Annual Report. Millers Forest Public School 2554 (2016)

Transcription

1 Millers Forest Public School Annual Report Page 1 of 14 Millers Forest Public School 2554 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Millers Forest Public School as an account of the school's operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. Firstly, we have a highly dedicated staff who work together to provide an inclusive environment where all students are nurtured and encouraged to achieve their personal best in all that they do. Secondly, our students are a keen highly motivated group who participate in the range of educational opportunities provided for them at the school. Thirdly, Millers Forest Public School enjoys tremendous support from our parent body and local community. At our external validation review, all staff were involved and participated in the process and reporting of 'projects'. The external review reflected impacts of key school strategies for improved learning and the high quality educational programmes that all students were accessing as set out in the school planning for Christyne Phelps Principal Page 2 of 14 Millers Forest Public School 2554 (2016)

3 Message from the Principal The annual report for 2016 is provided to the community of Millers Forest Public School as an account of the school's operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan and milestones. It outlines the findings from self assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding again saw a growth in the numbers of students enrolled. This has required additional resources and equipment to meet the needs of all students. The Millers Forest P&C supported this growth in student numbers by continuing to assist the school with additional funding to support student learning. During 2016 the P&C again supported the ipad programme to enable all classes to access technology from any place on site. This has provided all students with opportunities to use technology outside the classrooms to explore new realms of learning. Millers Forest Public School trialled a new program to support our Positive Behaviour for Learning Program during This programme is 'Embrace Virtues'. All staff participated in training from the developer of this programme and additional on going staff development is to continue into 2017 and beyond. This programme is now an integral part of the schools dedication to student well being. Christyne Phelps Principal Page 3 of 14 Millers Forest Public School 2554 (2016)

4 School background School vision statement At MillersForest Public School, our vision is to promote learning for the twenty first century. We aim to teach and guide each of our students to fulfill their potential learning and life goals. In doing so each student is equipped and prepared for the challenges of the future, including building emotional, spiritual and ethical qualities and understandings. We endeavor to develop appreciation and inclusivity of the diverse cultures, including indigenous Australians in our school community. It is our aim that students be respectful and take responsibility for their actions. As an EarlyAction for Success (EAfS) school, an Instructional Leader has been appointed and additional resources have been allocated that enable the school to provide tiered interventions that focus on literacy and numeracy outcomes for all students in Kindergarten to Year 2. School context Millers Forest Public School is a small school, serving a rural area surrounded by Maitland,Thornton, Woodberry and Raymond Terrace. Our expansive grounds provide environmental,academic, cultural and technological facilities to encourage the individual development of each student. In 2016 there were 41 students at Millers Forest Public School. Enrolments have been increasing over the past three years however; many students are transient giving us a high turn over of new families and students. We have a high percentage of students 33% who identify as Aboriginal. The schools Family Occupation and Educational Index (FOEI) rating is 133 which indicates high levels of disadvantage. Our students are extremely diverse in socio economic, cultural and ethnic backgrounds. The school has three classrooms and a school library. The school promotes quality teaching and learning. All staff are experienced and committed to improving learning outcomes for all students. Our school is supported by a committed community with high expectations. The school has improved greatly in the delivery of quality curriculum outcomes, whilst also offering a wide range of creative and diverse opportunities. This is all achieved in a safe and secure environment, focused on a happy family atmosphere. Self-assessment and school achievement Self-assessment using the School Excellence Framework For schools participating in external validation processes: This section of the Annual Report outlines the findings from self assessment using the School Excellence Framework, school achievements and the next steps to be pursued. This year, our school undertook self assessment using the School Excellence Framework and participated in an external validation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. During the external validation process, an independent panel of peer principals considered our evidence and assessment of the school s progress, aligned with the standards articulated in the School Excellence Framework. The results of this process indicated that Millers Forest Public School had made significant progress within the areas of the Learning domain where the school's self assessment is consistent with the evidence presented and is validated using the School Excellence Framework. In the domain of teaching the school's self assessment is consistent with the evidence presented and is validated using the School Excellence Framework. In the domain of Leading the school's self assessment is consistent with the evidence presented and is validated using the School Excellence Framework. Our self assessment and the external validation process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education for our students. Future directions in the domain of learning included consistent growth in the area of student reporting. The domain of teaching data analysis and display to inform future planning. The domain of leading further development in distribution of leadership and updating the school plan to include new innovations. For more information go to the School Excellence Framework Page 4 of 14 Millers Forest Public School 2554 (2016)

5 Strategic Direction 1 Strategic direction 1: To Seek a High Level of Student Achievement. Purpose To develop a positive culture, ensuring all students are engaged in their learning whilst having access to quality curriculum including explicit, systematic teaching and learning tasks which differentiate and are personalised to meet individual needs. Overall summary of progress Staff members continue to deepen their understanding of student achievement in all syllabus areas. Staff members from within the school and across the Gateway Learning Community are leading and supporting others through an effective implementation strategy. Staff members are routinely engaged with the new strategic planning process and external validation processes by regularly monitoring, evaluating, and reviewing milestone implementation and the impact to ensure student achievement is high. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) To increase the number of students achieving at or above State benchmark levels in reading and numeracy by 6% overall from 5% in 2014 to 12% by To increase the number of students achieving at grade or above grade in reading and numeracy from 5% in 2014 to 12% by Progress achieved this year At the end of 2016 Millers Forest Public School staff members have developed a deep understanding of how to best drive student achievement while actively seeking feedback and mentoring as an important part of their ongoing professional growth. Funds Expended (Resources) $8106 T.E.N. training $2100 Office & Administration costs $1200 PLAN training $$350 Milestones Committee meetings $806 L.3. training and resources $3350 Early Action for Success funding Socio economic funding Next Steps Continue to build upon whole staff data collection and tracking systems to enhance our focus and impact on student achievement coupled with ongoing student learning growth. Continue to engage and widen networks across the Gateway Learning Community and network of Early Action for Success 'like schools'. Increase growth coaching for all staff members to promote student achievements and needs through collaboration, observation, professional sharing of evidence based teaching and data focussed on impact growth. Page 5 of 14 Millers Forest Public School 2554 (2016)

6 Strategic Direction 2 Strategic direction 2: To Seek a High Level of Professional Practice. Purpose Students: Develop strategies to enable students to gain understandings of improving their literacy and numeracy learning outcomes. Staff Participate in targeted professional development and activities that are connected to the school plan. An increase in teacher skills and capacities to deliver improvements in literacy and numeracy. Overall summary of progress Staff continue to participate and expand their understanding of the implementation of the performance Development Framework and engage in a wide range of professional growth opportunities including L.3, Early Action for Success, T.E.N., PLAN and continuum development. Regular and effective monitoring and feedback processes are in place to discuss progress, support and to plan for future growth and staff development. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) 80% of students meet or exceed grade expectations on the literacy and numeracy continuums. 90% of K 2 students meet or exceed grade expectations with direction and guidance from the instructional Leader (EAfS). Results entered into PLAN every five weeks. Evaluate teacher professional learning through a model to determine implementation targets are being met. An increase of 2% of students moving up by one band or more in grade five NAPLAN. Progress achieved this year All staff are contributing to school planning and actively participating in milestone meetings. All staff also participated in the External Validation process during All areas were reported to students, staff and the community. Staff and executive participated in Quality Teaching Rounds and re examined the Quality Teaching Framework to integrate and use each dimension effectively in teaching practices. Funds Expended (Resources) EaFS $1434 Teacher Relief $1032 Page 6 of 14 Millers Forest Public School 2554 (2016)

7 Next Steps Develop a deeper understanding of evidence relating to the impact of initiatives in the school plan and milestones. Ensure all initiatives are inter related to the Annual Report, School Plan and External Validation process. Examine and ensure successful implementation of all new curriculum areas by extending the successful approach being used for the introduction of other syllabuses in recent years. Continue to build upon teacher performance and development by increasing use and understanding of the Quality Teaching Framework and Quality Teaching Rounds. Page 7 of 14 Millers Forest Public School 2554 (2016)

8 Strategic Direction 3 Strategic direction 3: Enhance community engagement and widen participation. Purpose Critical research such as Caldwell; Dinham and Fullan acknowledge the need for positive collaboration both within community learning partnerships and between community partnerships. This is a way of creating and sustaining continual growth and improvement. At Millers Forest Public School our purpose is to build inclusive collaborative teams and school networks, through quality community partnerships which contribute to placing learning at the core of what we do. By all partners contributing we ensure student engagement, learning and wellbeing is the central focus which is contextual and is reflective of local priorities. Overall summary of progress During 2016 we continued to widen our school focus on Positive Behaviour for Learning (PBL) and introduced an additional component to PBL, the 'Virtues Program'. This has enabled us to achieve significant progress in this strategic direction through a successful approach to student wellbeing and learning culture. PBL and the Virtues programs have ensured the use of consistent approaches to teaching and learning of appropriate behaviours in the various school contexts. There have been significant changes in behaviour featuring more positive and respectful relationships throughout the school community. Learning and Support coupled with Early Action for Success (EaFS) team work and processes have been enhanced to monitor and plan student progress in literacy and numeracy. This has enabled us to improve early identification and intervention to provide stronger, more focused support to individual and small groups of students in partenership with their parents. There has been a significant increase in the enrolment of Aboriginal students during 2016 to 33.5 %. Staff are developing much deeper understandings and valuing of Aboriginal culture has been achieved through a range of cultural activities and teaching initiatives. This is having a very positive impact on the cultue of the school, as well as contributing to stronger involvement of Aboriginal Elders and the Aboriginal Education Consultative Group. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Continued high levels of student engagement and love of learning as a result of quality strategic community partnership and consultation. Strengthened parent participation in all areas of school life including high attendance rates at P&C meetings. Progress achieved this year 87% of students reported improved engagement within the classroom. Survey information from the 'Virtues' survey completed in P&C meetings and all school events continue to grow. School events have grown by 25%. P&C meetings have grown by 20% during Funds Expended (Resources) RAM $350 for teacher relief Page 8 of 14 Millers Forest Public School 2554 (2016)

9 Next Steps Build upon PBL/ Virtues approach in classrooms and school wide. Incorporate imput from areas to improve and enhance programs. Develop ongoing staff development as an annual focus of professional goals. Focus on quality practices and links for Aboriginal students and the wider community. Continue to build upon and improve learning support and EaFS team processes and strengthen support for (GAT) students. Page 9 of 14 Millers Forest Public School 2554 (2016)

10 Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading Low level adjustment for disability Quality Teaching, Successful Students (QTSS) All Aboriginal students have an individual learning plan (ILP) and are making progress across the literacy and numeracy continuums, all students are benchmarked at or above L.3. expectations and all students continue to benchmark above state markers for EaFS requirements. Aborigianal students are demonstrating progress above the average level compared with non Aboriginal students. Cultural significance is included in all ILPs in consultation with Aboriginal parents and elders. During 2016 an Aboriginal dance group was offered to Aboriginal students, this initiative increased student engagement and attendance.teachers have developed their feedback skills and engaged parents and community in the ILPs development and monitoring processes. Meetings and training for the learning support officer and one teacher in speech and language needs. These teachers have modified their teaching programs and have supported other teachers. Students have moved to higher clusters on the literacy continuum. 90% of students with low level support needs have increased their engagement in the classroom and others have been referred for further support. Of this cohort 86% have moved to higher clusters with the remainder achieving age expected outcomes. The school used the Nationally Consistent Collection of Data (NCCD) to engage teachers in meaningful professional dialogue about how to cater for varied needs of students in their classes and the learning support teacher faciliatedclassroom teachers' discussion about adjustments to support individual student learning. Millers Forest Public School have created collaborative practices which allowd teachers to jointly plan and observe each other's lessons through (QTSS) and (QTRs). Teachers taught demonstration lessons through all stages. Teachers reported that this assisted them to improve their understanding of student learning and effective classroom practice. Effective mentoring and coaching practices provided constructive feedback to all teachers including classroom management. All teachers received support with accreditation processes and the new Performance and Development Framework from the principal and executive. $ Strategic Direction 1 and 3 Learning Support Officer Strategic Direction 1 and 3 $ Strategic Direction 1 and 2 Socio economic background School leadership team completed training $ Page 10 of 14 Millers Forest Public School 2554 (2016)

11 Socio economic background and practice discussions for the Professional Development Framework and it's use. Feedback from staff, community and students from regular survey information attests to the positive relationships built through the P&C, Neighourhood Watch and the Gateway Learning Community. Strategic Direction 1 Page 11 of 14 Millers Forest Public School 2554 (2016)

12 Student information Student enrolment profile Enrolments Students Boys Girls It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies Student attendance profile School Year K All Years State DoE Year K All Years Workforce information Workforce composition Position FTE* Principal 1 Classroom Teacher(s) 2.29 Learning and Support Teacher(s) 0.1 Teacher Librarian 0.17 School Administration & Support Staff 1.41 Other Positions 0.11 *Full Time Equivalent The Australian Education Regulation, 2013 requires schools to report on Aboriginal composition of their workforce. Millers Forest Public School has no Aboriginal teachers. Workforce retention Millers Forest Public School had two teaching staff leave the school in 2016 to take up other positions. These teachers will been replaced with new staff for One of these staff members will include an Instructional Leader. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 100 Postgraduate degree 75 Professional learning and teacher accreditation Significant amounts of professional learning were undertaken by Millers Forest Public School staff in With the release of a different funding model and research supporting teacher quality being the single largest indicator of student success, this was a focus area for our school. Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to 30/11/2016 and does not involve Page 12 of 14 Millers Forest Public School 2554 (2016)

13 expenditure areas such as permanent salaries, building and major maintenance. Income $ Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen 0.00 Total income 0.00 Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development Tied funds Short term relief Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure 0.00 Balance carried forward 0.00 A full copy of the school s financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school. School performance NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link and insert the school name in the Find a school and select GO to access the school data. Millers Forest Public School did not have a sufficient cohort of students to report on NAPLAN results. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link and insert the school name in the Find a school and select GO to access the school data. Premier's Priorities: Improving education results and State Priorities: Better services Improving Aboriginal education outcomes for students in the top two NAPLAN bands. In Year five we had no Aboriginal students sit for the NAPLAN test during In Year three 50% of the cohort identified as Aboriginal students. All of the Year three Aboriginal students achieved in the top two NAPLAN bands within Numeracy, Language Conventions Spelling, Writing and Reading. Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below: 95% of parents see the Positive Behaviour for Learning and the Virtues Program as being supportive and as characterising the type of environment they would like their child to experience at Millers Forest Public School. Parents commented on their children's confidence, resilence and abilities to understand and practice the virtues in their everyday lives. Parents highly supported continious aknowledgement of all achievements, academic, socially, sporting and within the arts including performing arts. Parents would like staff to continue to focus on behaviour support where needed. Policy requirements Aboriginal education Millers Forest Public School received Aboriginal background funding in Our plan included : Page 13 of 14 Millers Forest Public School 2554 (2016)

14 To start an Aboriginal dance group. Dedicated days of learning experiences and celebrations for National Aboriginal Day, Reconciliation and Sorry Day. Continued support by the instructional leader targeting small group work in numeracy and literacy. As a result of these initiatives : Years 1 and 2 students working with the Instructional Leader showed significant improvements in their class and L.3. and EaFS testing across the board. Most significant impact was in literacy with students achieving two to three levels improvement in reading. All Aboriginal students in years 3,4,5, and 6 were monitored on the literacy and numeracy continuums. All Aboriginal students achieved at least average growth of moving one to two clusters per semester. Most students attended dance sessions. An Aboriginal artist assisted students to decorate a totem poles display within the playground. Multicultural and anti-racism education In line with the school plan, the school has reviewed its teaching and learning programs to ensure that culturally inclusive classroom and school practices are embedded. Further ot this our programs foster students' understandings of culture, cultural diversity, racism and active citizenship within a democratic, multicultural society. At Harmony Day performances included presenting items in different langauges, drumming performances and dance. A range of strategies have been incorporated in the school's communication with parents and community members from culturally diverse backgrounds. Theses include information sheets in different languages, LED screen to display highlights and two community noticeboards. Page 14 of 14 Millers Forest Public School 2554 (2016)