Semester 1, 2026

What's Appin'ing?

The Leadership Bulletin

Welcome to What’s Appin’ing, the Leadership Edition

At Appin Public School, our leadership team is committed to building a connected, informed and inclusive school community. This space provides a snapshot of the work happening across our school. From curriculum and student wellbeing to leadership initiatives and community engagement.

Each semester, the newsletter brings together updates from our executive team, highlighting key focus areas, sharing important information, and celebrating the initiatives that support our students to thrive. We also aim to keep you informed of upcoming opportunities for feedback, collaboration and involvement in school life.

We value strong partnerships with our families and believe that open communication is key to student success. Thank you for taking the time to stay connected with what’s happening at Appin.

School Leadership

Strategic School Planning

Aspiring Leaders

Professional Learning

Principal

Cheny Collins

Our school leadership team continues to work closely together to ensure a clear, strategic direction for Appin Public School, aligned with the NSW Department of Education priorities.

This includes ongoing work in school planning, monitoring progress against key initiatives, and ensuring consistency across teaching, learning and wellbeing practices. A strong focus remains on using evidence and feedback to guide decision-making and respond to the needs of our students and community.

School Excellence Focus 2026

Strategic Direction 1: Student Growth and Attainment

At Appin Public School, one of our key improvement priorities this year is continuing to strengthen student growth and achievement in literacy and numeracy across all classrooms.

Throughout 2026, our staff will be participating in targeted professional learning and collaborative teaching initiatives focused on explicit teaching practices and evidence-informed instruction. In simple terms, this means ensuring students are taught clearly, directly and consistently, with teachers regularly checking understanding and adjusting learning to meet student needs.

Some of the major areas of focus this year include:

Strengthening Numeracy in K–6

Teachers will be implementing strategies to strengthen students’ understanding of number, place value and multiplication skills. Staff will work together to plan and deliver engaging maths lessons that build strong foundations and confidence in numeracy.

Improving Writing Through Explicit Teaching

Our teachers are continuing to refine writing instruction across the school through explicit teaching and consistent assessment practices. This includes collaboratively planning high-quality writing lessons, modelling effective writing strategies for students, and ensuring students receive clear feedback to help them improve.

Building Reading Comprehension and Vocabulary

Another key focus this year is strengthening reading comprehension through explicit vocabulary instruction. Research shows that strong vocabulary knowledge supports reading success across all learning areas. Teachers will explicitly teach vocabulary and comprehension strategies to help students become more confident and capable readers.

These initiatives are all part of our School Excellence journey and align closely with the NSW Plan for Public Education. Most importantly, they are designed to ensure every student at Appin Public School is supported to grow, achieve success and develop confidence as a learner.

Startegic Direction 2: Connect, Succeed, Thrive

At Appin Public School, we are committed to ensuring every child feels connected, supported and successful at school. Throughout 2026, we will continue strengthening student wellbeing, belonging and engagement through a range of whole-school initiatives.

Building Strong Relationships and Engagement

Our staff are continuing to implement evidence-informed teaching practices that strengthen student connection, engagement and participation in learning. A strong focus this year is creating positive, inclusive classrooms where students feel safe, valued and motivated to learn. Teachers are working together to refine classroom practices and routines that support calm, supportive and engaging learning environments.

Supporting Successful Transitions

Transition and belonging remain an important focus across the school. This includes supporting students and families at key transition points, including Kindergarten transition programs, orientation opportunities and strengthening partnerships with local high schools.

Students will continue participating in activities that help build confidence, friendships and a strong sense of belonging within the school community. We are also strengthening support for students who may experience additional anxiety or challenges during periods of transition.

Aboriginal Education and Inclusion

Appin Public School remains committed to strengthening Aboriginal education and culturally responsive practices across the school. Staff are continuing to work closely with families, students and community to create learning environments where Aboriginal students feel known, valued and proud of their identity and culture.

This includes strengthening personalised learning pathways, building strong family and community partnerships and embedding inclusive practices that support student engagement, attendance and achievement.

Attendance and Wellbeing

Regular attendance remains a key priority, as we know students achieve their best outcomes when they are at school and actively engaged in learning. Throughout the year, the school will continue working closely with families, staff and external supports to strengthen attendance processes and provide support where needed.

We will also continue promoting positive wellbeing through student voice, recognition systems, wellbeing initiatives and inclusive practices that support every child to feel connected and successful at school.

These initiatives align closely with the NSW Plan for Public Education and our ongoing commitment to ensuring every student at Appin Public School can connect, succeed and thrive.

Strengthening Learning in K–2 Through the LEED Project

This year, Appin Public School is participating in the LEED Project, a Department of Education initiative focused on strengthening learning outcomes for students in Kindergarten to Year 2.

The project supports our teachers to work together closely to analyse student learning, reflect on teaching practices, and continue building strong, evidence-based approaches in literacy and numeracy.

Through the LEED Project, our K–2 teachers are engaging in professional learning, collaborative planning and ongoing reflection to ensure students are receiving high-quality, explicit teaching tailored to their learning needs.

A major focus of the project is helping staff use student data more effectively to identify what is working well, where students may need additional support, and how teaching can be adjusted to help every child succeed.

This work aligns closely with our school’s commitment to continuous improvement, explicit teaching and ensuring every student develops strong foundations for future learning success. We are proud of the dedication and professionalism of our K–2 team as they continue to strengthen teaching and learning opportunities for our youngest learners.

Building Leadership Capacity at Appin Public School

At Appin Public School, we strongly believe that investing in our staff and building leadership capacity directly benefits our students, school culture and future success. Developing leaders at all levels is a passion of mine, and I am incredibly proud of the professional growth and achievements of our staff team.

This year, our Aspiring Leaders Program continues to provide opportunities for staff to strengthen their leadership skills, collaborate professionally and build their confidence in leading school improvement initiatives. It has been wonderful to see staff embrace these opportunities and continue developing their expertise and leadership capability.

We are also extremely proud to celebrate Mr McClosky achieving Highly Accomplished Teacher (HALT) accreditation. HALT accreditation is a nationally recognised achievement through NESA that acknowledges teachers who consistently demonstrate highly effective teaching practice, lead colleagues, and positively impact student learning outcomes across the school. This is a significant professional accomplishment and reflects Mr McClosky’s dedication, expertise and commitment to excellence in education.

Further highlighting the strength of leadership and professional learning at Appin Public School, our school was recently selected to participate in a NESA focus group relating to HALT development and leadership pathways. Congratulations to Mr Earnshaw, Mrs Earnshaw, Mr Hennessy and Mrs Paxton, who were selected to represent Appin Public School as part of this important professional learning opportunity. Their involvement reflects the high-quality practice and leadership culture being developed across our school.

We are incredibly proud of the culture of continuous improvement, collaboration and professional growth that continues to strengthen at Appin Public School.

As we head into Mother’s Day weekend, we would also like to take a moment to acknowledge and celebrate the special women in our lives, mums, grandmothers, carers, aunties and mother figures who provide love, care and support each and every day. We wish all of our families a very happy Mother’s Day and hope you enjoy a wonderful weekend together.

What’s Appin’ing in leadership this Semester?

New student survey launching

Digital citzenship & social media focus

Attendance & Inclusion priorities

Student leadership in action

Curriculum: Check-in assessment

Inclusive, high-quality public education is the cornerstone of opportunity.

Appin 2026 Student Leaders

Student Leadership

Student Leadership Team

Ministers

Aspiring Leader

Jake Pincock

Our Student Leadership Team plays an important role in shaping a positive and inclusive school culture.

Through leadership roles and minister portfolios, students represent their peers, contribute to decision-making and lead initiatives across the school, strengthening student voice and responsibility.

School Ministers and SRC

School Ministers

Our Stage 3 Student Leaders have made a strong start to the year, working hard within their ministerial portfolios to lead initiatives and represent student voice across the school.

Our first Parliament session was a great success, with students confidently sharing ideas and contributing to meaningful discussions. We are looking forward to our Term 2 Parliament session in Week 7, where students will continue to present and debate motions to improve our school.

Our Prime Minister and Speaker will be working closely with the executive team and Principal to ensure that successful motions are implemented across the school. Portfolio Ministers will also continue to work alongside their mentor teachers throughout Terms 2 and 3 to develop and achieve their goals and initiatives.

Our Student Leaders play an active role in a wide range of events and programs, including the Wombat Support Project, NAIDOC Week, Education Week, the Anti-Racism Project, Stage 3 technology mentoring, Gala Day, Try AFL for a Day, Peer Support, wellbeing groups and fundraising events such as the Walkathon and Appin Fair.

We are proud of the leadership, responsibility and initiative our students are demonstrating as they work to make a positive impact within our school community.

SRC

The Student Representative Council has been hard at work this term creating new ways for student voices to be heard across the school. One of their latest projects has been the design and decoration of classroom suggestion boxes. Each SRC representative worked creatively to make a unique box for their class, encouraging all students to share their ideas, suggestions and feedback about our school.

Throughout the term, students have been adding their ideas to the boxes, with SRC members regularly collecting and discussing the suggestions during meetings. The SRC then selects ideas they believe will have a positive impact on our school community and presents them to our principal, Mrs Collins. Many of these suggestions are then acted upon, helping students see that their voices can make a real difference. In our most recent meeting, the SRC brought ideas such as return and earn bins, playground resources and more to Mrs Collins for consideration.

This project has been a wonderful way to strengthen student leadership, collaboration and communication across the school. We are very proud of the SRC members for the responsibility and enthusiasm they have shown in representing their classmates and helping to make our school an even better place for everyone.

Community and Engagement

Assistant Principal

Kym Muntz

We are committed to building strong partnerships with our families and wider community through meaningful opportunities for connection, communication and feedback.

This includes initiatives such as playgroup, student voice opportunities and community consultation on key policies. We value the role of our community in shaping our school and encourage ongoing engagement.

Community and Engagement

✨Early Explorers Program (EEPs)

As part of our commitment to strengthening community connections and supporting successful transitions to school, our Community and Engagement Early Explorers Program (EEPs) playgroup will be beginning in Week 4 Term 1 to provide valuable opportunities for families to connect with our school community.

We will be working closely with Bright Sparks Learning Centre to support students as they transition from preschool to Kindergarten. This collaboration allows us to develop an early understanding of each child’s learning needs, strengths and areas of development so we can provide the best possible start to school.

🗣️NSW Public Schools Student Survey

Over the coming weeks, students will be participating in the NSW Public Schools Student Survey. This survey provides valuable information that helps our school identify areas where students feel confident in their wellbeing and learning, as well as areas where additional support may be needed.

We value your voice and encourage all families to engage in these opportunities, as your feedback and involvement help shape our school community.

If you do not wish for your child to participate in this survey a opt out form has been sent home via SchoolBytes email.

💻Student Safety & Digital Citizenship
Supporting students to navigate the digital world safely remains a key priority at our school. Throughout this term, students will participate in learning focused on digital citizenship, social media awareness, anti-bullying and child protection.

A draft Digital Citizenship and Technology Use Policy, including student technology contracts, will soon be shared with our community for feedback. Families will have the opportunity to review the policy and provide input into this important area to help ensure we continue to foster safe and responsible technology use for all students.

School Promotion

Assistant Principal

Melissa Hawkins

Our school promotion focuses on sharing the story of Appin Public School and strengthening communication with our community.

Through our communication platforms, we highlight student learning, celebrate achievements and provide guidance to support families, including areas such as digital citizenship and safe online practices.

School Promotion and Partnerships

We have continued to strengthen our partnership with Ambarvale High School and its feeder primary schools, working collaboratively to support student transition and community engagement. Throughout the year, a variety of opportunities will be provided for select Year 4 students to further enrich their learning journey and visit the Ambarvale High School site.

We have developed a tri-fold brochure to share with new housing developments and prospective families, highlighting what Appin Public School has to offer. Earlier this year, we held our first New Enrolment School Tour and are excited to host these tours each term moving forward.

To keep students and their families well informed about extracurricular activities and to compliment our ‘What’s Appin’ing’ social media post for parents, we have introduced a student-focused version called ‘What’s Appin’ing for Our Kids’, designed to encourage meaningful conversations about school life at home (and provide an opportunity for a reminder!).

Our school prospectus is now in its final draft stages, and we look forward to sharing this important document with our community soon.

At Appin Public School, the safety and wellbeing of our students remains our highest priority, including their safety in online environments and the protection of their identity and privacy. In line with this commitment, we are refining how we share student photos and celebrate achievements. Wherever possible, we will prioritise group photos or less identifiable images on public platforms rather than individual student photos. While we recognise no method can entirely eliminate risks, we are dedicated to minimising the potential for images to be misused or shared inappropriately.

Wellbeing

Positive Behaviour for Learning

Aspiring Leader

Brooke Kennedy

Our PBL framework supports a consistent, school-wide approach to behaviour, built on clear expectations and positive recognition.

We continue to reinforce our school values and support students to demonstrate respectful, responsible and safe behaviours across all settings.

Positive Behaviour for Learning

Within the PBL space this semester, we have been focused on updating and finalising our Positive Behaviour for Learning policies for staff. As part of our ongoing monitoring of student behaviour, we have been analysing SchoolBytes data to identify trends and adjust our PBL focus accordingly.

In Term 1, we held our first PBL Matrix Day, providing both new and existing students with the opportunity to learn about expected behaviours in different areas of the school. This was led by our wonderful Stage 3 student leaders and proved to be a highly successful initiative. Moving forward, this event will be embedded as an annual practice at the beginning of each school year.

Looking ahead, we are currently planning a range of curriculum-aligned activities for Student Wellbeing Week in Week 7. This year’s theme, ‘Kind to Self, Others & World’, will guide student learning through meaningful and engaging experiences. Activities will be linked to key events across the year, including Day for Dolly, R U OK? Day, and Bullying No Way Day, ensuring strong connections to both the curriculum and student wellbeing priorities.

We are also excited to incorporate additional activities designed to further strengthen students’ sense of belonging and overall wellbeing. In addition, we are in the process of revamping our PBL signage across the school to ensure expectations are clearly visible, consistent and aligned with our updated practices.

What this mean for you

Facilitate conversations at home around your childs wellbeing and understanding of our school values of being safe, respectful learners.
Reinforce the importance of inclusion, resilience and respectful behaviour in everyday situations.
Support your child in developing independence and responsibility through age-appropriate tasks and routines at home.
Stay connected with the school and reach out to your child’s teacher if you have concerns or require support regarding your child’s wellbeing or behaviour.

Attendance

Assistant Principal

Les Sylwestrzak

We are committed to creating a school environment where every student feels safe, valued and included.

This includes a strong focus on regular attendance.

Attendance

Attendance Initiatives Overview

Improving student attendance remains a key priority, with a continued focus on building consistent, whole-school approaches that support students and families. Our recent data indicates positive growth, including increased overall attendance and a rise in students attending above 90%, reflecting the collective efforts of staff, students, and the wider community. The following initiatives outline our strategic direction moving forward.

Generate New Policy
A revised attendance policy has been developed to ensure clarity, consistency, and alignment with current departmental expectations. This policy will clearly define roles and responsibilities, outline intervention processes, and provide structured guidance for responding to varying levels of attendance concern. The aim is to create a transparent and supportive framework that promotes accountability while recognising individual student needs.

Anti-Bullying Framework
Attendance and wellbeing are closely linked. Strengthening our anti-bullying framework will support a safe and inclusive school environment where students feel confident and secure attending school each day. This includes reinforcing reporting processes, increasing student voice, and embedding proactive strategies that address social and emotional barriers to attendance.

Streamlined Process – Parents / Teachers
Clear and efficient communication between school and home is essential. A streamlined process has been implemented to ensure timely follow-up of absences, consistent messaging, and reduced administrative burden for staff. This includes refining absence notification systems, setting clear expectations for parent communication, and providing staff with simple, consistent procedures to follow.

Professional Learning and Updates for Staff
Ongoing professional learning has supported staff in understanding attendance requirements, data tracking, and effective intervention strategies. Regular updates will ensure staff remain informed about procedures, legal obligations, and best practices. This will build confidence and consistency across the school in managing and promoting attendance.

Student Celebration of Attendance
Recognising and celebrating positive attendance continues to be a powerful motivator. Building on current success, we will further promote attendance through whole-school and classroom-based recognition, including awards, acknowledgements, and milestone celebrations. Highlighting improvements as well as high attendance ensures all students feel encouraged and valued in their efforts.

ARCO

Natasha Paxton

Anti-Racism

Anit-racism

As was announced at the end of last year, our school was successful in receiving a grant to conduct an Anti-Racism Action Research Project throughout 2026, focusing on anti-racism education and student voice. Through this, we aim to prepare our school for the changing culture as we continue to grow and diversify.

One of the initiatives being implemented through this project is the development of a Student Advisory Group. This will be a small group of selected Yr 3-6 students who act in a leadership role to promote inclusivity, harmony and anti-racism in our school community. They will receive targeted training by specialist Department of Education facilitators to gain a greater understanding of racism and the impact it has on others, and participate in a range of other activities throughout the school year.

This is an exciting initiative and I'm really looking forward to working alongside the students in this important role.

For more information about the project, or for any issues concerning racism, please contact me through the school office.

Aboriginal Education

Acting Assistant Principal

Jacob Henessey

We continue to strengthen our commitment to Aboriginal Education by embedding perspectives across teaching and learning and fostering cultural understanding and respect.

This work supports all students to develop a deeper appreciation of Aboriginal culture and history.

Key Focus- Supporting Aboriginal and Torres Strait Islander students to achieve strong academic outcomes while also strengthening wellbeing, attendance and connection to culture.

This includes:

Weekly Cultural Group with a focus on building cultural knowledge, identity and connection
One on one support to help students achieve their academic goals
Sorry Day, Reconcilation and NAIDOC Week
PLP's in the form of Portfolios
Stronger partnerships through the Campbelltown AECG
Creation of a Jnr AECG

What this means for you

Contribute to your child’s PLP goals to support learning and wellbeing.
Connect with the school to share ideas, feedback and cultural knowledge.
Opportunities to be involved in whole-school events, including NAIDOC Week.
Opportunities to provide input into our new Aboriginal Education Policy.

Learning and Support

Robert Mcloskey - HALT Teacher - Learning & Support Facilitator K-2

Aspiring Leader

Natasha Paxton - Learning & Support Facilitator 3-6

Our Learning and Support team works collaboratively with teachers and families to ensure every student is supported to succeed.

This includes targeted interventions, personalised support and ongoing processes to respond effectively to student needs.

Learning and Support

At Appin Public School, our Learning and Support processes are designed to ensure every student is known, valued and cared for. We are committed to providing inclusive, proactive and collaborative support for students requiring additional academic, behavioural, wellbeing or social-emotional assistance.

Learning and Support begins with early identification in the classroom. Teachers monitor student progress through assessment data, classroom observations and communication with families. Where concerns are identified, teachers first implement and monitor classroom adjustments and targeted strategies to support student success. If further support is required, a formal referral may be submitted to the school’s Learning and Support Team.

Our Learning and Support Team meets twice each term and includes school executive, Learning and Support Facilitators, classroom teachers, the school counsellor, APCI and additional support staff. During these meetings, referrals are discussed collaboratively and appropriate actions are planned. Depending on student need, supports may include classroom adjustments, intervention programs, wellbeing support, social-emotional groups, behaviour support planning, counselling referrals or targeted learning assistance.

Families are an important part of the process and are regularly consulted throughout planning, implementation and review. Parents may be invited to attend meetings to collaboratively discuss goals, strategies and next steps for their child. Consent is always sought prior to any external agency referrals, school counsellor involvement or additional assessments.

Once supports are implemented, student progress is monitored closely through ongoing teacher feedback, assessment information and collaborative review processes. Students receiving Learning and Support intervention are generally reviewed every 5–6 weeks to ensure adjustments and supports remain responsive, effective and aligned to student need.

Curriculum and Instruction

Assistant Principals

Curriculum and Instruction

Belinda Partridge

Sarah Martin

Our focus remains on strengthening consistent, high-quality teaching and learning across all classrooms.

This term, we are continuing to support teachers through collaborative planning, co-teaching and targeted professional learning. A key priority is strengthening how assessment is used to inform teaching, ensuring we are responsive to student needs and clearly tracking progress.

Curriculum and Instruction

Co-Teaching

A key focus this semester has been strengthening classroom practice through co-teaching. We are working alongside teachers in classrooms to model high-impact teaching strategies, particularly within our numeracy focus. This has included demonstrating explicit teaching, facilitating number talks, and supporting the use of targeted questioning and feedback.

Co-teaching has provided opportunities for real-time collaboration, allowing teachers to refine their practice within the context of their own classrooms. This approach ensures that professional learning is not just theoretical, but embedded, responsive, and directly linked to student outcomes.

APCI Collaboration Time

Dedicated APCI Collaboration Time has continued to support teachers through targeted, responsive professional learning. These sessions have been designed to align with our whole-school priorities, particularly in numeracy, and provide structured opportunities for co-planning, reflection, and feedback.

This time allows for differentiated support, where teachers engage in meaningful discussions about student learning, analyse data, and plan next steps. The focus remains on building teacher capacity, ensuring consistency of practice across the school, and supporting the implementation of evidence-based strategies in every classroom.

Assessments

Assessment practices have been a significant focus this semester, supporting both early identification and ongoing monitoring of student learning.

The introduction of the Year 1 Numeracy Check-In will provide valuable insight into students’ mathematical understanding, building on the foundations established through Best Start Kindergarten. This assessment supports teachers to identify strengths and areas for development early, enabling targeted instruction and intervention.

Internal Assessment Platform – Essential Assessment

Our continued use of Essential Assessment supports a consistent and data-informed approach to teaching and learning across the school. This platform allows teachers to track student progress in real time, identify learning gaps, and tailor instruction to meet individual student needs.

Essential Assessment provides both diagnostic and formative assessment opportunities, enabling teachers to make informed decisions about next steps in learning. It also supports students to engage with their own progress, fostering greater ownership and understanding of their learning journey.

Inspire

High Potential and Gifted Education

Aspiring Leader

Katie Earnshaw

HPG Lead Teacher

Donna Thomson

Our HPGE initiatives support students to develop their strengths, extend their learning and achieve their potential across a range of domains.

We are continuing to refine our approach and engage with families through policy development and feedback opportunities.

Key Focus

We are committed to identifying and nurturing the diverse talents of all students through our High Potential and Gifted Education focus. We are proud to offer a wide range of opportunities that support students in reaching their personal best.

This includes:

STEM enrichment opportunities, such as the Sphero Global Competition, Snowy Hydro STEM Competition, HPGE Camden Challenge Cup and St Patrick’s College Campbelltown Girls STEM Challenge.

Wooglemai Education Centre and Georges River Environmental Education Centre student leadership development.
Additional music opportunities, including guitar lessons and choir for junior and senior students.
Creative arts enrichment through a lunchtime art club.
Campbelltown Performing Arts High School HPGE Creative Arts Workshops in photography, digital drawing, ceramics and printmaking.
Stage 3 weekly Olympiad Mathematics extension program.
Targeted physical education program for selected K–1 students to develop fundamental movement skills and physical potential.
Participation in dance programs, including Southern Stars and the Wollondilly Performing Arts Dance Group.
Representation in the da Vinci Decathlon, a prestigious global academic competition spanning ten disciplines including Engineering, Mathematics, Code Breaking, Art and Poetry, Science, English, Ideation, Creative Producers, Cartography, and Legacy.
Our HPGE team are active members of the Camden HPGE Committee and the HPGE Combined Network Committee (Camden, Macarthur and Campbelltown).

What This Means For You

Students are engaged, motivated and inspired through rich and differentiated learning experiences
Talents are recognised early and nurtured throughout each stage of learning
Families can feel confident that we are providing access to high-quality opportunities for all learners

HPGE Camden Challenge Cup

Guitar Lessons

Wooglemai Leadership Training

Art Club

Stay Connected

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