Our policies and reports
Our policies and reports help families understand how our school works. Our annual report and school plan show what we’ve done and how we’re improving each year. Our policies address attendance, absences, behaviour, uniform and how we respond to your concerns.
Annual school report
Each year, we share our progress in the annual school report. It gives families a clear picture of how our school is performing and how we’re supporting every student’s success. The report reflects our commitment to openness, accountability and continuous improvement.
The report includes:
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what we’re doing well and where we’re improving
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student achievement and academic progress
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our school vision and goals
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key highlights and milestones
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challenges we’ve faced and how we’re addressing them.
School excellence plan
At Wilkins Public School, we have a four-year plan which was developed in consultation with the entire school community after an extensive evaluation of our school history, context and data. This plan sets out our vision for the school and our three main priorities for improvement.
DIRECTION 1:
FORMATIVE ASSESSMENT
In order to maximise student learning outcomes for every student in literacy and numeracy, and build strong foundations for academic success in all key learning areas, we will develop and refine formative assessment practices as an integrated part of the teaching and learning cycle. The use of formative assessment will ensure teaching practices are responsive to the needs of all students and based on evidence; inform interventions and supports; and improve and inform the teaching and learning cycle, resulting in measurable improvement. We will do this by developing effective practices in the use of formative assessment that: is part of the teaching and learning values and empowers teacher professional judgement informs future teaching and learning informs interventions and supports results in improvement that can be measured. We will measure our success through improvement in NAPLAN reading and numeracy for all students. We will know we are on our way when learning opportunities that build connection are embedded in teaching and learning programs curriculum provision promotes high expectations for student learning, nurtures student agency and incorporates learning alliances effective partnerships in learning with parents and students support learning, share expected outcomes and increase engagement for all.
DIRECTION 2:
WELLBEING
In order to equip students and staff with the skills required to fully engage with learning, we will deliver a suite of programs that support Positive Behaviour for Learning, focusing on explicit teaching of social and emotional learning with an emphasis on building resilience and enhancing emotional, social and physical wellbeing. This will strengthen relationships and resilience, and will lead towards improved learning behaviours, ensuring that Wilkins Public School is a safe and supportive environment for students, staff and community members. We will do this by building on the success of Positive Behaviour for Learning, developing evidence based approaches to support the wellbeing, social emotional learning and physical wellbeing of the school community. This includes: the explicit teaching of social emotional learning skills, with a focus on resilience ensuring students and staff are equipped with the skills required to fully engage with learning. We will measure our success through improvement in NAPLAN reading and numeracy for all students. We will know we are on our way when explicit teaching of skills and consistent use of metalanguage of wellbeing embedded in teaching and learning programs and school communications documented whole-school processes for wellbeing planning, teaching and support.
DIRECTION 3:
CONNECTION
In order to enhance student engagement and build connections between students, staff, families and learning, we will prioritise evidence based teaching and learning programs which incorporate rich, experiential and authentic real world learning experiences, foster student agency, relationships and communication to create stronger partnerships between home and school. This will strengthen individual sense of belonging for all, and generate a unified sense of school identity. We will do this by building connections to enhance engagement and belonging by developing evidence based teaching and learning that builds connections between students, staff, families and learning and creating a common sense of school identity. This includes: experiential learning opportunities real life problem solving and agency real world audience and purpose play and joy utilisation of the natural environment parental and community involvement. We will measure our success through improved attendance, sense of belonging, engagement and student outcomes. We will know we are on our way when learning opportunities that build connection are embedded in teaching and learning programs curriculum provision promotes high expectations for student learning, nurtures student agency and incorporates learning alliances effective partnerships in learning with parents and students support learning, share expected outcomes and increase engagement for all.
School behaviour support and management plan
Our school has a school behaviour support and management plan (SBSMP). The SBSMP helps us create a safe, respectful and supportive learning environment for all students. It sets clear expectations for student behaviour. This includes how we respond to bullying and cyberbullying. We work together with our school community to shape the plan and review it each year.
Have a question about a policy or a report?
If you have a question about a policy or want to know how we respond to concerns, contact us. We're here to help.
NSW public school information
Learn how the NSW Department of Education helps shape our policies and reports.
Stories and highlights
Discover stories, wins and proud moments from our staff and students.