a Learner. This is also
supported by K-6 Peer Support groups in
Term 3 and visits/talks from the local
Quakers Hill Police School Liaison Officer.
The school needs to communicate these
programs and strategies more explicitly
to parents and the wider community.
About this report
Areas of improvement included:


NSW DEC is implementing a new school planning
process for 2015-17. The new plan will be
published on the school’s website from the
beginning of Term 2 2015.
In response to the survey, the following positive
aspects of Marayong were highlighted:
Safe
Whilst it is recognised that street parking
for parents is limited, the school’s layout
does not allow for a student drop off
zone, as suggested.
Future Directions
2015-2017 School Plan
Findings and Conclusions


Marayong currently tracks the support
and extension provided to all students,
and wherever possible, extension classes
17
Parents can find more information about Annual
School Reports, how to interpret information in
the report and have the opportunity to provide
feedback about the report at:
http://www.schools.nsw.edu.au/learning/emsad/
asr/index.php
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