Video transcript – Gonski funding: making the difference every day

Janet Harding – Principal, Chifley College Shalvey Campus
Our story began a couple of years ago when we talked with the community and with the students and teachers around what was needed.

Helen Davis – Deputy Principal, Quakers Hills Public School
All of our decision making regarding all of our funding has been collaborative. So we have worked with the community and worked with staff and also students to collect data to find out what was working and what wasn’t working in the school to put programs into place.

GONSKI Funding: making the difference everyday

Janet Harding – Principal, Chifley College Shalvey Campus
RAM has enabled us to hone in on the teaching and learning aspects of the school rather than a specific focus on welfare.

Helen Davis – Deputy Principal, Quakers Hills Public School
Instead of having money tied to certain projects we’ve been able to look at our community, look at our children, look at our staff and work out what they need.

Natalie Harris – Assistant Principal, Coonamble Public School
Having the RAM funding has helped us make localised decisions that our community really care about. With our RAM funding we’ve employed a cultural mentor, a language tutor who doubles up as our attendance officer.

Hamish Woudsma – Principal, Banksia Road Public School
We obviously have teachers’ aides, we have a homework club, we have a preschool.

Helen Davis – Deputy Principal, Quakers Hills Public School
We employed additional school learning and support officers to ensure there were two staff in every kindergarten class every morning.

Hamish Woudsma – Principal, Banksia Road Public School
The other thing we want to do is we really want to engage with the community, so we hired a community hub coordinator.

Janet Harding – Principal, Chifley College Shalvey Campus
We advertised and employed a head teacher in teaching and learning.

Ivan Baker – Deputy Principal, Chifley College Shalvey Campus
It has delivered explicitly focused professional learning for staff to understand how to drill down into the literacy needs of their kids.

Courtney Johnston – Teacher, Quakers Hill Public School
The RAM funding has also made it possible to employ specialist staff members who are not from our school but from outside agencies. So we’ve employed a speech therapist and an occupational therapist.

Natalie Harris – Assistant Principal, Coonamble Public School
Having a counsellor based at our school has broken down lots of barriers.

Helen Davis – Deputy Principal, Quakers Hills Public School
And we have engaged an Aboriginal mentor to work with staff and students.

Hamish Woudsma – Principal, Banksia Road Public School
So we’re responding to the needs of the parents. So certainly having that autonomy, it’s made a big difference in terms of engaging with the community, providing the best possible education for every child.

Natalie Harris – Assistant Principal, Coonamble Public School
So after three terms our data is suggesting that our attendance is increasing and our suspension rates and negative behaviours are decreasing.

Hamish Woudsma – Principal, Banksia Road Public School
The results that we’re getting in terms of, you know, reading and writing and vocab and early arithmetic strategies are the best the school’s ever achieved.

Helen Davis – Deputy Principal, Quakers Hills Public School
Our NAPLAN results have really improved. We’ve always had very good NAPLAN results but this year they’ve really just blown us away in terms of the performance of students.

Ivan Baker – Deputy Principal, Chifley College Shalvey Campus

So now if you go into our classrooms and our staffrooms, you won’t find teachers complaining about a naughty kid. What you’ll find is a dialogue about the best way to teach a particular literacy or numeracy concept. That’s been one of the most pleasing things we’ve seen.

Natalie Harris – Assistant Principal, Coonamble Public School
It’s not just the improvement in academics but it’s the social and emotional and learning outcomes we’ve really been able to see. We’re getting more community coming into our school and speaking to teachers.

Hayley Astill – Aboriginal language tutor and attendance officer, Coonamble Public School
Yeah, getting a lot of parents building their relationships back up with the school.

Amy Krisenthal – Year 10 Advisor, Chifley College Shalvey Campus
Whether it’s for parent-teacher night or other events or just in general, feeling like they can drop in, ask about how their kid’s going.

Natalie Harris – Assistant Principal, Coonamble Public School
At book fair recently I think we had 200 family members arrive where normally we would normally have 60.

Helen Davis – Deputy Principal, Quakers Hills Public School
We’re finally seeing traction with some of these children. It means that some of these children who we were concerned about their literacy levels are now at a functional literacy level and beyond.

Dianne Colb – Instructional leader, Banksia Road Public School

I can see through, you know, academic results as well as, you know, behaviour and it’s just settled. You can walk through the school now at any time of day. The students are engaged, they’re happy, they’re learning.

Janet Harding – Principal, Chifley College Shalvey Campus
RAM has enabled us to make our students much more resilient and much more able to cope with the world out there.

Hamish Woudsma – Principal, Banksia Road Public School
The kids are happy. They’re involved in all these lunchtime activities. The parents are happy. I can go through a day now without having one welfare issue. In my first nine months, past 12 o’clock the day would be gone. So that’s the difference.

End transcript

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