Plumpton Public School Annual Report

Transcription

1 Plumpton Public School Annual Report Page 1 of 9 Plumpton Public School 2887 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Plumpton Public School as an account of the school's operations and achievements throughout the year. It provides an 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. Ms Maureen Larkin Principal School contact details Plumpton Public School Bottles Rd Plumpton, Page 2 of 9 Plumpton Public School 2887 (2016)

3 School background School vision statement We have a holistic view of education. We prepare our students for academic success and informed responsible citizenship. We promote our students cognitive, creative, physical, social and emotional development. Plumpton Public School students are provided with an environment in which they are supported to become knowledgeable, self confident, self reliant young people who make a positive contribution to the school and community and face their futures with optimism. School context At the commencement of the 2016 school year, there were 475 students in 20 classrooms: 257 male and 218 female students. 51% of our students are from non English speaking backgrounds. Plumpton Public School is one of 229 schools implementing the Department s Learning Management and Business Reform program. Our school is an active member of the Plumpton Educational Community of schools (PEC) and a participant in the ROSETE Chinese teacher exchange program. Plumpton Public School recognises and celebrates student diversity and maintains a focus on Aboriginal and Multicultural education. We work in partnership with our parents and caregivers to achieve our goals and we welcome community involvement and participation in the life of 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 indicated that: In the domain of Learning, the school uses a strengths based, proactive approach to support the academic, emotional, social and physical needs of students to achieve learning outcomes. The analysis of school based and external data ensures student learning needs are addressed through program differentiation and aligned support. Evidence based teaching practises, technology for learning and flexible learning spaces are engaging students in their learning. In the domain of Teaching, student performance data and student feedback is used to evaluate the effectiveness of teaching practice. Teachers provide explicit, specific and timely formative feedback to students to enable them to set goals. Data analysis is incorporated into planning and progress is monitored. Teachers are actively engaged in planning their own professional development to improve their performance and are supported in achieving their professional goals. In the domain of Leading, school planning processes ensure effective resource allocation and targeted professional learning to achieve educational priorities. The school uses feedback and reflection to promote and generate learning and innovation. 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 3 of 9 Plumpton Public School 2887 (2016)

4 Strategic Direction 1 EXCELLENCE IN TEACHING & LEADERSHIP Purpose To promote the school as a vibrant professional learning community; quality teaching, quality administration and customer service. Professional learning is directly relevant to student outcomes and achievement, is ongoing, collaborative, school based, individual and collective, with opportunities to share and learn from each other. Professional learning for our School Administrative and Support Staff supports the DoE commitment of developing a skilled, engaged and professional workforce to ensure better outcomes for our students. Overall summary of progress All teaching staff have a Performance and Development Plan (PDP) aligned to Professional Standards and school priorities, and have accessed professional learning directly linked to their PDP. Through observation of classroom practice, reflection and self evaluation teachers refined their practice and identified avenues for further professional development. The alignment of PDPs to Professional Standards and School Strategic Directions has highlighted the school wide collective responsibility for student learning and success. Targeted professional learning ensured the successful implementation of the National Curriculum in Science. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Implementation of the National Curriculum is evidenced in all teaching programs. Performance and Development Plans for Teachers and Principals are aligned to the Professional Standards and the school strategic directions. All teaching staff are accessing professional learning directly linked to their Personal Development Plans. Progress achieved this year All programs in line with National Curriculum requirements. All teaching staff completed PDP annual reviews, and discussed progress towards or achievements of goals with supervisors. All PDPs reviewed, signed, collected and stored. Funds Expended (Resources) Professional learning funds English resources, Maths resources (global funds) Beginning teacher funding QTSS Staffing allocation Next Steps In 2017, PDP systems and processes will be sustained. All staff, including non teaching staff will have a PDP in line with School Strategic Directions. All staff will access professional learning directly linked to their PDP. All staff will be seeking, achieving and /or maintaining accreditation in History and Geography implementation in Page 4 of 9 Plumpton Public School 2887 (2016)

5 Strategic Direction 2 FUTURE FOCUSED LEARNING Purpose To develop the student capabilities (Australian Curriculum general capabilities) necessary to respond to a rapidly changing world; as active informed citizens, who think critically and act ethically, problem solve, collaborate, create and evaluate, use technology meaningfully and communicate effectively. Overall summary of progress The 'Flexible Learning by Design' model was implemented into the Stage 3 Open Classroom, where students were guided in the use of spaces and classroom protocols developed. It was used as a model for others to observe practice, and experiment with flexible learning spaces in classrooms. Physical learning spaces are used flexibly and modified to meet the needs of students and technology is accessible to meet a range of student learning interests and needs. Teachers entered student achievement data onto PLAN software and generated class analysis reports. This data was utilised to inform planning, provide feedback to students, and differentiate learning to meet the needs of individuals and groups of students. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Future focused learning & assessment strategies are evident in programs and observable in classrooms. NAPLAN reading and writing results show an increase of 2.5% in the top bands and a decrease of 1.5% in the lowest bands. NAPLAN numeracy results show an increase of 2.5% in the top bands and a decrease of 1.5% in the lowest bands. Progress achieved this year There is collaboration and peer support within and across stages as teachers experiment with flexible learning spaces and model effective practice. Physical learning spaces are used flexibly and technology is accessible to meet a broad range of student and staff learning interests and needs. Teaching programs demonstrate the implementation of the collaboratively planned units of work reflecting National Curriculum (Science) content and capabilities, ICT and future focused pedagogy. Teachers use PLAN data (reading and writing) to provide feedback to students and differentiate learning. All students collaborate with teachers to set goals to improve. Teachers use PLAN data (numeracy) to provide feedback to students and differentiate learning. All students collaborate with teachers to set goals to improve. Funds Expended (Resources) Professional Learning (PL) funds PL funds SLSO support PL funds SLSO support Next Steps Further exploration of flexible and adaptable learning spaces to promote student engagement. Development and implementation of collaboratively planned units of work reflecting National Curriculum (History and Geography) content and capabilities, ICT and future focused pedagogy. Extensive collection and analysis of data every 5 weeks for all students to enable differentiated learning and feedback to students. Assessment information entered into PLAN and tracking of students on the literacy and numeracy continuums. Differentiated learning experiences designed to ensure student progress through the clusters. Page 5 of 9 Plumpton Public School 2887 (2016)

6 Strategic Direction 3 STUDENT WELLBEING Purpose To foster a whole school sense of purpose and a shared commitment to a safe, respectful, supportive environment for all. All students needs are supported: learning, health, social and emotional. Consistent expectations for behaviour and issues affecting attendance are addressed. Overall summary of progress Induction procedures for all new staff ensured a common understanding of the Positive Behaviour for Learning school wide expectations. School procedures reinforce the link between student engagement and learning. Expected behaviours relating to all school settings continue to be taught explicitly to students. Systems are in place to support the cognitive, emotional, social, and physical wellbeing of students. Teachers work with specialist staff, in collaboration with students, parents / caregivers. School Learning and Support Officers worked closely with the Learning Support Team and classroom teachers to ensure targeted support was provided within the classroom. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) A renewed focus on PBL. School and classroom rewards explicitly align with PBL expectations. Teachers support students to identify and monitor their PBL goals. Students receive explicit feedback toward their progress. PEC Citizenship Continuum aligned to PBL and implemented K 6. A holistic approach to student wellbeing. A case management approach is adopted to support students with additional needs (as well as gifted and talented students); learning, health, social, emotional, behaviour, attendance. Progress achieved this year Teachers collaborated to ensure PBL expectations were stage appropriate and aligned to the PEC Citizenship continuum. Teachers assisted students to identify and monitor PBL and Citizenship goals, supported by parents. Students received feedback on their progress and rewards once goals were achieved. The case management approach has resulted in achievement of goals for targeted students in learning, attendance and engagement. Funds Expended (Resources) Global funding Equity funding Next Steps The school will continue to refine and combine the Positive Behaviour for Learning and PEC Citizenship continuum. The case management approach will continue to support the wellbeing of students. School wide communication processes will continue to be developed and refined to ensure parents have a clear understanding of the expectations set for their children and provide an avenue for school community feedback. Information and community consultation will continue to inform strategic directions and planning. Page 6 of 9 Plumpton Public School 2887 (2016)

7 Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading English language proficiency Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Socio economic background Support for beginning teachers Funding has enabled regular monitoring, implementation and support of each Aboriginal student s Personalised Learning Pathway to ensure their engagement, wellbeing and aspirations are supported. School Learning Support Officers worked with students in classrooms as required to achieve identified learning outcomes. Class teachers and the EAL/D teacher collaboratively plan, implement and monitor individualised programs of support for EAL/D students. Achievements of EAL/D students are measured against the EAL/D phases. Review and analysis of school based data, EAL/D phases and Literacy and Numeracy continuums have been used to determine progress towards student learning targets. Specialist teachers and SLSOs have been employed to further enhance and support student learning. Review and analysis of school based data against the Continuums have been used to determine progress towards student learning targets. Students with specific health conditions have been provided additional support as outlined in individual health care plans. The school received a staffing allocation of 0.17 (just short of 1 day) for QTSS. Experienced staff developed and implemented programs of induction and supervision. They also provided advice and guidance on working towards and/or maintaining teacher accreditation. The school conducted a review and refinement of the Learning and Support Team's systems and processes. Class teachers and specialist teachers collaboratively planned, implemented and monitored individualised programs of support for students identified as requiring a learning adjustment and or accommodation. Student progress has been tracked and reviewed against learning continuums and school based data points. An off class Assistant Principal coordinated structured support for beginning teachers in a variety of ways, including the identification and provision of professional development, supporting teacher accreditation processes and delivering school based induction programs. Equity funding. Flexible funding and staffing allocation. Flexible funding and integration support funding. Staffing allocation. Equity funding. Targeted funding. Page 7 of 9 Plumpton Public School 2887 (2016)

8 Student information Workforce 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 school uses an online facility to mark rolls and monitor attendance. Whole and partial absences are recorded with regular reports generating percentage of attendance for each student. The school works closely with the Home School Liaison Officer to communicate with parents and address issues impacting on attendance. A School Administration Officer has been engaged to monitor attendance and contact parents when necessary. Meetings are scheduled for the Classroom Teacher, Assistant Principal, and family member to develop an 'Individual Attendance Plan' for students with ongoing attendance issues. Workforce composition Position FTE* Principal 1 Assistant Principal(s) 4 Classroom Teacher(s) Teacher of Reading Recovery 0.42 Learning and Support Teacher(s) 1.4 Teacher Librarian 1 Teacher of ESL 1.2 School Administration & Support Staff 4.58 Other Positions 0 *Full Time Equivalent Plumpton Public School has 3 permanent Aboriginal staff members; one Classroom Teacher and two School Learning and Support Officers. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 80 Postgraduate degree 20 Professional learning and teacher accreditation In 2016, Plumpton Public School had three teachers on their second year of permanent appointment who were entitled to receive extra release from face to face teaching. Beginning teacher funding was utilised to support teachers to work towards achieving their identified goals. During 2016 teachers at Plumpton Public School have undertaken a variety of professional learning courses. Professional learning has been directly linked to school strategic directions and DoE priority areas. These courses have been in a range of formats including whole school, stage, workshops and network meetings and external courses. Whole school professional learning sessions have also covered mandatory training, including anaphylaxis training, CPR and Child Protection as well as the National Curriculum. Page 8 of 9 Plumpton Public School 2887 (2016)

9 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. In NAPLAN Literacy for Year 3: the school had an increase in the percentage of students in the top band (Band 6) for Reading, Writing and Grammar & Punctuation and an increase in the top two bands (Band 5 and 6) for Spelling. In NAPLAN Numeracy for Year 3: the school had an increase in the percentage of students performing in Bands 3 and 4. Policy requirements Aboriginal education Plumpton Public School is committed to improving the educational outcomes and wellbeing of Aboriginal students and supporting their aspirations. There were 14 Aboriginal students enrolled at Plumpton Pubic School in Our school promotes respect for the unique and ancient culture of the Aboriginal people in the following forms: Acknowledging the Traditional Custodians of the land in all formal assemblies and presentations, integration of Aboriginal perspectives across Key Learning Areas and encouraging Aboriginal members of staff and the community to share their cultural knowledge. During 2016, Plumpton Public School continued to ensure that all Aboriginal students had a Personalised Learning Pathway designed in consultation with parents and students. In NAPLAN Literacy for Year 5: the school had an increase in the percentage of students in the top band (Band 8) for Grammar & Punctuation and Spelling, and an increase in the top two bands (Band 7 and 8) for Reading and Writing. In NAPLAN Numeracy for Year 5: the school had an increase in the percentage of students performing in Band 8. 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 Results of school based surveys, discussion at P&C meetings and other informal meetings provided information to the school indicating that parents are happy with the programs and activities provided by the school to address student interests and needs. Multicultural and anti-racism education In 2016, Plumpton Public School had an enrolment of 475 students. Approximately 60% of enrolled students were from Language Backgrounds Other Than English (LBOTE), with 33 different language backgrounds in addition to English. The predominant language groups are Tagalog, Urdu and Samoan. The EAL/D teacher assisted classroom teachers to design and teach differentiated activities according to the needs of the targeted EAL/D students, with the aim of incorporating EAL/D pedagogy and strategies in classroom practice. EAL/D teachers and class teachers worked collaboratively to ensure the language needs of identified students were being met. In class support involved team teaching with the class teacher or taking a small group within the class. It is mandatory for every school to have an ARCO (Anti Racism Contact Officer). This trained officer ensures incidents of racism are dealt with appropriately. The school proudly recognises and celebrates Harmony Day every year, using the opportunity to invite the community into the school to celebrate diversity. This is further enhanced through class programs where multicultural perspectives are embedded in integrated units of work. Effective procedures are in place to ensure any concerns or issues are dealt with efficiently. Procedures provide support and adhere to DoE policy and encourage open and honest communication through the appropriate channels and avenues. Page 9 of 9 Plumpton Public School 2887 (2016)