Glenealy School Annual Report
2016-2017
EMPOWERING LEARNERS
ESF GLENEALY SCHOOL ANNUAL REPORT 2016-2017
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Glenealy School Annual Report
2016-2017
A message from our School Council Chair - Judy Vas - "Time is as gold but gold can't buy time" Chinese Proverb. Time flies and awaits no one. I have served on Glenealy School Council for six years, three of which as Chair. It seems only yesterday that I joined and was finding out how the school focused on the learners, how the community was actively driving many aspects of the school and how the English School Foundation Centre was providing support to ensure that our teachers could focus on the best learning for our children. During these six years, I have seen Glenealy go from strength to strength. We have completed the major development projects we have set out to do. The Library that has become a model for other ESF schools, the classrooms that empower teachers and students to choose the various flexible seating to suit their interaction; the music room and the Chinese room that were built fit for purpose and then ultimately the Centre, a state of the art venue for our children to use. None of these would have been possible without the vision of the Management Team, the support of the Council and the unrelenting commitment of the teachers, the parents and our children. Everyone is an owner. This is the spirit of Glenealy “A small school with a big heart.” Truly what we do is to ensure our children "can be the best they can" and will "flourish and make a positive difference". So looking back at the last six years, I think we have used our time well to achieve a lot. Gold will pale in comparison with the value what we have achieved together as a community. I am already missing Glenealy but I have comfort that the school is in the good hands of my successor Andy Lowe. I also want to take this opportunity to say thank you to my fellow council members, Brenda and her management team, the PTA and all of you for your friendship and partnership. Glenealy will always have a place in my heart. A message from our Principal – Brenda Cook - Our most significant achievement this year was the successful completion of our six year redevelopment plan of the environments in the school, culminating in the opening of our new hall, now called the Centre for Performing Arts and Sports. This was a community project from concept to reality with significant fundraising taking place over the last 2-3 years. The PTA’s fundraising efforts alongside personal donations were hugely significant and helped us move the project from a simple design to a fully equipped, state of the art performance centre. Already the Centre has been used for a number of celebrations, events and productions including The Grand Opening shows, GGT (Glenealy’s Got Talent), the Year 6 Exhibition, assembly presentations, PTA Discos, the Year 5 show of ‘Singin’ in the Rain’, choir and musical performances. The Centre is also very well utilised as part of our PE/sport programme with gymnastics taking place regularly in the new facility. Thanks everyone. This was a huge achievement and something to be so proud of! Teaching staff in the school have remained very stable, which is great for continuity and embedding the key philosophies and approaches to learning and teaching. Our staff continue to be our strength through their commitment to providing the very best for the students so they can achieve our vision of being the best that they can be. All staff, no matter what role they play in the school are committed team members, who contribute significantly to make Glenealy the special place it is for the children to learn, flourish and be happy and safe. Of course, I can’t write about the school without mentioning the delightful children we have in our care. They never cease to amaze us with their talents, sense of fun, their attitude to learning and their desire to be the best they can be and make a difference. Their actions reflect the School’s Guiding Statements and the partnership we have with parents, caregivers and the wider community is hugely important to the success of everything we do. At the end of the 2016/17 academic year, many of our long standing School Council members reluctantly left their position after serving their tenure with us. All members have undertaken their roles on a voluntary basis and have been prepared to share their knowledge, skills and expertise for the good of the school as a whole. The team has been productive and has achieved a lot, this includes overseeing and supporting the school’s six
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Glenealy School Annual Report
2016-2017
year redevelopment plan and overseeing finances and staffing from a governance perspective alongside myself and senior staff. Our PTA team led by our very capable Chair Christine Meaney contribute significantly to the school by organising fun events to help us celebrate as a wider community. All of these functions and events also raise money for the school to provide further resources for the students of which we are most appreciative. The most significant thing these keen volunteer parents do for us is help our school continue to connect and be a vibrant community. From the School Fair to Discos, Bingo and Bake Sales...there is never a dull moment. We are so fortunate to have such a hands-on, positive and proactive group of parents who enjoy being part of the PTA and the school in general. Thank you to all involved! As we move forward to another successful year at Glenealy school it is important to reflect upon our achievements. Our school has a very strong community who are great advocates for the school and what we do. Our community makes Glenealy what it is today! Together we form healthy, open, honest and collaborative partnerships of which I am very proud. This annual report will share many of the highlights from the year and help to give you a sense of the school's accomplishments. School Council update Members from left to right: Top: Trish Oliver (Teacher rep), Asit Shah (community rep, Chair of Finance Committee), Dave Buckley (Teacher rep), David Whalley (ESF rep) Middle: Nick Phillips (Parent elected rep - Chair of Facilities Committee), Judy Vas (School Council Chair, Chair of Staffing Committee and ESF Board member), Brenda Cook (Principal and ESF Board member), Christine Meaney (PTA rep and ESF Board member) Front: Dixon Nguyen (Support staff rep), Elaine Wang (Community rep)
At the end of 2017 we saw many of our long standing School Council members come to the end of their tenure. We have been privileged to have Judy Vas as our Chair and on our Council for the past six years. Judy’s leadership has taken the school from strength to strength, ensuring a clear focus and vision and an unwavering focus on what is best for the students. Judy has been a superb partner and critical friend and has been extremely dedicated and passionate about her role within the school. Thank you Judy. Nick Phillips our elected parent rep on the SC who has served for 6 years has been instrumental in working with the school team to plan and implement the 6 year facilities redevelopment process. As you will know the opening of the Centre in February 2017 was the final piece of work in this 6 year strategy and we are extremely proud of what has been achieved. Nick also worked closely with a small team of parents to spearhead a donation programme with the GS community which in total raised 1 million dollars for this project! Nick is always present in the school, highly involved and a positive and active contributor. He has represented the parent body superbly. Thank you Nick.
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Glenealy School Annual Report
2016-2017
Trish Oliver and Dave Buckley (the elected staff members) on the SC have offered great insight, comments feedback and perspective to the meetings and workings of the SC. Trish has been on the SC for 4 years and has left due to her seconded post to ESF Centre. Dave has served his 6 years on the SC. A big thank you to all School Council members for the support and guidance over the last year. A message from Parent representative, Nick Phillips - I have had the pleasure of serving as the Parent Representative on the Glenealy School Council for the last six years. And when I say pleasure, I mean pleasure, as it has been a truly worthwhile and personally rewarding experience. As I reflect upon what made my experience so worthwhile and rewarding, three things stand out: First, seeing the smiles and hearing the laughter of happy children in their holistic school environment facilitated through engaged teachers and great facilities helping bring out the absolute ‘all-round’ best in our children every school day. Second, the great Glenealy Community, be it my peers on the School Council, the dedicated parents on the PTA, the teachers, other parents and helpers, who all willingly volunteered their time ‘to do their bit’ and ‘play their part’ to make Glenealy that small school with a big heart. Last but not least, and harnessing this all together, strong leadership with a ‘stretch zone’ mindset, "no I in team", 'can do’ culture that made things happen. Engaged teaching staff; happy children; strong academic, sporting and musical development and achievement and arguably some of the finest and best-practice primary educational facilities in Hong Kong…. upon reflection, this does not just happen by chance, and why my time on School Council was so worthwhile and rewarding. A message from Teacher representative, Dave Buckley - Having recently completed two cycles (six years) as an elected representative on the Glenealy School Council I reflect on the time with great positivity. Being part of the council has meant that I have had the privilege of working closely with a range of different representatives, not only from our staff and parent body but also with other members of the Hong Kong community. The Council has provided the role of critical friend, asking questions and seeking clarity in a way that has helped us move forward as a school. This balance of voices provides a variety of expertise from different professions, aiding our reflection on what makes Glenealy a good school, and supporting our pursuit of continual growth and improvement. Luckily, despite completing the maximum two terms as an elected representative, I know I will still be able to connect with the council as and when I am called upon when required to attend and present on various school based matters. I will always take the opportunity to spend time to chat to members past and present. I have a great deal of respect for anyone who has given so much of their own time, appreciating their contribution and regarding them as friends not only of myself but of Glenealy School. A message from Teacher representative, Trish Oliver - It has been an absolute privilege to have been a part of the Glenealy School Community both as a teacher for the past 7 years, and as a School Council representative for the past 4 years. I’ve enjoyed working alongside other council members - parent representatives, community partners and Glenealy Staff as we worked together to improve our school environments, increased resources for the benefit of our students, and all the while fostering a sense of close community involvement. An exciting point of interest has been working closely with the School Council, together with Brenda, to keep members informed on the whole-school redevelopment of our learning spaces. I appreciated council members sharing in the vision, while at the same time being a critical friend as we formed plans to renovate our learning environments. Council's support with the design process and financial commitments helped to completely transform our school. School Council have always been supportive of many curriculum initiatives, and eager to hear about teaching and learning from both our staff and students, and I am proud to have worked alongside such dedicated professionals in our school community.
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Glenealy School Annual Report
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Our Guiding Statements Our vision is for every student to be the best that they can be. Our mission is to empower learners to flourish and make a positive difference. We believe every student will be successful. We support and challenge students to ensure continual academic progress and personal growth. Our learners will be: happy and balanced active, engaged and reflective kind, caring and respectful inclusive, embracing diversity organised, independent and responsible creative, innovative critical thinkers confident, resilient and courageous: seeking challenge as an opportunity to grow effective communicators, who make positive connections with others safe, creative and responsible users of technology global citizens who are passionate about making a difference Characteristics of the school: A small school with a big heart An inclusive approach Progressive and innovative A vibrant international community
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Glenealy School Annual Report
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At Glenealy School, we embrace the core values of ESF and aim to develop a community of learners who live the IB Learner Profile. As IB learners we strive to be:
Feeling Good and Doing Well This year saw an increased focus on student well-being and mindfulness, leading to a co-created positive education model for GS which will be launched in the 2017/18 academic year. At Glenealy School we believe that learning encompasses far more than just the academic skills. To flourish, students also need to be taught ways to develop a positive mind-set, to be resilient and learn from mistakes, be fully engaged in learning so it is meaningful and purposeful in their life, and to foster and nurture their strengths to help them be the best they can be. We believe it’s important for students to develop positive relationships and a strong understanding of their emotions and the emotions of others. We want our students to have strong problem-solving strategies and to strive for positive outcomes, challenge themselves with grit and determination and to have fun! We want learning to be playful and age appropriate whilst also having high personal standards, passion and an interest in what they are learning and in the people around them. As a school we have personal approach to relationships, we know our students well. Our culture is one of kindness, care, mutual respect, feeling good and doing well. Together we established three core essential agreements that ground respectful relationships in the school. These are as follows: Let’s be the best we can be by: Being respectful Being responsible Looking for the good
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Glenealy School Annual Report
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Strategic Planning 2016/17 Review Strategic Goal: Implement a personalised approach to learning that promotes well-being and creates exceptional learning outcomes for all students Actions:
Outcomes:
Continue to review and enhance the curriculum
Monitor, review and refine effectiveness of learning and teaching (quality assurance)
Review and strengthen language provision
Embedded the ESF Design Principles for Learning into our curriculum and through our approaches to learning and teaching. These included: o Using our new environments flexibly so learners flourish; o Enabling engagement and action through learning that is authentic, meaningful and relevant to the students; o Cultivating strengths through personalised learning that meets students’ needs; o Developing relationships in and across schools and with parents and partners Enhanced the curriculum to ensure all learners have opportunity to be in their stretch zone through appropriate challenge, support and resourcing Reviewed the POI (Programme of Inquiry) to ensure all year groups have a strong wellbeing component as part of their six units of inquiry Established greater collaboration with single subject teachers. This focus will continue the following year to ensure even more authentic links are made Researched and implemented (as a staff) appropriate peer-based models as tools for school improvement and teacher feedback Utilised the Teacher and Leadership Capability Frameworks to ensure clarity of expectations for teachers and middle and senior leaders in the school Continued to monitor and improve student performance through analysis of student achievement data at both individual, cohort and school-wide levels. Used this information to inform strategic planning, professional development for staff and to revise and review support structures in place for students Promoted the development of conceptual understanding across the school through quality teacher training and planning sessions Applied flexible approaches to school events and timetabling Professional development continued in the area of language through sessions for staff in ways to support students who speak English as an Additional language Further training continued to enhance deeper comprehension practices across the school in language/reading programmes Teacher training in 6-Traits of Writing at the end of the academic year took place and will be the focus of writing development in 2017/18 programmes The ESF Chinese Scope and Sequence was embedded into planning documentation and classroom programmes. Further focus will continue in 2017/18 to ensure parent workshops are held to help clarify the programme and its aims, online support and a revised approach to homework Enhanced Mother tongue provision outside of school (through voluntary language groups) was not established this year and will need to continue to be a priority in future years
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Glenealy School Annual Report Develop and apply (ATLs) approaches to learning
Promote responsible global citizenship and encourage students to take action related to their learning Use learning technology to enhance collaboration, efficiency and to redefine approaches to learning and creativity
2016-2017
Further training took place to help Teachers and EAs in understanding and implementing a Coaching approach to guiding students and facilitating learning and engagement through effective and powerful questioning techniques Maximised the environments to support learning ATLs are embedded fully into planning, teaching and learning and are referred to during lessons as part of a split focussed approached.ie learning these skills alongside concepts, knowledge and objectives
Enabled students to take more meaningful action through their units of inquiry and through learning that is meaningful and authentic for their age and stage. Particularly noteworthy was the Passion to Action initiatives in the Year 6 Exhibition Greater clarity of staff understanding of International Mindedness through CPD further work on intercultural competencies in 2017/18 to take this to the next level is needed Redefined the current student leadership model and moved away from the more limited opportunities through the student prefect system. Year 6 teachers to distribute leadership with all Y6 students having leadership roles and responsibilities in the school. This new system will be implemented in 2017/18 Embedded the newly written Digital Citizenship curriculum across all year groups in the school. (Taught/modelled by Information and Digital Literacy Coordinator. 2017/18 this program will be taught by homeroom teachers) Streamlined digital systems and documentation to aid efficiency of access through use of the Google Suite Enhanced opportunities to use online learning environments to promote and support learning through the library homepage Provided on-line support in the Parent as Partners section of the Glenealy Globe for easy access for learning beyond the classroom and for parent information Further embedded the digital citizenship agreements with students across the school and with parents through the meet the teacher presentations Incorporated Top Tips in the school newsletter as a way to inform parents and keep them up to date with digital citizenship and latest research in this area
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Glenealy School Annual Report
2016-2017
Ensured hardware and infrastructure was operating effectively and that maintenance plans are implemented to enable a continual supply of up-to-date hardware and software, including infrastructure upgrades
Strategic Goal: Support professional thinking, practice and collaboration to enhance learning outcomes for students Actions:
Outcomes:
Quality professional development for all staff
Leadership / CPD
Shared and promoted areas of expertise across the school encouraging greater collaboration between all teachers and more insight into the learning and teaching in each other’s classrooms Quality CPD days took place both ESF wide and School based, which focussed on using and implementing new learning straight back into the classroom to have an impact on student outcomes Implemented peer-to-peer models of learning observations to share good practice and provide evidence to teachers to reflect upon their impact in the classroom Aligned Professional Reflection and Development targets(PRD), CPD and observations with school strategic planning focus areas and the ESF Teacher/Leadership Capability Framework Continued to provide opportunity for high quality professional development for middle and aspiring leaders through the ESF leadership programme Promoted innovation and creativity in practice and encouraged sharing of good practice across the school
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Glenealy School Annual Report
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Strategic Goal: Deepen educational partnership within ESF, HK and beyond. Actions:
Outcomes:
Establish and strengthen partnerships with external agencies to support learning.
Develop and promote a culture of working collaboratively across schools and in innovative ways to enhance students learning
Developed partnerships even further with kindergartens within and beyond ESF o Established meaningful and honest relationships with feeder kindergarten staff in preparation for annual interview round. Reviewed and enhanced the information shared with parents through an evening presentation so the admissions process was more transparent and demystified o Established quality links, visits and conversations with ESF feeder schools for our Year 6 students. This was a personalised approach with staff from WIS, IS, and SIS visiting GS to talk personally with children and their teachers. Robust transition planning for individual needs students also took place in great depth to ensure smooth transition and to ensure that support would be in place from day one Established Principal links via the Executive Leadership Committee restructuring Continued communications with the Island School decanting process to inform GS parent community. Linked with new principal as to way forward Establish links with the wider community and partnerships with NGOs through units of inquiry. Strong emphasis in year 6 exhibition Provided opportunities for staff to work with and across other ESF schools through involvement in projects, committees, best practise groups and leadership committees
Strategic Planning - Looking forward To view our strategic plan for 2017-2019 please click here. This will take you to the plan that has been approved by our School Council and also uploaded to our website.
What are people saying about our school? Thank you so very much for having ‘S’ and I to visit Glenealy on Wednesday. We found the whole morning tremendously useful and definitely have 'school envy' with what you have created there. ESF Kindergarten teacher I just wanted to write and thank you for the warm welcome last night. What an impressive event the Year 6 exhibition was! I thought the opening 'ceremony' was very effective and moving. Those students really meant what they were saying!! The decision to align the exhibition inquiries around the 17 UN Sustainable Development Goals was such a good idea. As we discussed I think this brought an air of authenticity to the whole process. Great kids and great spirit in attendance last night - thanks again. Vice Principal IS I love the way the students in my class blossom into true risk takers . At the beginning of the year they may be hesitant to put themselves into the “stretchy zone” but they very quickly learn that it’s ok if something is tricky,
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or that it’s ok if they make a mistake. I love hearing them use words of encouragement with each other. Just today, I heard a child in my class say to another “you just have to give it a go and try your best!” GS Teacher Just a quick note to thank you personally for the time and effort you have put into’ T’ this year...His writing has improved greatly along with his reading for which I thank you so much. We are pleased especially with his continuing progress in his reading and his maths. His teacher has been excellent for which I will thank her personally. She has a lovely way about her that has enabled her to get the best out of T and keep him moving in the right direction. GS Parent As with everything Glenealy, it was an absolute pleasure to attend the evening of the Year 6 Exhibition. It was another fantastic exhibition. It is also another one of those proud moments that makes it a pleasure to be part of a great school. GS Parent Our environments are inviting, encouraging, flexible and exciting. A place where relationships and trust are embedded. Learning captures student voice and individuality, it captivates children by encouraging their curiosity to blossom, we listen and give students time to think for themselves to deepen their problem solving skills and independence. I could go on and on. GS Teacher Thank you for all your positive feedback and encouragement you have given my daughter. She has thoroughly enjoyed this year at Glenealy. In fact she said I want the summer holidays to pass by as quickly as possible and go to school….So she is very excited and looking forward to beginning the next academic year. GS Parent I see my role as a facilitator joining my students on a journey of discovery and wonder. Together we navigate, trial and share experiences, make connections and develop a love of learning. GS Teacher No longer do I group the children. I have moved away from “Johnny is in the triangle group for maths and in the blue group for language”. I adopt a more personalized approach which allows the children to move out of structured learning and into learning driven by them and at their own pace. GS Teacher The classroom feels like a home away from home. It’s a safe and happy place where the children are encouraged, nurtured and empowered. The flexible classroom gives children a choice in what kind of learning space works best for them. It also allows us the opportunity to create realistic and meaningful role-play areas. GS Teacher It’s not just about the A,B,C’s or the 1,2,3’s (though they do this very well). They get the kids to really enjoy learning and also instil a lot of soft skills. GS Parent "They nurture and empower the children to be good, kind, caring international citizens. GS Parent I really noticed a difference in my eldest daughter after she transferred to Glenealy. She is more open minded and more able to initiate her thinking and to resolve problems. GS Parent My son is getting the tools here at Glenealy not only to be able to live a happy life but also to thrive in life. GS Parent
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Report on Data from the Ex-Glenealy Student Survey 2016 What is the Ex-Glenealy student Year 7 survey? This is a survey aimed at Ex-Glenealy students who have recently left the school. It previously was a biennial survey (carried out in 2013 and 2015) but has now moved to an annual survey based on feedback from the GS school council. The 2016 survey was carried out at Island School and West Island School in November 2016. Why do we do this? We first ran this survey 5 years ago as a way to gain valid and reflective feedback on our programme from the people who directly experienced it. Who has Responded? ● We have had 46 (This compares to 39 responses in 2015 and 35 responses during the 2013 survey) ● 19 of the respondents were Female and 27 Male ● 33 respondents are currently at Island School, 13 at West Island School ● The number of years they were at Glenealy school can be seen in this table: (figures in red are from 2015)
Years at Glenealy
Number of respondents
Percentage of respondents
5-6 Years
24
52.2% (59%)
4-5 Years
2
4.3% (7.7%)
3-4 Years
5
10.9% (10.3%)
2-3 Years
5
10.9% (5.1%)
1-2 Years
8
17.4% (15.4%)
Less than 1 Year
2
4.3% (2.6%)
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Glenealy School Annual Report
2016-2017
Survey Questions and responses: Did you enjoy your time at Glenealy School? Yes 46 (100%) (2015 survey) Yes 39 (100%) (2013 survey) Yes 34 (97%)
No 0 (0%) No 0 (0%) No 1 (3%)
Here is a sample of some of these comments: Because it was a kind and welcoming place a small school with a big heart All student/teacher are kind and hardworking Because it was a very friendly school I had a lot of fun there and Glenealy holds a lot memories The Teachers and students at Glenealy School were very nice and friendly. I made lots of friends there Because I felt like I was at home All the teachers and students were really nice Everyone was so supportive of everyone Our school was really friendly and I learned a lot at Glenealy Because I love the teachers and the environment in Glenealy school is amazing Because our school was really friendly and it had a really friendly environment and I learnt a lot in Glenealy Because of the people you get to meet Because I made new friends and I had fun It was an amazing school with lots of good facilities. It also had passionate teachers that we see in the morning all ready to start teaching The teachers were very nice, the community was very friendly and welcoming, and the school as a whole is a wonderful place, with not only a helpful and caring community but also because the helpful staff The following tables are a sample of the data received English Language++ The English reading, writing, speaking I learnt at Glenealy School prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
24
48%
16
41%
16
46%
Agree
22
52%
19
49%
17
49%
Disagree
0
0%
2
5%
1
3%
Strongly Disagree
0
0%
0
0%
0
0%
Unable to Comment
0
0%
2
5%
1
3%
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The Chinese reading, writing, speaking I learnt at Glenealy School prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
14
30.5 %
16
41%
15
43%
Agree
24
52%
14
36%
14
40%
Disagree
3
6.5%
5
13%
2
6%
Strongly Disagree
0
0%
1
2.5%
0
0%
Unable to Comment
5
11%
3
7.5%
4
11%
The Mathematics I learnt at Glenealy School prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
28
61%
24
62%
12
34%
Agree
17
37%
11
28%
18
51%
Disagree
0
0%
3
7.5%
4
11%
Strongly Disagree
0
0%
0
0%
0
0%
Unable to Comment
1
2.2%
1
2.5%
1
3%
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Glenealy School Annual Report
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Inquiry based learning - The Information Process (Define, Locate, Select, Organise, Present, and Assess) I learnt through the PYP at Glenealy School prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
27
59%
14
36%
11
31%
Agree
17
37%
16
41%
20
57%
Disagree
1
2.2%
3
7.5%
1
3%
Strongly Disagree
0
0%
0
0%
0
0%
Unable to Comment
1
2.2%
6
15.5%
3
9%
The Approaches to learning - (Thinking Skills, Research Skills, Self Management Skills, Social Skills, Communication Skills) I learnt through the PYP at Glenealy School prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
24
52%
21
54%
NA
NA
Agree
19
41.5%
15
38.5%
NA
NA
Disagree
0
0%
3
7.5%
NA
NA
Strongly Disagree
2
4.5%
0
0%
NA
NA
Unable to Comment
1
2%
0
0%
NA
NA
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The Science I learnt through units of inquiry at Glenealy School (e.g. How the world works, Sharing the Planet, Who we are etc) prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
8
17.5%
4
10.5%
2
6%
Agree
26
56.5%
9
23%
11
31%
Disagree
7
15%
16
41%
7
20%
Strongly Disagree
2
4%
4
10.5%
7
20%
Unable to Comment
3
7%
6
15.5%
8
23%
The Physical Education/Games I learnt at Glenealy School prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
33
72%
21
54%
14
40%
Agree
10
22%
13
33%
17
48.5%
Disagree
2
4%
3
8%
3
8.5%
Strongly Disagree
0
%
1
2.5%
1
3%
Unable to Comment
1
2%
1
2.5%
0
0%
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The Music and Performing Arts I learnt at Glenealy School prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
18
59%
15
38.5%
10
28.5%
Agree
27
39%
17
43.5%
18
51.5%
Disagree
1
2%
4
10%
5
14%
Strongly Disagree
0
0%
1
2.5%
0
0%
Unable to Comment
0
0%
2
5%
2
6%
The Skills I learnt through the Year 6 Exhibition unit prepared me for learning at Secondary/High School 2016 SURVEY
2015 SURVEY
2013 SURVEY
Strongly Agree
40
87%
30
77%
26
74%
Agree
6
13%
4
10%
9
26%
Disagree
0
0%
2
5%
0
0%
Strongly Disagree
0
0%
0
0%
0
0%
Unable to Comment
0
0%
3
7.5%
0
0%
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Mission Statement Glenealy School’s Mission is to 'Empower learners to flourish and make a difference" Do you think the school achieves this mission? Yes 46 (100%) No 0 (0%) (2015 survey) Yes 39 (100%)
No 0 (0%)
(2013 survey) Yes 33 (97%)
No 1 (3%)
Please explain your choice: Because the school helps students to learn in a kind friendly way Because this always made me look forward and be positive Because I think for 5 years I got better at everything and getting even better I think the school has achieved this because everyone is always working and learning new things from each other Because it helped me follow my passion Because it made us think more about what we do Because I have learnt a lot It helps us to realize how we learn Because it helps a lot and sets you up for secondary school Students like I, learnt to be more confident in Glenealy and students often try to help others when they feel lonely or when they feel discouraged It influenced me in learning and doing well in school Made me think in a different angle and I always try to make a difference It makes us feel we can help the world and we can help a world with problems, and that we will be successful in life. Made me more confident I picked Yes because Glenealy school has a large selection of learning options and nice teachers that help you throughout the Year it makes students think about the world and makes you want to do something about it Because the school has empowered me to flourish and make a difference Because it was empowered a lot This is true because all the 6 years at Glenealy really helped me in West Island School. Glenealy School really helps other people open up. Yes because teachers were empowering us and I personally learned A LOT Glenealy made my education better by showing me how to do different things I learnt lots from this school It depends on what you like if you show interest you will truly flourish I think so because we helped with climate change and we each took a subject during the Exhibition We are able to understand and help refugees and people in need The Exhibition teaches us to take action to make a positive difference The mission is correct on what we do at Glenealy It is because throughout the years, Glenealy School had really inspired me and I think I had really made a difference on Exhibition. Well done, Glenealy School! I am so proud of you!
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External Assessment Results for 2016-2017: Glenealy School Three major external assessments are used to help measure student attainment. These are the International Schools’ Assessment (ISA), the Interactive Computerised Assessment System (InCAS) and the Performance Indicators in Primary Schools (PIPs) assessments. The PIPs assessment is administered by the Centre for Evaluation and Monitoring (CEM) at Durham University and was taken by all ESF students at the start of Year 1. Over 2,000 schools (most of whom are in the U.K.) use CEM’s primary assessments. The assessment compares each student’s performance in Mathematics and Reading with that of the average child in the whole PIPs cohort worldwide. The chart below shows that the average Glenealy School student in Year 1 attained higher than the average student in the whole PIPs cohort.
The International Schools’ Assessment (ISA) is administered by the Australian Council for Educational Research (ACER) and is designed for students in international schools. The assessment measures student performance in Mathematical Literacy, Reading and Writing (both narrative and expository writing). The assessment is criteria referenced with students moving up the ISA scale as they progress. The charts below compare the attainment of the average Glenealy School student in each year group against the average student in the corresponding ISA cohort.
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The InCAS assessment is also administered by the Centre for Evaluation and Monitoring at Durham University and was taken by students at the start of Year 3 and at the end of Year 6. The assessment compares each student’s performance in Mathematics and Reading with that of an average child of the same age. High scores were attained in the InCAS tests, as the following graphs show:
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Curriculum Focus – Language – Phil Sangster, Vice Principal Goal: Review and strengthen language provision Teaching teams for each year group and the Language Coordinator continued to meet to review and enhance the language planning, building on the authentic learning engagements which focused on conceptual understanding. Quality reading comprehension strategies were implemented throughout the school to ensure that the learning of comprehension skills spiral through the language curriculum from Year 1 to Year 6. All teaching staff had professional development opportunities which focused on developing a greater awareness of the needs of English as an Additional Language (EAL) learners at Glenealy school. The teachers and educational assistants met at the ESF Centre to share personal language learning experiences and strategies to support EAL learners in the classroom. Our Mandarin staff also attended this session as it related directly to the way in which Chinese as an Additional Language (CAL) learners develop. This professional development session was facilitated by the Language Coordinator and the ESF Primary Learning and Teaching Coach. The Mandarin team worked with the Language Coordinator to develop Glenealy School Scope and Sequence documents for Mandarin, based on the ESF Mandarin Scope and Sequence. These were organised in phases of language development rather than by year group as this more accurately reflects the Mandarin language skills within our context. Integrated Mandarin language plans were developed for each class, where strong links exist between Units of Inquiry. The Mandarin team developed mid-year and end-of-year report comments following the English Language reporting format and aligned them to potential learning outcomes from the Mandarin Scope and Sequence documents, ensuring a clearly documented progression of learning outcomes between the Mandarin Language phases. English Language report comments for mid-year and end-of-year were reviewed and updated in line with the English Language Scope and Sequence documents. Viewing and Presenting comments were added for both the mid-year and end-of-year reports and progression was ensured from Year 1 to Year 6. A further CPD opportunity was offered in June where a facilitator from Discovery College was invited to share and explore the 6 + 1 Traits writing programme. The 6 + 1 Traits can be used as a tool for making ‘good writing great’ by explicitly teaching students the traits that good writers and writing should have. This will be implemented in 2017/18. Plans for 2017 - 2018: Implement the updated English and Mandarin Language report comments for the mid-year and end-of-year reports. Share the changes made to the Mandarin curriculum with parents in an information morning where they can explore the curriculum, share teaching and learning strategies used to support all learners and online learning tools to support home learning. A new strategic plan has been written for 2017 - 2019 and within that plan are some goals directly linked to language. These are: Develop and enrich teacher knowledge in regards to writing to enhance student outcomes in this area and the Chinese written and taught curriculum is relevant, meaningful, engaging and progressive
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In order to work towards these new goals A Language coach was appointed to drive the writing component of the Language Curriculum and ensure that teachers have the support and skills they need to teach children explicitly about how to move their own writing forward by using the 6 + 1 Traits as a stimulus for learning. Mandarin language planning will continue to be developed by the Mandarin team and the Language Coordinator with a view to developing authentic learning engagements which focus on conceptual understanding and also show a clear progression through the phases of Mandarin language development.
Glenealy Library Annual Report – 2016-17 – Trish Oliver Students at Glenealy School have access to over 2,700 high-quality picture books, over 4,500 chapter books, approximately 100 audiobooks, 200 magazines, and over 4,600 non-fiction resources. Currently the library manages over 20,000 total resources, including home reading texts, teacher and classroom-based resources that all help to enrich and facilitate learning and teaching at our school. The Glenealy School Library is a busy place and over the 2016-2017 academic year, the library has: Catalogued 1,073 new items to the collection Helped our students borrow more than 16,857 books Assisted teachers and classes in borrowing 10,252 resources Added 167 new books from the Books for birthdays program The total loans for students, teachers and classes was 27,109 for the academic year The library continues to be a dynamic learning space that supports our curriculum and provides access to a wide variety of resources for the purposes of both student research and reading for pleasure. The library is open before and after school, providing an opportunity for parents, students and staff to access the collection, as well as during the regular school day.
The 2016-17 academic year saw the implementation of our whole-school Digital Citizenship teaching programme. Students took home a school agreement policy on online expectations and this provided a base from which to structure explicit learning engagements with our students, which make up the core of our digital citizenship lessons. A teaching sequence from Year 1 - Year 6 is now in place and has become embedded in daily practice across the school. This, together with the school’s Information Literacy programme, have been key teaching and learning initiatives. The library hosts Book Week events, author visits, acts as a meeting venue for parents, students, staff and school council. The school chess competition takes place in the library along with many and various teaching and learning events and sessions throughout the year. It is a space that continues to be the hub of the school.
Music Report - David Benzie, Leader of Expressive Arts Music and the Performing Arts at Glenealy continued to develop and provide amazing performance opportunities for our students in 2016-17. This was evidenced by a number of excellent performances by our talented students.
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The highlight of the year was undoubtedly the opening of the new Centre for Performing Arts and Sport. The two evenings of student performances presented in February, as the Grand Opening of the new facility, demonstrated the fantastic new seating, lights, sound, curtains and the flexibility of the school’s new performance space. The students certainly rose to the occasion by presenting a variety of different forms of entertainment and put on a great show that certainly demonstrated their excitement and enthusiasm for the redesigned Centre.
The strings and recorder program continues to provide our younger students with the opportunity to gain experience in learning to play an instrument. Not only do the students have the opportunity to get a feeling for the woodwind and strings techniques but also to put their knowledge of musical theory into practice. Our main aim here at Glenealy with all music concepts is to give students the opportunity to experience them through the practical. It is encouraging to see how seriously the students take their responsibility to care for their instruments and how much they grow musically through these practical experiences. In 2017 the violin and recorder players made excellent use of the new Centre for Performing Arts and performed their own private assembly which gave the year group greater scope to demonstrate their learnt skills and knowledge to their parents. The Year 5 students produced “Singing In The Rain”, one of the most technically advanced musicals we have seen here at Glenealy, thanks to the new projection and theatrical lights that were put to great use by the students. By performing the musical as part of their Inquiry unit, the Year 5 students learnt about the various roles and challenges of presenting a musical to an audience. I would like to take this opportunity to thank the Year 5 staff who helped with everything from choreography to costumes and sets. The students put on a great show and Glenealy should be proud of the all the hard work that went into making it a truly collaborative learning experience. At Chinese New Year students once again demonstrated their performance skills by playing their own composition on the Chinese drums. The year 6 students were set the task of creating their own rhythmic compositions. The class then chose the best of the selection and performed them at the beginning and end of the annual Chinese New Year assembly.
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In March the Year 5 students participated in the biennial ESF Combined Primary Choral Performance. The concert was well attended and the Year 5 students did Glenealy proud with their performance of songs from all over the world in a variety of languages. A personal highlight of the night was having the opportunity to conduct the combined choir singing our Glenealy Celebration Song “ Time To Shine” which I had originally composed to celebrate the opening of our new Center for Performing Arts and Sport. We also continued the Year 6 pantomime that has developed into a wonderful experience of the students creating their own stage work. The students choose the story and then help develop the characters and the script. The students work with each other in music/drama class time to develop the show from script to stage and then have time to develop and create their character’s costumes from whatever is available in the school. In 2016 the pantomimes were performed to the Year 1 students in the new music room and it was a highlight of the festive season. Last year one class presented “The Emperor’s New Clothes” and the other Year 6 class presented “The Sword In the Stone”. Our regular performances last year were supported by additional events that I am pleased have continued to be a loved part of our performance programme. These include: Glenealy School Fair – Year group singing from whole school ESF Orchestra Day Glenealy School Carols - Choir and Orchestra Year 6 Pantomimes Chinese New Year Assembly ESF Combined Choral Performance Year 6 Exhibition – Class Orchestral and Choral Composition Glenealy School Annual Evening Concert Year 3 Strings Performance Year 2 Recorder Performance Regular Glenealy’s Got Talent (GGT) Regular sharing assemblies All of these wonderful events and opportunities help compliment a vibrant and successful music and performing arts program that continues to inspire and encourage students to express their ideas and feelings through the medium of music.
Celebrating Chinese Language and Culture – Shauna Strohschein, Leader of Chinese Students at Glenealy are enthusiastic learners of Mandarin. Year 1 and 2 students have three lessons per week while Year 3-6 students have daily lessons. All lessons are 45 minutes in duration. Our students come from a wide range of language backgrounds, with varying degrees of competence in Chinese, from beginners to nearnative speakers of Putonghua, Cantonese and other dialects. Their levels of literacy are also vastly different. To support them, we differentiate instruction through content, process, assessment, adult support and by utilising the flexible learning environment based on the students’ needs. Students are always provided opportunities to learn at an appropriate pace while being challenged to achieve their best. A variety of instructional practices are used,
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including but not limited to: situational exercises, guided reading and writing, word games, pronunciation drills and formal structured teaching of phonics. We also use technology to enrich the program. Celebrating Chinese Culture Learning about Chinese culture is an important part of the program. Class activities included and utilised the diversity of the staff, students, and the culture of the host country through field trips within the community, arts and crafts during the Mid-Autumn Lantern Festival and Chinese New Year. The Chinese New Year Assembly involved intense collaboration between the Chinese teachers, non Chinese teachers and the music teacher. It was a wonderful celebration of culture and language.
Year 6 Shenzhen Trip The Year 6 Shenzhen trip was a highlight for students learning Mandarin at Glenealy. In our Year 6 Unit of Inquiry, the students researched and analysed the characteristics and features of past civilizations and societies while identifying connections that can still be made to our modern day life. Students took on the role of a historian and learned a range of strategies to become active explorers of the world. Through careful observation of primary sources and the use of research skills, students creatively recorded their experiences of the culture, arts and heritage of China. The students then reflected on what they had discovered, using their skills to identify Chinese legacies that live on to this day. Prior to visiting Shenzhen the students ate Dim Sum at City Hall, practised their tricks using the Chinese diabolo, experienced Chinese cooking classes, shopping and bargaining in a simulated market place. They also took part in art and craft activities and were involved in Taichi and Chinese dance. During the Shenzhen excursion the Year 6 team had a school exchange, visited local restaurants and used their language to communicate. They visited China Cultural parks and experienced shopping using their language too. It was a wonderful opportunity to use Mandarin in context and was considered by Year 6 students to be a trip of a lifetime.
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Celebrating Sport and Physical Education – Gay Thompson, Leader of PE and Outdoor Education PE is popular at Glenealy and every student participates in at least two 45 minute lessons per week. All PE lessons are very active, differentiated, challenging and progressive. They provide opportunities for every student to feel a sense of achievement and accomplishment. The units cover different types of games, athletics, gymnastics, dance and individual pursuits such as cycling, juggling and skipping. The importance of exercise and physical wellbeing are highlighted during lessons and students are encouraged to be active during play times and outside of school as well. A new initiative has been introduced whereby older students work with younger students to help develop physical skills and learn new playground games. Years 4 to 6 students also participate in lessons at Happy Valley where they work in small groups (15-20) and these lessons last just over an hour. Various invasion games such as hockey, tag-rugby and football are played. These smaller groupings and the larger space available have really helped further develop the student’s individual game skills, tactical awareness and team work. Year 6 also do a coding unit during this time and play basketball with a specialist coach. Parents are also invited to come into school to help with our students’ physical development in activities such as cycling and skipping. The cycling units have proved to be very popular with both the parents and the children and is a great example of parents as partners.
Celebrating Education Outside the Classroom - School Camps All students from Year 3-6 look forward to their annual day and overnight camps. These camps are constantly evaluated and reviewed to ensure suitable, exciting and progressive challenges for each year group. Glenealy staff work collaboratively with the specialist staff from Asia Pacific Adventure (A.P.A.) and Treasure Island Group (T.I.G.) in the camps. The ratio of adults to students is very good and allows the students ample opportunities to experience a variety of outdoor pursuits such as kayaking, surfing, cycling, gorging, archery, climbing, dragon boating, swimming and camping in tents. All of the school camps also promote the Learner Profile and PYP Attitudes.
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Celebrating Extra Curricular Activities Glenealy participates in many sporting tournaments and friendly matches both at weekends and after school. All of the students are keen to join the various clubs and we field teams in netball, football, cross country, tagrugby, cricket and rounders. Our teams mainly consist of Year 5 and 6 students but there are opportunities for younger students too if they show potential. We compete to a very good standard and Glenealy won several trophies this year. Glenealy teams are well respected in the international school sporting community. Celebrating Sports Day The whole school community looks forward to this annual event. Present students, past students, parents, teachers and staff all participate and join in the fun. There are opportunities for individual athleticism, cooperative team competitions and creativity when it comes to competing for the most colourful house cup! It is always an action packed and most enjoyable day. In 2016-17 the Year 5 and 6 events list was re-vamped to include more cooperative races, which was well received by both the students and teachers.
Environmental Education and Sustainability – Nia Sexton, Leader of Environmental Sustainability Work of the Green Team 2016/17 ESF Environmental Strategy 2015-2020. Glenealy is committed to develop and enhance environmental education through four main areas:
Developing student voice Enhancing Biodiversity Striving for Zero Waste Minimising Energy Use
Glenealy continues to be committed to the strategy and continues to provide opportunities for students to develop their understanding of the world around them through environmental education and learning about sustainability. The four main areas to enhance environmental education are embedded in our Program of Inquiry through our Units of Inquiry.
Celebrating and Learning about environmental issues at Glenealy The Green Team The Green Team, for children in Years 2-6, continued to meet once a week throughout the school year. The year two teachers were involved with the organisation and running of the group. The Glenealy Green Team have worked together to provide many opportunities to enhance the students’ understanding of environmental
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education and sustainable practices locally in Hong Kong and globally. This year the Green Team developed an action poster to highlight green issues at Glenealy. The Primary Environmental Conference: “Take it Outside” Ten students from Year 5 were fortunate enough to attend the Primary Environmental Conference at Discovery Bay International School this year. Workshops at the event were aimed to inspire, empower and physically connect each student with the environment and nature that surrounds them. The students attended yoga workshops, problem solving activities as well as composing their own piece of music using the local environment. The Outside Classroom Inspired by Juliet Robertson the keynote speaker at the Environmental Conference we also took advantage of our environment and took our classes outside. Juliet is passionately involved with leading and supporting innovative projects that enable schools to provide quality outdoor learning and play opportunities for children in order that they can connect and experience the environment around them. We looked at her work and found opportunities to build this into our units of inquiry. Green Week Green week is well supported by many teachers and educational assistants and it is an opportunity for the whole school to focus on local and global environmental issues. Each day had a different focus, where the students could learn more about, promoting, advocating and sharing their knowledge as well as taking action. Many learning opportunities were provided during the week including : book swap opportunities, bookmark making from reusable materials, green pledges, environmental films, World Ocean Day, big draw, collection of second hand books for charities, nude food, reducing , reusing, recycling and RETHINKING. The highlight this year was the Trashion Show where the students were encouraged to dress in reusable and recyclable materials. Out and about The environmental education is built into our Units of Inquiry. Field trips give the students a first hand experience of how their actions can make a difference. Our children experienced many environmental outdoor educational excursions and visitors to school providing enriching experiences within our curriculum. Visits to Lantau Island, Wetland Park, Mui Wo, Pui O, and Hong Kong parks and EMSD (Electrical and Mechanical Services Department) were arranged to provide new and enriched learning experiences. Earth Hour Earth Hour is promoted annually to look at energy saving. It is a global initiative that Glenealy are proud to be a part of. Year 6 took action by creating a giant light bulb in the playground full of ‘save energy pledges’. Action during the Annual School Fair This year the PTA and the Green Team made an effort to make the School Fair as green as possible. They encouraged our community to bring their own bag, plates and cutlery to the fair as well as a reusable bag. They also had a special Green Recycling Zone where the Green Team helped to promote and supervise on the evening.
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Waste Management Audit at Glenealy Glenealy took part in a waste audit this year. During Green Week we collected and sorted all solid waste and looked at water and energy consumption. The students had great fun sorting, observing and analysing the waste all week. From this, a huge effort was made by the school to reduce waste especially with students being aware of what they bring for their snack and lunch.
In school visits We were very fortunate again this year to have many visitors come to the school to highlight environmental issues. The highlight this year was a visit from Plastic Free Seas and we took on the NO STRAW campaign as part of Green Week to show our support of their hard work in this area. Year 6 Exhibition raising awareness for Environmental Education and Sustainability Many groups took action to highlight their green causes including donation of books for a local charity Kids4kids and recycling clothes with H&M and Marks and Spencer. Beach clean ups and reducing waste initiatives were also promoted during the Year 6 Exhibition.
Glenealy School Parent Teacher Association - A message from our PTA Chair, Christine Meaney After a number of years of solid fundraising for school redevelopment, this year’s PTA Committee welcomed in the new school year with a conscious decision to focus on hospitality and community-building events. Even so, the Committee still managed to raise over $250,000 – an impressive effort and a testament to the outstanding support offered by Glenealy’s school community. The opening of the new Centre for Performing Arts and Sports in February was a highlight of the year and the PTA was proud to realise the commitment of $1.5 million raised towards this major project. The VIP Opening of the Centre gave the PTA the opportunity to host ESF CEO Belinda Greer, members of the ESF Senior Management Team, key parent and community donors and those who had made significant contributions to the project. The new Centre breathed life into some old favourites on the PTA Calendar. Attendance at the Student Discos was significantly higher than in previous years, especially among the older students, as they enjoyed the enhanced lighting and audio facilities of the Centre. Family Bingo once again proved a reliable draw, with adults and children enjoying the evening in the comfort of the new space.
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The School Fair was an outstanding success. This is truly a whole community event, with teachers, parents, students and alumni joining together to create a festive carnival enjoyed by all. Student performances are always a highlight, with games, shopping and socialising providing further entertainment. The delicious international cuisine prepared and served by the kind hands and warm hearts of our parents showcased the ethnic and cultural diversity of our community. Our year group fundraisers continue to astound and astonish as parents create ‘mini-fairs’ on a Friday afternoon. Raising over $60,000 in total this year, these events are a prime example of our community’s ability to come together to entertain and raise funds to enrich our students’ experience. Throughout the year, the PTA continued to provide support to new and existing families through our class parent network. They hosted Coffee mornings to welcome the new school year and to celebrate Book Week. Members of the PTA committee also attended Year 1 admission Interviews to greet prospective parents. The PTA funded a number of school projects including Mathletics and Britannica online subscriptions for all students. It also funded the buses for Sports day and team sports, storage sheds for the Year 1 playground equipment and author visits for Book Week. All of the activities of the PTA are coordinated by the members of the PTA Committee and ably supported by our part-time administrative staff. This year, our PTA Coordinator Erika Dominique was joined by Finance Assistant Belinda Lieu and we thank them both for their positive attitude and hard work. The PTA Committee is comprised of a dedicated group of teachers and parents who volunteer to make a consistent commitment throughout the year. Heartfelt thanks to Brenda Cook, Phil Sangster and Rachel Lavery and to our extraordinary, creative and hard-working Parent Representatives: Sumita Barnes, Wanda Daly, Nisha Israni, Mel Lingard, Bart Piestrzynski, Aisling Quinn, Michelle Shepherd, Trinnie So, Becky Steel and Lisa Wang. Our Executive Committee – Gwen Heath (Vice Chair), Jane Walker (Honorary Treasurer) and Fatema Jangbarwala (Honorary Secretary) – have offered leadership, support and outstanding commitment. It has been a privilege to work with this Committee and Glenealy School’s PTA is poised to make the most of the challenges and opportunities of the year ahead.
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Student Demographics
Ethnicity - by enrolment Total number of students - 356 Chinese 149 Caucasian 93 Indian 31
Eurasian Information not available Other
37 24 24
Nationality – by passport Total number of students - 356 American 29 Italian Canadian 35 Other EU Australian 71 Other New Zealander 9 Japanese British 72 Indian Dutch 1 Chinese
8 10 10 4 11 3
German Malaysian Korean Filipino Irish HKPR/BNO
1 8 5 3 6 70
Singaporean French
1 1
First Language - by enrolment Total number of students - 356 Cantonese Putonghua Japanese
22 9 3
English Italian Other European languages
318 4 2
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School Annual Report Actual 2016/17
Budget 2016/17
25,308,372 (199,783) 25,108,589
25,308,372 25,308,372
1,849,897 3,808 319,259 99,087 1,751,484 4,023,535
1,837,567 3,808 292,000 2,133,375
Total Funding
29,132,124
27,441,747
Expenditure Staff expenses Other expenses - Operating Other expenses - Capital Total Expenditure
25,186,004 1,663,556 276,901 27,126,461
25,308,372 1,776,612 955,129 28,040,113
Surplus / (Deficit)
2,005,663
(598,366)
Surplus / (Deficit) as per above
2,005,663
(598,366)
Non-cash Funding Staff funding Adjustments on staff funding Total non-cash funding Cash Funding Capitation & ICT Funding Grants Rental and other income School Activities Donation Total cash funding
The use of unspent staff funding b/f from previous years
500,000
Surplus / (Deficit) after the transfer
2,505,663
-
(598,366)
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