Stanmore Public School Annual Report 2019

Stanmore Public School Annual Report


The Annual Report for 2019 is provided to the community of Stanmore 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.

School contact details

Stanmore Public School
Cnr Cambridge and Holt St
Stanmore, 2048
9569 1638

Message from the principal

2019 was a significant year for Stanmore in many ways. The school’s tradition of excellence in teaching and learning was continued, with students engaging in high quality, future–focused programs planned by our dedicated, innovative teachers. Teacher professional learning and development included a sustained focus on improving teaching practice in Mathematics through the implementation of Teaching Sprints across the school, continued implementation of project–based learning, and the embedding of cultures of thinking protocols across the school.

Stanmore’s focus on holistic education was also further developed, with the school curriculum incorporating programs such as music and drama classes and the annual Showcase Concert, the Stephanie Alexander Kitchen Garden program, community languages and a wide range of co–curricular opportunities in the arts, STEAM and sport. The strong support and partnership of parents, carers and the wider community with the school was sustained through fundraising efforts and community events, including two election barbecues, trivia nights, the annual Big Night Out, and the inaugural St Anmore Music Festival, of which the school site and ensembles were an integral part.

At the end of 2019, Stanmore Public School farewelled Mrs Fran Larkin, an outstanding school principal over her thirty–two year tenure at Stanmore PS. Mrs Larkin had an immense impact on the education of thousands of students and hundreds of teachers and support staff over her long and distinguished career in public education, and her legacy at Stanmore PS will last for many years.

As Mrs Larkin’s successor, I look forward to working with the staff, students and community to further grow and develop the culture of excellence in teaching, learning and wellbeing which has been long established at Stanmore Public School.

Hugh Miller – Principal

School background

School vision statement

Our students will:

  • Be confident, empathetic and resilient citizens who make positive choices with regards to their learning, their environment and their relationships;
  • Display a range of creative, social and problem solving skills that will be applied through areas of schooling and their lives;.
  • Be independent and globally aware critical thinkers with a life–long love of learning.

Our teachers will:

  • Actively engage in professional learning and implement current pedagogy;
  • Create a dynamic learning environment with differentiated curriculum;
  • Embed a culture of critical and creative thinking and a love of learning;
  • Facilitate a nurturing environment with opportunities and initiatives that support our students.

School context

Our school is a vibrant and unique community where learning and relationships are at the centre of school life. Its population reflects the rich diversity of the inner west, with its mix of backgrounds, interests and capabilities, and the school welcomes and supports this diversity. The school’s approach is to educate the whole child and to provide a breadth of opportunities to engage and motivate all students to develop their many capabilities.

Students are typically enthusiastic, engaged and eager to learn. Most are highly capable learners and apply themselves to achieving target levels and above. Those with learning needs are supported to achieve success with their learning.

Parents play a significant role in the life of the school and are strongly supportive of their children’s education. They contribute to decision making, organise social events, raise funds and volunteer in school programs.

We live our values of fairness and inclusion and place an emphasis on strategic improvements to increase learning and enhance the school experience for our students, staff and parents /carers.

In educating the whole child, the school is truly educating for life.

Self-assessment and school achievement

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

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into the future. 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.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

Self-assessment using the School Excellence Framework

Stanmore Public School - School Excellence Framework 2019

Strategic Direction 1

Quality Learning


To ensure a stimulating and engaging learning environment underpinned by high expectations and teaching practices that accelerate learning, provide personal empowerment, promote transmission of culture, and prepare students for citizenship and work.

To ensure there is school–wide, collective responsibility for student learning and success, shared by students and parents, and that planning is informed by holistic information about each students wellbeing and learning needs.

Improvement Measures

Increased use of future–focussed pedagogies in teaching and learning programs and improved student learning growth.

Increased levels of student engagement and students taking responsibility for their own learning.

Overall summary of progress

The school has continued to implement Project Based Learning and Cultures of Thinking as whole school practices which support high expectations for student learning and where individual student needs are addressed, students are engaged and challenged.

Progress towards achieving improvement measures

Process 1: Future–Focussed Learning (FFL)

Over three years, the school will:

  • Engage in quality, professional learning on FFL;
  • Trial and evaluate pedagogical approaches to FFL;
  • Identify which approaches work best in the school’s context;
  • Undertake school–wide professional learning in that approach;
  • Embed teaching practices;
  • Develop related school–wide resources to ensure consistency.
Stanmore Public School Future–Focussed Learning (FFL)
Process 2: Wellbeing for Successful, Self–Directed Learning

Enable students to succeed and thrive at each stage of their schooling through

  • ensuring learning is adjusted to their holistic needs;
  • building school–wide expertise in evidence–informed teaching
  • developing inquiry–based and well–integrated approaches to learning that are rich in thinking and learning conversations.
Stanmore Public School Wellbeing for Successful, Self–Directed Learning

Strategic Direction 2

Quality Teaching


To ensure teaching and learning programs are dynamic, showing evidence of revisions based on feedback on teaching effectiveness, consistent and reliable student assessment and continuous tracking of student progress and achievement.

To ensure student assessment data is regularly used school–wide to identify student understanding and progress, in order to reflect on teaching effectiveness and inform future school directions.

Improvement Measures

Increase student learning growth in literacy and numeracy.

Increase data use in planning teaching and learning.

Increase differentiated instruction in literacy and numeracy.

Overall summary of progress

Teachers collect and use assessment data that monitors achievements and identifies gaps in learning to inform planning for particular student groups and individual students. There is a whole school assessment strategy in place that is designed to ensure that the learning of all students is systematically monitored. Four cycles of Learning Sprints completed.

Progress towards achieving improvement measures

Process 1: Evidence–Based Pedagogy

Class teachers and support teachers for each Year group meet weekly to:

  • develop learning intentions and success criteria for literacy and numeracy.
  • develop related formative assessment and feedback strategies.
Stanmore Public School Evidence–Based Pedagogy
Process 2: Data Use in Teaching

Teachers: develop expertise in analysing data so planning for teaching and learning is data driven and differentiated and all students are highly engaged.

Stanmore Public School Data Use in Teaching

Strategic Direction 3

Effective and Distributed Leading


To develop the leadership team as instructional leaders, focussed on building a culture of high expectations and community engagement, resulting in sustained and measureable whole school improvement in teaching and learning.

To ensure that changes in teaching and learning are facilitated by processes, structures and resources that are supportive of staff wellbeing and of coherence and cohesion in teaching and learning across the school.

Improvement Measures

Increased leadership opportunities and capabilities.

Increased coherence and consistency in the learning experience of students across the school K–6.

Overall summary of progress

Learning Sprints were run at the classroom and leadership level. School leaders evaluated the current state of the project implementation, and used the Rapid Action Plan to plan the next 50 days for the whole school. Improvement in teacher practice in Maths was targeted, and each year level linked education research to an identified area of need across the classes. Over four–week periods, teams planned a learning sprint focused on the way teachers teach the focus area, and how to improve it, with a sharing session at the end.

Newtown, Erskineville and Stanmore Public Schools executive teams collaborated on the NES Project. Aim: How we might foster a collaborative culture of valuing, collecting and utilising school–wide data to drive teaching and learning.

Progress towards achieving improvement measures

Process 1: Leading Change

Develop a school–wide culture of leaders of learning for self and others so all have growth mindsets and are highly engaged in learning.

Build capacity to lead change through increasing skills in mentoring, coaching and facilitating professional dialogue and sharing of expertise in areas relevant to the school’s strategic directions.

Stanmore Public School Leading Change
Process 2: Supporting Change

Support consistent and coherent learning across the school through:

  • school–wide, quality professional learning;
  • allocation of regular time for collaborative planning of learning and formative assessment processes;
  • allocation of time for collaborative planning of quality inquiry based learning projects;
  • the development of school–wide resources that guide and support a common learning experience for all students.
Stanmore Public School Supporting Change
Stanmore Public School Key Initiatives

Student information

Student enrolment profile

Stanmore Public School Student enrolment profile

Student attendance profile

Stanmore Public School Student attendance profile

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non–attendance.

Workforce information

Workforce composition

Stanmore Public School Workforce composition

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2019, 3.9% of the Department’s workforce identify as Aboriginal people.

Workforce ATSI

Stanmore Public School Workforce ATSI

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector’s salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line with school and departmental priorities.

Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.

Stanmore Public School Financial summary 2019

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

Financial summary – Equity loadings

The equity loading data is the main component of the ‘Appropriation’ line item of the financial summary above.

Stanmore Public School Financial summary - Equity loadings 2019

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

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.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to the online test, with some schools participating in NAPLAN on paper and others online. Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should be treated with care.


The My School website provides detailed information and data for national literacy and numeracy testing. Go to to access the school data. As schools transition to NAPLAN online, the band distribution of results is not directly comparable to band averages from previous years. While the 10 band distribution available to schools who completed NAPLAN online is a more accurate reflection of student performance, caution should be taken when considering results relative to what was formerly a six band distribution. As the full transition of NAPLAN online continues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth. This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

Parent/caregiver, student, teacher satisfaction

Staff members and parents were invited to respond to school satisfaction surveys in March 2020. Responses were received from 39 staff members and 108 parents.

Teaching and Learning

97% of staff members and 91% of parents strongly agreed or agreed that Stanmore PS sets high standards for teaching and learning.

92% of staff members and 82% of parents strongly agreed or agreed that students’ learning needs are being met at Stanmore PS.

92% of staff members and 67% of parents strongly agreed or agreed that Teachers provide students with regular feedback about their learning, while 23% of parents were unsure.

95% of staff members and 84% of parents strongly agreed or agreed that students at Stanmore PS are engaged in their learning.

77% of staff members and 87% of parents strongly agreed or agreed that Stanmore PS has a strong focus on teaching basic skills in literacy and numeracy.

Communication and Engagement

97% of staff members and 95% of parents strongly agreed or agreed that Stanmore PS is welcoming for parents and community members.

92% of staff members and 70% of parents strongly agreed or agreed that parents’ opinions are listened to at Stanmore PS, while 26% of parents were unsure.

87% of staff members and 93% of parents strongly agreed or agreed that communication from the school to families is clear and timely..

92% of staff members and 82% of parents strongly agreed or agreed that staff members and parents have positive partnerships in support of students’ learning and wellbeing.

87% of staff members and 78% of parents strongly agreed or agreed that there are sufficient opportunities for parents and teachers to communicate about my children’s learning and wellbeing.

Over 80% of staff members strongly agreed or agreed that school leaders prioritise staff wellbeing and staff members’ opinions are listened to at Stanmore PS.

Over 90% of staff members strongly agreed or agreed that they have a positive relationship with most colleagues, their supervisor and the principal.

Student Wellbeing

97% of staff members and 95% of parents strongly agreed or agreed that students feel safe at Stanmore PS.

90% of staff members and 76% of parents strongly agreed or agreed that student behaviour is well managed at Stanmore PS.

82% of staff members and 95% of parents strongly agreed or agreed that students have a clear understanding of behaviour expectations at school.

90% of staff members and 79% of parents strongly agreed or agreed that Stanmore PS is preparing students well for the future.

In March – April 2019, 183 students in Years 4, 5 and 6 completed the Tell Them From Me survey.

Social–Emotional Outcomes

79% of students feel accepted and valued by their peers and by others at their school.

88% of students have friends at school they can trust and who encourage them to make positive choices.

91% of students believe they consistently display positive behaviour at school.

81% of students are interested and motivated in their learning, and 89% of students try hard to succeed in their learning.

Drivers of Student Outcomes

When evaluating the effectiveness of learning time, the relevance and rigour of classroom instruction, the positive learning climate and relations with teachers, student responses ranged between 7 and 8.5 out of 10, and all means were all within 0.2 of the NSW Government Schools norm.

Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included:

  • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities.
  • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant.
  • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population.
  • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officer who is trained to respond to concerns in relation to racism.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.

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