Annual Report. Tweed Heads Public School 3290 (2016)

Transcription

1 Tweed Heads Public School Annual Report Page 1 of 13 Tweed Heads Public School 3290 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Tweed Heads 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. Mrs Jacquie McAllum Principal School contact details Tweed Heads Public School Stuart Street Tweed Heads NSW 2485 NULL, tweedheads-p.school@det.nsw.edu.au Page 2 of 13 Tweed Heads Public School 3290 (2016)

3 School background School vision statement Tweed Heads Public School community is committed to working together addressing student s academic, physical creative and social needs to encourage all students to embrace learning and become active global citizens. Our school will deliver excellence within an environment that is supportive, nurturing, and challenging which will equip our students with the necessary skills and knowledge to become confident, respectful and responsible members of the community. School context Tweed Heads Public School, an inclusive primary school catering for students K 6, is situated on the far north coast of NSW with the rear school boundary marking the Queensland border. The school has been on this site for over 100years and generations of families have attended the school giving the school a strong sense of history and tradition amongst local families of the Tweed Heads (NSW) and Coolangatta (Qld) communities. Our student intake covers the range from low socio economic, middle class to high socio economic groups. The school population includes 10% ATSI students and an increasing and diverse ethnic population. Educational programs are well resourced and all learning spaces are air conditioned and equipped with the technology tools that support student learning experiences. Students and teachers have access to IWBs, computer laboratory, ipads and laptops for teaching and learning. Emphasis is placed on the provision of quality, challenging and stimulating teaching and learning programs and on the continuous improvement of student learning in all key learning areas. Students are supported in their learning by dedicated and enthusiastic teachers. The school has high educational expectations for students and this is nurtured through positive and collaborative practices between the school and home. Extensive extra curricular opportunities are provided to all students in the areas of creative arts and sport. School community shared school values of respect, responsibility; honesty, caring and friendship underpin all policies and practices at the school. Self-assessment and school achievement Self-assessment using the School Excellence Framework 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 in the School Excellence Framework domain of LEARNING Learning culture Delivering Wellbeing Sustaining and Growing Curriculum & Learning Sustaining and Growing Page 3 of 13 Tweed Heads Public School 3290 (2016)

4 Assessment & Reporting Delivering Student Performance Measures Delivering School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students with disability and students for whom English is a second language). The school encourages students to recognise and respect cultural identity and diversity. Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as classroom, playground, hallways, canteen and assemblies. The school consistently implements a whole school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment. The school provides a range of extra curricular offerings for student development. The school actively collects and uses information to support students successful transitions. There are systematic policies, programs and processes to identify and address student learning needs. Individual student reports include descriptions of the student s strengths and areas of growth. Students are at or above national minimum standards on external performance measures. Students are showing expected growth on internal school performance measures. Future Directions: Teachers set transparent criteria for student assessment and have in place principles of consistent assessment and moderation. Students use assessment and reporting processes to reflect on their learning. Parents have an understanding of what their children are learning and receive regular information to support progression to the next level. The results of this process in the School Excellence Framework domain of TEACHING Effective Classroom Practice Delivering Data Skills and Use Delivering Collaborative Practice Sustaining and Growing Learning & Development Sustaining and Growing Professional Standards Sustaining and Growing Teachers regularly review and revise teaching and learning programs. The school s professional learning builds teacher skills in the analysis, interpretation and use of student performance data. Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps for improvement. Teachers work together to improve teaching and learning in their year groups, stages, faculties,or for particular student groups. Page 4 of 13 Tweed Heads Public School 3290 (2016)

5 Teachers provide and receive planned constructive feedback from peers, school leaders and students to improve teaching practice. Beginning and early career teachers are provided with targeted support in areas of identified need. Teachers actively share learning from targeted professional development with others. Staff attainment of professional learning goals and teaching requirements are part of the school s performance and development processes. Future Directions: Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching practices (focus numeracy). The school evaluates professional learning activities to identify and systematically promote the most effective Strategies (focus numeracy and technology). The results of this process in the School Excellence Framework domain of LEADING Leadership Sustaining and Growing School Planning & Implementation Delivering School Resources Delivering Management Practices Sustaining and Growing Leadership development is central to school capacity building. The school has productive relationships with external agencies such as universities, business, industry and community organisations to improve educational opportunities for students. The school articulates a commitment to equity and high expectations for learning for each student and is responsive to changing needs. Planning and implementation includes processes for resource allocation, professional learning, performance monitoring and reporting. School staffing ensures that full curriculum implementation and delivery requirements are met Physical learning spaces are used flexibly, and technology is accessible to staff and students. The school leadership team creates an organisational structure that enables management systems, structures and processes to work effectively and inline with legislative requirements and obligations. Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement. Future Directi: Future Directions: The school leadership team makes deliberate and strategic use of its partnerships and relationships to access resources for the purpose of enriching the school s standing within the local community and improving student outcomes. Staff are committed to, and can articulate the purpose of each strategic direction in the school plan. Monitoring, evaluation and review processes are embedded and undertaken routinely 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 to our students. For more information about the School Excellence Framework: the department/our reforms/school excellence framework Page 5 of 13 Tweed Heads Public School 3290 (2016)

6 Strategic Direction 1 Engaged 21st Century Learner Purpose To equip all students to be effective 21st Century learners through the provision of teaching and learning that is purposeful, relevant and build s on individual s capabilities. Overall summary of progress Teaching staff have continued to focus on professional learning to extend and demonstrate best practice in the delivery of differentiated and personalised learning support for each student. A focus on improving student Personalised Learning Plans which includes the engagement of parent/carers in the development and implementation of the plans continues to be an ongoing focus. The engagement of an ATSI teacher has had some impact on increasing parent/carer involvement in the PLP development process. Teacher professional learning on developing and monitoring SMART goals to support student progress in literacy and numeracy has resulted in more focused and measurable PLPs. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Increased % of parents/community engage with the school in the development of PLPs to support student learning. Progress achieved this year Staff survey to determine percentage of parents that engage with PLP development. ATSI teacher maintains record of engagement with ATSI parent/carers. Learning Support Team interactions with parent/carers for each student referred is integral to LST operations. Funds Expended (Resources) Low Adjustment for disabilities funding Aboriginal background funding Integration funding Next Steps Tweed Heads Public School is developing an updated one year school plan in The plan will consolidate the communication and involvement of parents/ carers to engage and support student learning. Teachers will build on capabilities to deliver quality teaching which is explicit and differentiated to support student as future focused learners. Page 6 of 13 Tweed Heads Public School 3290 (2016)

7 Strategic Direction 2 Dynamic Teaching and Leading Purpose To develop a whole school and individualised approach to build the capabilities of staff to initiate and engage in ongoing professional learning and share best practise to improve student learning outcomes and meet and advance their BOSTES accreditation requirements. Overall summary of progress Staff at Tweed Heads Public school have been supported through the Personal Development Framework with a timeline of annual procedures, regular conferences with stage leaders to discuss goal setting and evidence collection. Staff have indicated through staff surveys that they are feeling confident in understanding the requirements needed to meet NESA and DoE requirements. Full implementation of the History and Geography syllabus with a school scope and sequence developed. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) 100% of teaching staff establish personal PDP goal Teaching staff engage in collaborative practice to develop and deliver best practice in all aspects of the teaching and learning cycle. Progress achieved this year All teaching staff can clearly and confidently articulate reasons for selecting and formulating their goals and strategies and can link these to improved student learning outcomes. Staff survey of PDP process and support. New BOSTES syllabus History and Geography embedded into school K 6 scope & Sequence. Student Reports include History and Geography Funds Expended (Resources) QTSS funding to release teachers Socio economic background funding release teachers for collaboration. Next Steps Tweed Heads Public School is developing an updated one year school plan in Focusing on consolidating PDP procedures, TPL reflective of identified focus areas and learning teams sharing best practice. Page 7 of 13 Tweed Heads Public School 3290 (2016)

8 Strategic Direction 3 Productive Community Partnerships and Relationships Purpose To develop the whole child through building and nurturing effective and collaborative partnerships with key stakeholders and the wider community. Overall summary of progress An external consultancy team, invite into THPS for the purpose of evaluating Student Wellbeing practices and programs has provided acknowledgement and affirmation of best practice being present at THPS and has also provided recommendations for action by the school's Wellbeing team. The outcomes of the evaluation has contributed to an efficient use of student wellbeing data to inform the delivery of appropriate programs and processes to support student learning. Regular meetings "Yarn up" with local cultural groups have been able to establish closer community ties with the Aboriginal community and Tweed Heads Public School. They have been able to identify projects within the school which will help build inclusivity and cultural awareness. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Student wellbeing practices, programs and policies are reviewed and improved. Local cultural groups actively engage and contribute to school programs. Progress achieved this year External wellbeing review conducted. Recommendations to inform further planning. Attendance and participation records from "Yarn ups" and "korero" ATSI projects identified bush tucker garden, mural painted. Readers purchased to support Aboriginal culture. Funds Expended (Resources) Socio economic background funding release teachers Community Consultation Aboriginal Background Funding Literacy & Numeracy funding. Next Steps Tweed Heads Public School is developing an updated one year school plan in We will continue to develop and build relationships with our cultural groups. Invite the wider community into the school through welcoming and engaging activities. Develop wellbeing processes and practices to strengthen student well being. Page 8 of 13 Tweed Heads Public School 3290 (2016)

9 Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading Additional Indigenous staff member Professional Learning Learning resources supporting Aboriginal education and literacy K 6 English language proficiency Teaching and Learning resources Additional Staff Low level adjustment for disability Targeted support of teaching and learning and social / personal development. School Learning Support Officer engagement RAM Equity Loading / Aboriginal Background $24, RAM Equity Loading / English Language Proficiency $9, RAM Equity Loading / Low Level adjustments for Disability $24, Quality Teaching, Successful Students (QTSS) Additional staff supporting teacher professional learning, classroom observations, peer coaching and feedback Staffing entitlement: 6.92 hours per week (FTE 0.198) Socio economic background Additional teaching and support staff Teacher professional learning Leadership development Student Wellbeing review and project development and implementation Teaching and learning resources supporting all KLAs Student / family support for participation in educational programs Support for beginning teachers Regular relief from face to face teaching for the purpose of collaborative planning, assessing, reporting, peer coaching, lesson observations Provision of mentor / peer coach. RAM Equity Loading /Socio economic Background $70, Additional staff $8, Page 9 of 13 Tweed Heads Public School 3290 (2016)

10 Student information Student enrolment profile Enrolments Students Boys Girls Student attendance profile School Year K All Years State DoE Year K All Years QLD has an impact on the school's attendance record when student's remain on the school records until an interstate enrolment is confirmed. Workforce information Workforce composition Position FTE* Principal 1 Assistant Principal(s) 3 Classroom Teacher(s) 8.96 Teacher of Reading Recovery 0.74 Learning and Support Teacher(s) 0.7 Teacher Librarian 0.6 School Administration & Support Staff 2.62 Other Positions 0.09 *Full Time Equivalent Tweed Heads Public School staff includes two indigenous classroom teachers. An indigenous teacher has been employed utilising Aboriginal Background funding. This teacher is engaged to provide support to indigenous students K 6 in literacy and numeracy. 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 Management of non-attendance Processes are in place to monitor school attendance. A whole school approach to monitoring student attendance continues to be implemented at THPS. Strategic Directions within the school plan identify specific focus areas where an increase in parent/school community engagement and collaboration in student learning has seen some improved attendance patterns with a small group of students and families. Students with 100% attendance are acknowledged and over the last few years there has been a significant increase in the number of students with a 100% attendance record. Partial attendance (late arrival/early departure) continues to be an area for focus and improvement. Students transitioning between NSW and Professional learning and teacher accreditation In % of staff participated in professional learning in conjunction with the requirements of NSW Education Department's Professional Development Framework. Mandatory training delivered at staff meetings and School Development Days included Child Protection (Keeping them Safe), Code of Conduct, CPR/Emergency Care and anaphylaxis. Other areas for staff professional learning focused on the implementation of processes associated with the Department of Education frameworks: School Excellence Framework, Student Wellbeing Framework and the Performance Development Framework. Teachers participated in professional Page 10 of 13 Tweed Heads Public School 3290 (2016)

11 learning activities identified within their Personal Development Programs. Professional learning pathways were identified by staff to support the school's progression in achieving the identified targets and goals of the school's management plan. These included; School Communities Working Together, The Learner and the New Curriculum, Classroom Observation: a professional learning strategy, PLPs and Learning Adjustments, Risk Management, Tweed Coast School Leadership Development Program, Language Learning and Literacy and developing teacher technology skills to support teaching and learning. Two teachers participated in Reading Recovery training. A range of professional learning activities were provided to build the capacity of beginning teachers. These were supported and delivered by executive teachers and included topics of programming, risk assessment, excursion organisation, parent/teacher interviews, report writing and the NSW teacher accreditation process. Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to <insert date> and does not involve expenditure areas such as permanent salaries, building and major maintenance. Income $ Balance brought forward Global funds Tied funds 0.00 School & community sources 0.00 Interest 0.00 Trust receipts 0.00 Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development 0.00 Tied funds Short term relief Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs 0.00 Total expenditure Balance carried forward 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. Page 11 of 13 Tweed Heads Public School 3290 (2016)

12 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. Parent/caregiver, student, teacher satisfaction During 2016 the School Plan included strategies to increase the engagement and contribution of parent/carers to student learning and the school culkture and learning environment. Parent/carers and students were provided with opportunities to provide feedback on school activities and events. In Term 1 the school conducted an evaluation of Wellbeing practices. Information for analysis by the evaluation team was collected through: interviews with the staff, students and parents and community. Findings of the review indicated that the school community acknowledge the school has a positive and welcoming feel to it and that staff at THPS are very caring and there is culture of support within the school. Students interviewed clearly liked feeling valued and respected by other staff and other students. Students in Years 4, 5 and 6 completed the Tell Them From Me Surveys. The results are compared with NSW Government norms. Students at this school believe that education will benefit them personally and economically, and will have a strong bearing on their future. 99% of students in this school valued School Outcomes; the NSW Govt. norm for these years is 96%. 100% of the girls and 97% of the boys in this school valued School Outcomes. The NSW Govt. norm for girls is 97% and for boys is 94%. Students are interested and motivated in their learning. 83% of students in this school were interested and motivated; the NSW Govt. norm is 78% for these years. Policy requirements Aboriginal education In 2016 Tweed Heads Public School 18% of the student population are of Aboriginal or Torres Strait Islander origin. 100% of Aboriginal students stated through the Tell Them From Me survey "I feel good about my culture when I am at school." Each Indigenous student K 6, has an identified Personalised Learning Plan (PLP). Focus areas for the student PLPs include academic, social and attendance. Parent/Caregiver input to student PLPs development continues to be an area of focus for the school. Teachers successfully communicated with some parent /caregivers using different communication strategies. In 2016 Aboriginal background funding was used to employ an Indigenous teacher to work with the Indigenous students in literacy and numeracy. Parent/caregiver contact was also strengthened through contact made by the indigenous teacher to share success stories and also to seek support and engagement by the parent/carer. A 'Yarn Up" strategy was introduced encouraging parent/caregiver engagement. Year 6 students were supported in their transition to Year 7 through participation in Personal Development Programs; Healthy Choices and the Family Centre Indigenous Boys program. Indigenous education is integrated into Key Learning Areas with all students participating in activities to develop cultural understanding and appreciation. The school culture promotes a culture of inclusiveness into its curriculum delivery through the purchase and use of teaching and learning resources that include Aboriginal perspectives. Multicultural and anti-racism education Tweed Heads Public School continues to promote multicultural education through a range of initiatives. Teachers recognize the cultural diversity of the school with 14% of the student population originating from non English speaking backgrounds All teachers work cooperatively to develop and implement strategies to cater for individual student needs and are respectful of student's cultural backgrounds in the delivery of the curriculum. An additional staffing allocation provides 1:1 and small group support for students requiring support with language proficiency. Whole school programs focus on the multicultural aspects of our school and the wider school community. Students engage in teaching and learning units which teach and promote tolerant attitudes towards different cultures and religions. The school's literacy scope and sequence, literacy resources for library and classroom literacy programs continue to be updated to ensure a multicultural perspective in included and supports the delivery of the English syllabus. Page 12 of 13 Tweed Heads Public School 3290 (2016)

13 The school's values of Respect, Responsibility, Honesty, Caring and Friendship underpin the school's policies and practices and are utilised consistently by all staff in relation to the positive culture within the school that supports and promotes an acceptance and appreciation of our multicultural community. Page 13 of 13 Tweed Heads Public School 3290 (2016)