Chatham Public School Annual Report

Transcription

1 Chatham Public School Annual Report Page 1 of 12 Chatham Public School 4014 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Chatham 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. Matthew Royan Principal School contact details Chatham Public School Chatham Ave Taree, chatham-p.school@det.nsw.edu.au Page 2 of 12 Chatham Public School 4014 (2016)

3 School background School vision statement We believe Chatham Public School should be an environment where all students have access to quality teaching and learning and the opportunity to reach their potential. It should be a place where teachers, parents, community members and students work collaboratively to develop and provide processes, structures, and resources that equip our 21st century learners with the necessary skills for tomorrow s future today. School context Chatham Public School has an enrolment of 272 students, including 82 Aboriginal students. The school has a Family Occupation and Educational Index (FOEI) of 174. The school experiences a high level of student mobility with students enrolling and leaving the school being equal. The school attracts significant funding to support student learning. Chatham Public School is situated in the large country town of Taree on the mid north coast of New South Wales. The school is one of the 229 schools implementing Learning Management Business Reforms and it has recently benefited from professional learning through the National Partnership on Low Socio Economic Status schools initiative. The school will be included in the Early Action for Success program from the start of the 2015 school year. Positive Behaviour for Learning, teacher quality, literacy, numeracy and technology continue to be focus areas. The school is well supported by its local community and has strong programs in Aboriginal Education. The school has a mix of enthusiastic early career and experienced teachers who are dedicated to ensuring that all students reach their potential. 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. 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. Our self assessment 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 This year, our school undertook self assessment using the elements of the School Excellence Framework. Staff at Chatham Public School have embraced the School Excellence Framework and its implications for informing, monitoring and validating our journey of excellence. The school plan has been ratified to determine the elements of the School Excellence Framework that the plan addressed. At the conclusion of the 2016 school year staff reflected on the progress being made across the school as a whole based on the expectations identified in the Framework. This provided an important overview to ensure our improvement efforts align with the framework expectations. In the domain of Learning our efforts have primarily focused on wellbeing, curriculum and learning. During 2016 there has been an increased focus on assessment and reporting. The strong performance of the school in creating authentic Page 3 of 12 Chatham Public School 4014 (2016)

4 relationships and partnerships with our school community has been a key feature of our progress. The fundamental importance of wellbeing has led to a culture of trust, respect and valuing of all stakeholders. The results shown through our Tell them From MeSurveys and visitors book responses indicate that positive relationships have been formed and maintained which we believe has led to an increase of engagement in student learning. Attention to individual learning needs has been a strong component of our progress throughout Teachers increased competence and their in depth understanding of the use of PLAN data has meant that individual student learning needs have been identified in a timely manner with suitable planning and support being put in place. Consultation with all stakeholders has underpinned this initiative. We have enjoyed a strong contribution from our Aboriginal community in all modes of learning at school. This has been evidenced by attendance at school events and their participation in activities designed to achieve student goals as identified in personalised learning plans. Our major focus in the domain of Teaching has been on collaborative practice and the learning and development for staff members evidenced by our collaborative planning days. Improved teacher confidence and teacher capacity has resulted from across stage collaboration, formal mentoring and targeted teacher coaching. The main areas which continue to be enhanced are consistency of teacher judgement and differentiation in day to day teaching and learning. Targeted professional learning arising from staff professional development plans has led to all teachers, ranging from early career to very experienced practitioners demonstrating their commitment to lifelong learning. Teachers have used evidence based research, in line with the cycle of inquiry, to continually improve practice particularly in the areas of literacy and numeracy. In the domain of Leading our emphasis has been on school planning with a specific focus on its implementation and the reporting on management practices and processes. The development of the school plan was created in consultation with all stakeholders. Focus groups were formed and surveys were completed to determine the vision, values and purpose of the school. This process then flowed into the development of the school strategic directions and annual plans. Careful consideration was given to the processes of resource allocation, professional learning, performance monitoring and reporting. Through the development of milestones, shared school wide, ownership and responsibility were enhanced in the areas of leadership. Teaching, learning and community evaluation have led to an ongoing culture of innovative improvement practices. Our self assessment process will further assist the school to refine the strategic priorities in our School plan for 2017 leading to further improvements in the delivery of education to our students. Page 4 of 12 Chatham Public School 4014 (2016)

5 Strategic Direction 1 Quality Teaching and Learning Purpose The Melbourne Declaration on Educational Goals for Young Australians states that All Young Australians become successful learners, confident and creative individuals, and active and informed citizens. Within a culture of reflection and continuous improvement this is the central mission of Chatham Public School. Our central goal is for quality teaching and differentiated learning to occur in every classroom, every day leading to Chatham Public School students consistently achieving at or above expected levels in state and national assessments. Overall summary of progress 2016 has seen a continuation of key evidence based programs which has led to significant achievement towards strategic direction 1. Early Action for Success in the K 2 area and Instructional writing and reading programs in the primary grades have continued to improve student performance. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) To increase the number of students achieving in the top two bands for reading and numeracy by 5% overall and specifically increase the number of students in the top band by 5%. In the EAfS program at least 80% of K 2 students will meet or exceed expected cluster levels across the continuum Progress achieved this year In NAPLAN year 3 reading the percentage of students identified in the top 3 bands increased from 41.5% in 2015 to 48.9% in Year 3 students achieving in the top bands increased from 2.6% in 2015 to 8.5% in In NAPLAN year 5 reading the percentage of students identified in the top 3 bands increased from 22.3% to 48.6% in Year 5 students achieving in the top bands increased from 2.8% in 2015 to 8.6% in In NAPLAN year 3 numeracy the percentage of students identified in the top 3 bands increased from 30% in 2015 to 33% in Year 3 students achieving in the top bands did not increase from the 2015 NAPLAN data. In NAPLAN year 5 numeracy the percentage of students identified in the top 3 bands increased from 13.9% in 2015 to 36.4% in Year 5 students achieving in the top bands increased from 0% in 2015 to 6.1% in The 2016 target was mostly achieved with the exception of year 3 numeracy top band attainment. K 2 students achieved the following attainment levels. Literacy Reading Texts K: 73% 1: 71% 2: 39% Comprehension K: 68% 1: 66% 2: 45% Aspects of Writing K: 88% 1: 62% 2: 42% Funds Expended (Resources) $301,000 $395,000 Page 5 of 12 Chatham Public School 4014 (2016)

6 Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) In the EAfS program at least 80% of K 2 students will meet or exceed expected cluster levels across the continuum Progress achieved this year Numeracy FNWS K: 80% 1: 70% 2: 93% Numeral Identification K: 80% 1: 84% 2: 71% EAS K: 95% 1: 64% 2: 45% Place Value 2: 62% K 2 students and staff continue to strive towards this target. Funds Expended (Resources) Next Steps Continue Early Action for Success (EAfS) professional development sessions. Data driven collaborative planning sessions at 5 week intervals mirroring EAfS processes Executive Literacy and Numeracy action plans in line with milestones Alignment of Professional Development Plans (PDP) with action plans Staff expertise audit in literacy and numeracy and mentoring and coaching to be facilitated Continue to expand and extend the practice of successful in school programs such as 'Sustained Writing' and 'Reading/Comprehension' exchanges between stages Continue in class LST support and Multi/Mini/Mac Lit preparation Page 6 of 12 Chatham Public School 4014 (2016)

7 Strategic Direction 2 Authentic Relationships and Partnerships Purpose Research (Fullan et al) has shown that improvement in student outcomes is greater where local schools work collegially and co operatively. This allows each school to access expertise across a wider pool of teachers and facilitates improved outcomes for students. By utilising expertise from our CCoS and our local community students and staff will be able to maximise student outcomes. Overall summary of progress Sound progress has been made towards the embedding and fostering of strategies to support authentic relationships and partnerships. Survey data indicated that parents felt welcome, the school supported positive behaviour and parents support learning at home. Trend data indicates the continued reduction of a learning gap between Aboriginal and non Aboriginal students. The challenge continues to focus on the movement of all students to improved learning outcomes. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Improved parent capacity to support student learning as evidenced by parent surveys, attendance and observed confidence. The Aboriginal Education Action Team is established, meeting at least once each term and making strong contributions to communication, cultural understanding and achievement of Aboriginal students as recorded as action in meeting minutes. Progress achieved this year In the Tell Them From Me survey the majority of parents felt welcome, informed and supported learning at home. Furthermore, greater than 80% of parents are involved with school activities and attend school events. The communication officer has assisted in ensuring strong links are maintained with community. The embedding of the Aboriginal Education action team has continued this year. The team has fostered external partnerships and strengthened links with the local AECG to facilitate student access to cultural excursions and language. School activities such as NAIDOC and the annual review of personalised learning plans have been widely supported by community members. Funds Expended (Resources) $48754 $ Next Steps Continue semester PLP barbecues and Meet the Teacher evenings Foster further relationships with external agencies such as TIDE to provide 'on country' cultural experiences for students Maintain positive communication strategies with parents, continue facebook, skoolbag, newsletter, face to face and word of mouth strategies Continue to consult and include AECG in decision making processes continue rollout of language and signage within school Continue the PATCH program under EAfS Working with 2017 SLSO Aboriginal Education and communications officer consult with the school community on developing a school project that celebrates the cultural diversity of our school Page 7 of 12 Chatham Public School 4014 (2016)

8 Strategic Direction 3 Quality School Systems Purpose Develop whole school community organisational practices which enable all school community members to be highly engaged in schooling, emotionally aware, technologically competent and familiar with 21st Century learning tools in a positive environment. Overall summary of progress Staff have received extensive professional development to assist in the achievement of the school strategic directions. Quality school systems and structures have enabled staff to deliver quality teaching and learning experiences to all students. Regular and effective monitoring and feedback processes against the School Excellence Framework have assisted staff in monitoring progress against school milestones. The consultative process around the development of the school plan and subsequent milestones has ensured that all stakeholders have positively supported our school. Ongoing required resource acquisition and training and development have given our teachers the necessary tools to complete their work. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) All teaching staff are familiar with and are moving towards becoming expert teachers in relation to the delivery of the new syllabus content. Uniform cutting edge technology to be made available in all classes and utilised by all teaching staff as evidenced by a teacher satisfaction survey. Progress achieved this year 100% of teachers participate in collaborative learning days twice per term to plan effective teaching and learning activities against the new syllabus content. This has had a positive effect on collaboration, learning culture, data informed practice and teaching strategies as evidenced in the Tell Them From Me teacher survey. The Tell Them From Me teacher survey indicates an 80% satisfaction rate for teachers in the area of technology. Staff agree that learning spaces are adequately resourced. The future focus will be upon maintaining current technology levels. Funds Expended (Resources) $16,000 $100,000 Next Steps Continue collaborative planning days Executive team to align evidence based action plans with milestones Develop technology renewal plan so appropriate annual budget is put aside for technology renewal as required Continue uploading of policy to DoE portal Continue to embed, document and review quality school, structures, processes and resources as required Continue to gather data to inform planning cycle Continue to embed School Excellence Framework, Performance and Development plans and Curriculum Assessment and Reporting policy requirements Page 8 of 12 Chatham Public School 4014 (2016)

9 Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Socio economic background Support for beginning teachers The establishment of the Aboriginal Education action team commenced this year. With 2 teachers who identify as being of Aboriginal descent on staff the opportunity to personalise cultural awareness has been immense and well received by the local Aboriginal community. The Aboriginal Action Team has had a productive year organising cultural events and providing support and advice in cultural matters pertaining to Chatham PS. Adjustments are reflected in teaching and learning programs. Parent / carers attend teacher / parent interview to plan forward for Mentoring / Coaching program rollout supporting teacher quality is embedded Funding supports Quality Teaching and learning SD 1. PLAN and data wall entries support this. Beginning teachers feel they have grown professionally and feel confident that their newly acquired skills can be applied in the 2017 school year as evidenced by teacher satisfaction survey. Funding requirements met in line with procedures. $76,642 $60,000 $9182 $468,700 $16,000 Page 9 of 12 Chatham Public School 4014 (2016)

10 Student information Student enrolment profile Enrolments Students Boys Girls Student enrolment data has remained stable for the last 3 years. Student attendance profile School Year K All Years State DoE Year K All Years Management of non-attendance SMS absence reminders were implemented within the 2016 school year to ensure that parents/caregivers are informed of any absences. Workforce information Workforce composition Position FTE* Principal 1 Assistant Principal(s) 3 Classroom Teacher(s) 8.96 Teacher of Reading Recovery 0.42 Learning and Support Teacher(s) 1.5 Teacher Librarian 0.6 School Counsellor 0 School Administration & Support Staff 2.72 Other Positions 0.49 *Full Time Equivalent Three staff members identify as being of Aboriginal descent. 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 Professional learning and teacher accreditation Tailored evidence based professional learning facilitated through personalised development plans has been a focus throughout the 2016 school year. The School Excellence Framework and external validation process will assist in informing school strategic directions. Teacher accreditation is supported through school organisational structures and suitable resources are made available to assist in the accreditation process. Financial information (for schools fully deployed to SAP/SALM) Financial summary The information provided in the financial summary Page 10 of 12 Chatham Public School 4014 (2016)

11 includes reporting from 28 January to 31 December Actual ($) Opening Balance Revenue (2a) Appropriation (2b) Sale of Goods and Services (2c) Grants and Contributions (2e) Gain and Loss 0.00 (2f) Other Revenue 0.00 (2d) Investment Income Expenses Recurrent Expenses (3a) Employee Related (3b) Operating Expenses Capital Expenses 0.00 (3c) Employee Related 0.00 (3d) Operating Expenses 0.00 SURPLUS / DEFICIT FOR THE YEAR Balance Carried Forward Actual ($) Base Total Base Per Capita Base Location Other Base Equity Total Equity Aboriginal Equity Socio economic Equity Language 0.00 Equity Disability Targeted Total Other Total Grand Total 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 This summary covers funds for operating costs and does not involve expenditure areas such as building and major maintenance. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. Page 11 of 12 Chatham Public School 4014 (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 The Tell Them From Me Survey collects information from students, parents and teachers across a wide range of topics. The mean result of all surveys indicates a greater than 85% satisfaction rate across surveyed areas. Additional information in relation to the Tell Them From Me Survey results can be attained by contacting the school. Policy requirements Aboriginal education Chatham Public School received Aboriginal education funding in Major components of our plan included; Employment of an AEO PLP's completed for all Aboriginal students Maintaining of Aboriginal Education Action Team Cultural perspectives embedded in units of work Strengthened partnerships with external agencies Cultural opportunities in relation to language and visits to local sites Maintenance of strong partnership with Aboriginal Education Consultative Group Multicultural and anti-racism education In line with the school plan, the school has reviewed its teaching and learning programs to ensure that a culturally inclusive curriculum is taught. Our programs foster student understandings of culture, cultural diversity, racism and active citizenship. Teachers participated in professional learning and included strategies for embracing multicultural and anti racism education into their teaching and learning programs. Chatham Public School has a trained Anti Racism Contact Officer on staff. Page 12 of 12 Chatham Public School 4014 (2016)