Bletchington Public School Annual Report

Transcription

1 Bletchington Public School Annual Report Page 1 of 13 Bletchington Public School 5265 (2017)

2 Introduction The Annual Report for 2017 is provided to the community of Bletchington 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. Craig Booth Principal School contact details Bletchington Public School 139 Matthews Avenue Orange, bletchingt-p.school@det.nsw.edu.au Message from the Principal 2017 has been another excellent year for the Bletchington Public School community. Our teachers have done a fantastic job teaching your children which is evidenced by NAPLAN and school based data. In 2017 we were able to maintain the number of classes at 25. We funded the 25th teacher for the whole year. All teaching staff completed the Focus on Reading program which provides teachers with professional learning opportunities to improve the teaching of reading. Our Deputy Principal, Philippa Hughes is a trained facilitator so she has been able to provide ongoing support through school based professional learning. We continued to implement quality programs like Language, Learning & Literacy (L3) with all Year 2 staff being trained and a kindergarten teacher as well. There has been a continued focus on the teaching of mathematics through the TEN (K 2) program incorporating strategies into class programs. Teachers are also using a new program format (K 6) to deliver the maths syllabus. It s also important to mention the success of other programs such as performing arts and sport when reflecting on the year. This year is the first year in recent times when we have not had a major production which we hope to have something for you in Instead we have produced a wonderful SHOWCASE to highlight all our performing arts programs to include band, choir, performance poetry and dance. Well done to Mrs Neilson who did an outstanding job coordinating this event. This year our dance troupes were again very successful at the City of Orange and Wellington Eisteddfods winning and placing in several sections. In November we have around 16 Stage 3 students representing the school at the School s Spectacular in Sydney. I must acknowledge the P&C for their ongoing support and fundraising efforts throughout the year. Thanks to this dedicated group of parents, your work is very much appreciated. I am very proud of all my staff at Bletchington who do an amazing job each and every day making a difference for our students your children. Page 2 of 13 Bletchington Public School 5265 (2017)

3 School background School vision statement A friendly, harmonious, inclusive and well resourced school working together for excellence through innovation, collaboration and a shared belief that all students can succeed and learn. School context Bletchington Public School is one of six public primary schools in Orange and is situated in the north of Orange where there is a lot of new housing development. Bletchington is a proud member of the pre2 learning community. The school has a steady and current enrolment of 635. There is a 10% Aboriginal student population. The school operates teaching and learning programs for K 6 and plays a pivotal role in the local community. It caters for a broad socio economic background of students and has considerable parent contribution through an active P&C. The school has 4 Assistant Principals and a non teaching Deputy Principal. The school provides extensive opportunities for its students in the areas of sport, excursions, public speaking and continues to broaden students cultural knowledge through visiting performers and providing opportunities for students to experience the world beyond. The school runs intensive welfare programs for students with PBL underpinning the structure. 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. In the Learning Domain we made excellent progress in the following elements: learning culture, wellbeing, curriculum & learning and assessment and reporting. This was achieved by embedding evidence based practices in classrooms and programs. In the Teaching Domain we were pleased with what we are doing in these elements: effective classroom practice, data skills & use, collaborative practice and learning and development. This was evidenced through teachers using explicit feedback to students on how to improve, teachers incorporating data analysis in their planning, and teachers working together to improve teaching through collaborative practice. With regards to the Leading Domain we achieved broad understanding of, and support for, school expectations and aspirations for improving student learning across the community. Our self assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students. For more information about the School Excellence Framework: and learning/school excellence and accountability/sef evidence guide Page 3 of 13 Bletchington Public School 5265 (2017)

4 Strategic Direction 1 Quality Teaching and Learning Purpose Quality teaching and learning at Bletchington PS is a consistent team focus for continuous improvement. We work together to provide exceptional teaching for our students to achieve their potential. We provide 21st century teaching pedagogies ensuring engaging, rich and innovative lessons through a differentiated curriculum. Teachers are supported through professional learning opportunities to collaboratively plan, develop curriculum knowledge and reflect on quality teaching. Overall summary of progress The 3 targeted processes all came from CESE's What Works Best document which is best evidence based practice. Learning intentions, success criteria and feedback were integral in our literacy and maths lessons and programs. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Increase the proportion of students in the top 2 NAPLAN bands in READING by 7 % (2019) Increase the number of students in the top 2 NAPLAN bands in NUMERACY by 8% in Yr 3 & 14% in Yr 5 Increase the percentage of Aboriginal students achieving in proficient bands by 30% by %of students achieving in the appropriate cluster on literacy and numeracy continuums Use the What Works document and the School Excellence Framework to guide our work Funds Expended (Resources) RAM funds $8,000 to top LaST for 1/2 day a week. Costs $10,000 ($2,500 per term) for executive planning days to support teachers plan collaboratively. RAM funds $8,000 to top LaST for 1/2 day a week Costs $10,000 ($2,500 perterm) for executive planning days to support teachers plan collaboratively. RAM funds Aboriginal Education to employ an Aboriginal SLSO = $43,000 Employment of SLSO's to support targeted literacy and numeracy across the school = $100, 000. Some QTSS funds to release AP's Progress achieved this year Evidence based practice embedded in English units through collaboration. Year % in 2017 in comparison to 42.7% in 2016 Year % in 2017 compared to 38.9% in 2016 We were above the state average scaled growth score school = 100 state = 78.2 K 6 Maths program format standardised using syllabus Year % in 2017 compared to 32.6% in 2016 Year 5 improved 2017 was 16.5% and 15.3 in 2016 We were above scaled average growth score for the state school = state = 96.8 Improved results for Aboriginal students in Years 3 & 5 in top 2 bands in reading from last year. In Maths there was improved for Year 5 students Goals not met Reach grade cluster in reading on literacy continuum: 71% Kinder 54% Year 2 and 65% Year 3 students Reach grade cluster on numeracy continuum: Deputy and Assistant Principals supporting teachers to embed evidence based practice via modelling learning intentions, success criteria and feedback in English and Maths lessons. Next Steps Page 4 of 13 Bletchington Public School 5265 (2017)

5 For the planning period the school community have decided to use the themes from the new School Excellence Framework version 2 (SEFv2) to guide our planning. This resulted in the 3 Strategic Directions being aligned more directly to SEFv2 with Excellence in Learning, Excellence in Teaching and Excellence in Leading. This means learning and teaching are now split into their own Strategic Direction (was Quality Teaching & Learning for Plan) Excellence in Learning with the 3 processes: High expectations for explicit learning using learning intentions, success criteria and feedback; Individual learning needs addressed through a collective school wide responsibility Whole school monitoring of student achievement Excellence in Teaching to include the following 3 processes: Explicit teaching Data use in Teaching Collaborative practice and feedback Page 5 of 13 Bletchington Public School 5265 (2017)

6 Strategic Direction 2 Quality Relationships Purpose Quality relationships at Bletchington PS that ensure mutual respect underpins our work where all membersof the school community are valued, feel welcome and have a sense of belonging.our strong collegial culture focuses on student learning, high expectations and a shared sense of professional learning. We work together to build supportive, trusting & positive relationships within our school community. Overall summary of progress The results from the Tell Them From Me (TTFM) staff survey indicated improved results in collaboration and parent involvement. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Weekly assemblies for PBL to inform staff and students 100% staff contribute to collaborative planning developing evidence based literacy programs Community engagement strategy implemented to include new letterhead, revised website and newsletter Funds Expended (Resources) PBL budget for the year = $2,000 Staff were involved in 4 three hour collaborative planning sessions, one each term. Costs for meals $1,200 Costs for SchoolStream app = $1,966 Costs for community engagement consultant = $253 per month Progress achieved this year The values of safety, respect and responsibility are taught in weekly lessons. The Tell Them From Me (TTFM) survey data indicates most students have positive relationships and most of parents believe their child has a clear understanding of rules for school behaviour Staff results from the TTFM survey indicate 8 out of 10 teachers rate collaboration as strong, which is above state average (7.8). Systems embedded so all teaching are engaged in collaboration to ensure consistency of curriculum delivery including strategies for differentiation and assessment. There has been an increase in the number of parents who "are informed" via the TTFM survey 7.2 compared to 6.6 the previous year. (scores out of 10) 90% of parents found that School Reports are a useful form of communication. Next Steps Aspects of this Strategic Direction are included in the School Plan mainly through ongoing involvement in collaborative practice by continuing to ensure positive relationships and professional learning culture. For the planning period the school community have decided to use the themes from the new School Excellence Framework version 2 (SEFv2) to guide our planning. This resulted in the 3 Strategic Directions being aligned more directly to SEFv2 with Excellence in Learning, Excellence in Teaching and Excellence in Leading. Strategic Direction 1: Excellence in Learning through a process where "individual learning needs addressed through a collective school wide responsibility" Strategic Direction 2: Excellence in Teaching through the 3rd process, "collaborative practice and feedback". The aim here is to embed instructional support in class and provide a systematic approach for feedback. Strategic Direction 3: Excellence in Leading through the 1st process, "instructional leadership where the school will have opportunities for staff through distributed instructional leadership to sustaining a culture of professional learning and improvement. Page 6 of 13 Bletchington Public School 5265 (2017)

7 Strategic Direction 3 Quality Systems Purpose Quality systems at BPS are developed by implementing efficient practices that support student learning through quality teaching and relationships. Our systems are sustainable, consistent, adaptable, manageable, accessible, and enable all to work effectively to make a difference for our students. Overall summary of progress All teachers are using 365, OneDrive to store and access teaching and learning programs. The School Excellence Framework is used to monitor and inform practice. Reports improved to reflect conferences. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) 100%of teaching and learning programs accessible on 365 OneDrive All teachers use PLAN data to assess and record student literacy learning progress Executive staff use the School Excellence Framework to review progress The Department's A Z tool used to update school policies. Review of Student Wellbeing commenced Funds Expended (Resources) Funds used for catering for 3 hour planning sessions each term = $1,200 PLAN is a Departmental resource. Time for professional learning during staff meetings. Zero cost. Executive staff involved in planning days each term to refine and reflect on School Plan to embed the School Excellence Framework. Casual costs = $10,000 No costs incurred as principal completed these tasks Progress achieved this year All teachers using 365 to store and collaborate on teaching and learning programs as a result of collaborative planning each term using Term 4 School Development Days in lieu All K 6 teachers using PLAN at the end of each term to track student progress. Opportunities at executive meetings for staff to present evidence aligned to the SEF. This completed as expected by DoE. Student Discipline policy completed by end of year. Next Steps The focus on ensuring quality systems are in place will continue in the School Plan through each strategic direction, Excellence in Learning, Teaching and Leading. As many whole school processes are embedded we will be targeting whole school systems to improve teaching and learning. Strategic Direction 1: Excellence in Learning through process 3 "whole school monitoring of student learning drives evidence based teaching programs." Strategic Direction 2: Excellence in Teaching through process 3 "data use in teaching where data informs student learning progress, identifies skill gaps for improvement & areas for extension." Strategic Direction 3: Excellence in Leading through "continuous improvement where the staff actively support change that leads to improvement" and "instructional leadership with the school providing opportunities for staff through distributed instructional leadership to sustain a culture of professional learning and improvement." The final process "administrative systems and processes continually evolve to enhance school improvement." Page 7 of 13 Bletchington Public School 5265 (2017)

8 Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading Full expenditure = $80,221 An Aboriginal Student Learning & Support Officer (SLSO) was employed to support Aboriginal students academic, social and emotional learning needs. Two meetings each term were scheduled to monitor learning progress with reading benchmark data analysed regularly by SLSO for targeted Aboriginal students to guide program intervention and support. English language proficiency Full expenditure = $19,603 Employment of a speech pathologist to support K 3 students language development. Individual student learning plans were developed by class teachers with the support of the Learning and Support Team. Low level adjustment for disability Full expenditure = $175,211 SLSO's employed to implement classroom support for students. Quality Teaching, Successful Students (QTSS) Socio economic background Allocation semester 0.5 increased to semester 2 to a fulltime staffing entitlement. All days used as per staffing entitlement. Top up LaST teacher for half a day a week to monitor Bump it Up students. RAM spending = $8,000 Individual student learning plans were developed by class teachers with the support of the Learning and Support Team. Funds were used to release AP's and teaching staff to provide instructional support for teachers in classrooms. PAT data indicates positive growth for identified students in reading and maths. Funds were also aggregated to employ SLSO's to support students academic, social and emotional learning needs. Support for beginning teachers Full expenditure = $13,450 Teacher training to attend Beginning Teacher course and plan team teaching. Page 8 of 13 Bletchington Public School 5265 (2017)

9 Student information Student enrolment profile Enrolments Students Boys Girls Student attendance profile School Year K All Years State DoE Year K All Years Management of non-attendance Our attendance data has been consistently in the mid 90% range for several years. The class teachers raise any attendance concerns with their supervisors who will then make a referral to the Learning Support Team to determine appropriate action. 100% attendance is celebrated each term with a special certificate. Workforce information Workforce composition Position FTE* Principal 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Head Teacher(s) 0 Classroom Teacher(s) Teacher of Reading Recovery 0.84 Learning & Support Teacher(s) 1.2 Teacher Librarian 1.2 Teacher of ESL 0 School Counsellor 1 School Administration & Support Staff 4.06 Other Positions 2 *Full Time Equivalent In 2017 we had three teachers and three ancillary staff members of Aboriginal descent. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Financial information (for schools using both OASIS and SAP/SALM) Financial information The three financial summary tables cover 13 months (from 1 December 2016 to 31 December 2017). The financial summary consists of school income broken down by funding source and is derived from the school Annual Financial Statement. Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. The information provided in the financial summary includes reporting from 1 January 2017 to 31 December Page 9 of 13 Bletchington Public School 5265 (2017)

10 2017 Actual ($) Opening Balance 0 Revenue 825,814 Appropriation 738,800 Sale of Goods and Services 7,116 Grants and Contributions 79,788 Gain and Loss 0 Other Revenue 0 Investment Income 111 Expenses -347,281 Recurrent Expenses -347,281 Employee Related -165,819 Operating Expenses -181,462 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 478,533 Balance Carried Forward 478,533 The Opening balance for the 2017 school financial year is displayed in the OASIS table as Balance brought forward. The financial summary table for the year ended 31 December 2017 shows the Opening balance as $0.00 because the Opening balance for the 2017 school financial year is reported in the OASIS table (as Balance brought forward). The amount displayed in the Appropriation category of the financial summary table is drawn from the Balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will not equal the OASIS Balance carried forward amount Actual ($) Base Total 3,931,378 Base Per Capita 96,128 Base Location 4,155 Other Base 3,831,095 Equity Total 479,914 Equity Aboriginal 80,221 Equity Socio economic 204,880 Equity Language 19,603 Equity Disability 175,211 Targeted Total 146,640 Other Total 442,024 Grand Total 4,999,956 Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. 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 school's growth in reading for students between Year 3 and 5 was above state average with a scaled score of 100 compared to 78.9 for NSW students. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. Page 10 of 13 Bletchington Public School 5265 (2017)

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12 The school's growth in numeracy for students between Year 3 and 5 was above state average with a scaled score of compared NSW average of The My School website provides detailed information and data for national literacy and numeracy testing. Go to to access the school data. With regards to the Premier's Priorities: Improving education results and State Priorities: Better services Page 12 of 13 Bletchington Public School 5265 (2017)

13 Improving Aboriginal education outcomes for students in the top two NAPLAN bands the school has improved results in reading and numeracy for Year 5 students. Reading: 16.6% compared to 14.3 in Numeracy: 16.7% with no students in In Year 3 we also achieved this goal for our Aboriginal students in reading with 33.3% compared to 22.2% in Parent/caregiver, student, teacher satisfaction This information was gathered from the annual Tell Them From Me student, parent and staff survey. In the Partners in Learning parent survey parents recorded increased levels of satisfaction in comparison to the previous year in the areas of: being informed, being an inclusive school, feeling welcome, the school supports learning and positive behaviour. The results of the Focus on Learning teacher survey indicate {on a 10 point scale where zero (0) indicates strong disagreement to 10 strong agreement} pleasing satisfaction in the following areas: collaboration (8), learning culture (7.8), teaching strategies (7.9), inclusive school (8.1) and parent involvement (7.4). Reconciliation and NAIDOC Week which enabled parents and students to acknowledge and celebrate the achievements of our students as well as developing greater awareness of Aboriginal cultural perspectives. Multicultural and anti-racism education There were 47 students enrolled at Bletchington who identified as Language Background Other Than English (LBOTE) in All students were supported in class by class teachers through targeted Learning and Support Plans. The school prioritises multicultural perspectives across all Key Learning Areas. Multicultural education relates to a wide range of school activities which includes English as a Second Language (ESL) program, teaching programs promoting intercultural understandings, and anti racism initiatives. The school has a trained Anti Racism Contact Officer (ARCO) who works with students when required to develop strategies to deal with concerns involving racism. The Student Engagement survey indicates that 81% of students surveyed felt they had had positive relationships at school. Students were above state norms in the areas of valuing schooling outcomes (95%), positive school behaviour (91%), effort (91%) and quality instruction (93%). These all indicate high levels of student satisfaction. Policy requirements Aboriginal education Each grade from Kindergarten to Year 6 participates in a range of learning activities each term that include Indigenous perspectives and content. Personalised Learning Plans (PLPs) are provided for all Indigenous students in Kindergarten to Year Six. PLPs developed in consultation with our Aboriginal families focus on addressing specific learning strategies for Literacy and Numeracy. Two Aboriginal staff members received formal training through the Stronger Smarter program that looks to develop high expectations and positive relationships for our Aboriginal students and their families. As a result Ron's Yarning Circle was developed and named after the General Assistant who has developed many Aboriginal culture gardens in the school grounds. A smoking ceremony as part of the official opening during NAIDOC Week was memorable for all attending. The other project saw the upgrade of the train carriage as a 'check in' meeting place for Indigenous and non Indigenous students. Both of these staff members are leading our Aboriginal Education team very well. The school has a committed team dedicated to Aboriginal Education and supporting staff to connect with parents and focus on learning outcomes for Aboriginal students. Once again we participated in Page 13 of 13 Bletchington Public School 5265 (2017)