Glebe Public School is located on Cadigal land in Inner City Sydney and has an enrolment
of approximately 300 students. 18% of our students identify as Aboriginal, and 41% are
from a language background other than English. Our school is recognised for its inclusivity
and reflects the diversity of our community. This provides a dynamic and rewarding learning
environment that benefits everyone and is underpinned by the expectation that every
student will achieve their personal best through having their individual needs met.

The school site has a Schools as Community Center (SaCC) 'Treehouse', which provides
community support to families in early childhood. An active Out of School Hours (OOSH),
'Centipede', provides before and after school care to our students.

Our school culture is firmly focused on individualised learning, the ongoing building of high
expectations, strong home-school relationships, and sustained student and staff
performance improvement. Through working in collaboration with all stakeholders, we work
together to promote school excellence at all levels and ensure that every student, every
member of staff, and every community member is known, valued, and cared for.

Extracurricular opportunities in sport, culture, creative and performing arts, languages, and
technology enable our students to excel in a wide range of experiences. Strong community
partnerships and alliances with local organisations and community groups provide
additional opportunities for our students, and position the school as a collaborative
community hub.

Our school staff are a dedicated team who strive for excellence. Through a collective
commitment to nurture, guide, inspire and challenge all students, our daily practices provide
a holistic educational journey.

Our situational analysis identified specific areas for improvement in student growth and
attainment, wellbeing and engagement, and teaching and leading. These areas for
improvement will be addressed throughout the 2021-2024 Strategic Improvement Plan.
Our work with individual students is responsive and closely monitored. Specialist literacy
and numeracy staff are employed to target specific student cohorts, and pre and postassessments are embedded to evaluate the progress and effectiveness of this support. By
closely monitoring individual student performance, through comprehensive data analysis,
responsive measures are embedded to ensure that each student reaches their full potential
and targeted interventions are provided to ensure continued growth.

A strategic and planned approach to develop whole-school wellbeing that supports all
students so they can connect, succeed, thrive, and learn is achieved through the
implementation of whole-school programs, processes, and procedures. Positive Behaviour
for Learning (PBL) supports students, staff, and the community to understand the desired
behaviours through a positive, safe and supportive learning culture. A focus on promoting
student resilience and social-emotional wellbeing is undertaken through the school-wide
implementation of the Bounce Back! program. Streamlined learning and support processes
ensure that appropriate interventions are undertaken and meet all learners' specific needs.

In teaching and leading, tailored professional development is undertaken to support staff in
delivering high quality differentiated instruction for students of all ability levels, including
those identified as high performing and gifted. A sustained focus on identifying,
understanding, and implementing the most effective explicit teaching methods is a priority,
with the highest priority given to evidence-based teaching practices and strategies. Under
the guidance of the school leadership team, staff are supported through collaborative
planning, individual coaching and mentoring, and feedback that sustains quality teaching
practice and development. An embedded whole school focus on data analysis, datainformed teaching, and data used for planning, programming and assessing underpins
curriculum delivery.

As a school and community, we are committed to ensuring that the individual needs of
students and the contextual needs of the school drive whole school improvement on our
journey of excellence.