Bullarah Public School Annual Report

Transcription

1 Bullarah Public School Annual Report Page 1 of 11 Bullarah Public School 4228 (2017)

2 Introduction The Annual Report for 2017 is provided to the community of Bullarah 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. Kathryn Weston Principal School contact details Bullarah Public School 6915 Gwydir Highway Bullarah, bullarah-p.school@det.nsw.edu.au Page 2 of 11 Bullarah Public School 4228 (2017)

3 School background School vision statement Bullarah Public School is committed to providing quality 21st Century educational experiences and opportunities in a respectful and nurturing environment that enables our students to become successful learners, confident and creative individuals and global citizens of the future. This will be achieved by the delivery of quality teaching and learning and the setting of high expectations of students and staff. School context Bullarah Public School is a small school (TP1) in the Barwon Network. The school is located 70 kilometres west of Moree and 70 kilometres east of Collarenabri. The school is isolated and is surrounded by farming land; as a result it is central to the residents of the local community Bullarah. The school offers a range of quality educational programs and experiences individually tailored to meet the needs of all students. Bullarah Public School s motto is: Towards a Better World. All teaching and learning programs are aimed at fostering student academic and social development in order to achieve this motto. The school runs a transition program one day a week in Semester 2 to promote the school and to prepare students for Kindergarten. Other programs in the school include Live Life Well, Targeting Early Numeracy, Jolly Phonics, a Garden Program and a whole school excursion each year. Bullarah Public School has a small but dedicated P&C which is committed to enhancing the academic, social and sporting development of our students. 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 domain of Learning we have assessed ourselves to be delivering in the elements 'Learning Culture', 'Curriculum and Learning', 'Assessment and Reporting' and 'Student Performance Measures'. For the element 'Wellbeing', the school is sustaining and growing. The school has a framework in place to support the wellbeing of students. Bullarah Public School's Motto is 'Towards a Better World' and it is reinforced with the core values of C.A.R.E students that are Creative, Active, Respectful and Encouraging. The Australian flag is raised each day and the school pledge recited. Students are actively taught to accept responsibility for actions and to be respectful of all community members. Student of the Week and Class Awards are recognised in the newsletter and celebrated across the school. Staff are dedicated to improving the learning opportunities for all students. The relationship between student engagement and learning is a recognised as essential for student growth. The establishment of a positive learning culture and the development of learning alliances with other small schools in the Barwon Network adds to the school culture. Strong routines support the continuity of learning and every students' progress is assessed and monitored with work samples and assessment tasks maintained in individual portfolios. In the domain of Teaching the school's on balance judgement is sustaining and growing for 'Effective Classroom Practice' and delivering in the elements 'Data Skills and Use', Collaborative Practice', 'Learning and Development' and 'Professional Standards'. Page 3 of 11 Bullarah Public School 4228 (2017)

4 All teaching and learning programs are based around the syllabus documents and are aimed at fostering student academic, physical and social development. The classroom is well managed and lessons are meticulously planned. The general capabilities of Literacy and Numeracy are heavily embedded across all key learning areas. Teachers work together to improve teaching and learning programs to ensure student achievement. Both a music tutor and a tennis / sports coach are employed by the school to further enhance teaching and learning in these curriculum areas. Teachers participate in professional learning targeted to school priorities and professional need, as well as completing all mandatory training as required. The Australian Professional Standards are used for professional development plans and teachers are committed to their ongoing development as members of the teaching profession. In the domain of Leading we have assessed ourselves to be delivering in the elements 'Leadership', 'School Planning, Implementation and Reporting', 'School Resources' and 'Management Practices and Processes'. The school plan outlines the high expectations of staff, students and the community. Resources and funds are allocated to ensure student academic growth and wellbeing is of the highest priority. School buildings and the grounds are maintained at a high standard and are a source of community pride. The teaching Principal role requires systems, structures and routines in order to function successfully. 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 4 of 11 Bullarah Public School 4228 (2017)

5 Strategic Direction 1 Engaged, confident, creative and high performing students Purpose To develop our students for the future as successful global citizens by equipping them with the skills to be confident, critical and creative individuals who strive for academic and social excellence. Overall summary of progress Programs have been developed to ensure that all students are actively engaged in the learning process and are performing at a high level. Every student has a portfolio of work samples and assessment tasks that demonstrate their progress. Student progress is plotted against the Literacy and Numeracy continuums also included in portfolio. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Students show progress against the numeracy and literacy continuums Funds Expended (Resources) 2 days of teacher release to use data from in school assessments and the Literacy and Numeracy continuums to write end of year student reports. Student progress on Literacy and Numeracy continuums is finalised $1000 Progress achieved this year Teachers used data to reflect on teaching practices and as a result all students demonstrated progress against the Literacy and Numeracy continuums. Teachers continued to develop their understanding of the continuums, consistent teacher judgment and developing marking criteria. Two days of release was used so that teachers worked collaboratively to analyse the data and write end of year student reports. Students have a portfolio of work samples showing evidence of their development around syllabus outcomes and General Capabilities reflecting 21st Century Learning Skills $0 Students have a portfolio of work samples in English, mathematics, HSIE, Science and PD/H/PE. This portfolio also includes internal mathematics assessment tasks, running records and Reading Box assessments. Teachers' knowledge and understanding of the syllabus General Capabilities is demonstrated in teaching programs and improved student outcomes. They include the explicit teaching of Literacy and Numeracy in all subjects. Positive Behaviour values were established. Next Steps The next school plan will continue to look at portfolios of work, developing assessment tasks and ensuring General Capabilities are included in programs. The major focus will be to lead learning through research based pedagogy Hattie and Visible Learning in order to guide student achievement. Develop an understanding of the Literacy and Numeracy Progressions in order to plot student achievement. Continued focus on wellbeing through the full implementation of a personal development program will also be a priority. Page 5 of 11 Bullarah Public School 4228 (2017)

6 Strategic Direction 2 Innovative, responsive and dynamic teachers of 21st Century pedagogy Purpose To build a dynamic culture of innovation and best practice through quality, evidence based teaching and professional learning. Teachers will be responsive to student needs and learning styles through appropriate curriculum differentiation. Teachers will have high expectations of themselves and their students in order to foster continued growth and improvement. Overall summary of progress In 2017, teachers continued to focus on developing their understanding of the Australian Professional Standards for Teachers and the School Excellence Framework. Teacher Professional Development Plans (PDP's) aligned with the standards and with the strategic directions in the school plan. A collaborative and consistent approach to teaching literacy and numeracy was maintained. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Funds Expended (Resources) Progress achieved this year All teachers have a Professional Learning Plan based on the priorities in the school plan and self assessment against the Australian Professional Standards for Teachers All staff will demonstrate an understanding of the School Excellence Framework and Australian Professional Standards for Teachers $0 Professional learning goals were created based on the standards and priorities in the school plan. $0 At regular intervals teachers have studied the School Excellence Framework and where the school sits in each of the domains. Discussion on types of evidence we have to support our decision has also taken place. Next Steps Continue to ensure that Professional Development Plans are aligned with the Australian Professional Standards for Teachers and the strategic directions in the school plan. Continue to develop understanding of and evidence for the School Excellence Framework. Ensure that teachers use evidenced based pedagogy to deliver curriculum, assessment and evaluation for future focused learning. Page 6 of 11 Bullarah Public School 4228 (2017)

7 Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Socio economic background Teacher $150 (2hrs 48mins) * 40 = $6000 SLSO $240 per day * 40 days =$9600 ($1274 from Aboriginal Background Loading) Teacher $150 (2hrs 48mins) * 40 = $6000 SLSO $240 per day * 40 days = $9600 ($1294 from Low Level Adjustment for Disability flexible funding) Teacher $150 (2hrs 48mins) * 40 = $6000 SLSO $240 per day * 40 days =$9600 ($1016 from QTSS) Teacher $150 (2hrs 48mins) * 40 = $6000 SLSO $240 per day * 40 days =$9600 ($4229 from Socio economic Background) Aboriginal background loading, low level adjustment for disability, quality teaching successful students and socio economic background funding were combined, along with school funds, to employ an SLSO an extra day per week (giving a total of five days per week) and an extra teacher for 2 hours 48 minutes (to give a total of 2 days per week). The SLSO worked individually with students and in small groups to assist with literacy and numeracy concepts. The impact achieved was students demonstrating improved literacy and numeracy results through the early detection of areas of need. Low level adjustment for disability, Aboriginal background loading, quality teaching successful students and socio economic background funding were combined, along with school funds, to employ an SLSO an extra day per week (giving a total of five days per week) and an extra teacher for 2 hours 48 minutes (to give a total of 2 days per week). The SLSO worked individually with students and in small groups to assist with literacy and numeracy concepts. The impact achieved was students demonstrating improved literacy and numeracy results through the early detection of areas of need. Quality teaching successful students, Aboriginal background loading, low level adjustment for disability and socio economic background funding were combined, along with school funds, to employ an SLSO an extra day per week (giving a total of five days per week) and an extra teacher for 2 hours 48 minutes (to give a total of 2 days per week). The SLSO worked individually with students and in small groups to assist with literacy and numeracy concepts. The impact achieved was students demonstrating improved literacy and numeracy results through the early detection of areas of need. Socio economic background, Aboriginal background loading, low level adjustment for disability and quality teaching successful students funding were combined, along with school funds, to employ an SLSO an extra day per week (giving a total of five days per week) and an extra teacher for 2 hours and 48 minutes (to give a total of 2 days per week). The SLSO worked individually with students and in small groups to assist with literacy and numeracy concepts. The impact achieved was students demonstrating improved literacy and numeracy results through the early detection of areas of need. Page 7 of 11 Bullarah Public School 4228 (2017)

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 Student absences continue to be of concern. Most absences are explained as sick or family leave. Extended family holidays also lowered the school attendance figures. The local HSLO was informed and monitoring continues to take place. In 2017, attendance awards were established for each term Gold Award 100% attendance, Silver Award 95% attendance and Attendance Award 90% attendance. This saw attendance improve as students strived to achieve these awards. Attendance awards will continue throughout Workforce composition Position FTE* Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 0 Head Teacher(s) 0 Classroom Teacher(s) 0.14 Teacher of Reading Recovery 0 Learning & Support Teacher(s) 0.1 Teacher Librarian 0.08 Teacher of ESL 0 School Counsellor 0 School Administration & Support Staff 0.7 Other Positions 0 *Full Time Equivalent The Australian Regulation, 2014 requires schools to report on the Aboriginal composition of their workforce. The current Aboriginal composition of our workforce is 0%. Under arrangement for small schools staffing Bullarah Public School has supplementary staffing needs to ensure that two adults are present at all times. 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 0 Professional learning and teacher accreditation Bullarah Public School teachers have a Professional Development Plan that outlines areas in which the teacher is seeking to demonstrate growth across the school year. The PDP's are related to the school plan and the strategic directions of the school. This plan is implemented through peer observations, programming meetings, and attending internal (school based) and external professional development opportunities. Over Page 8 of 11 Bullarah Public School 4228 (2017)

9 2017, teachers participated in: Teacher Professional Development Plan Anaphylaxis Training (face to face and e learning) Asthma Management Cardio Pulmonary Resuscitation (CPR) Child Protection Awareness (CPAT) Code of Conduct Emergency Care Multilit. Professional development also included meetings with other small schools in the Barwon Network to establish a common scope and sequence for all key learning areas. Non teaching staff have also completed Professional Development Plans. In 2017, the Principal and School Administration Manager (SAM) attended LMBR training as a part of Group 8. Adobe Connect sessions have also been watched and SAM attended network meetings to further develop understanding in this area. 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. Receipts $ Balance brought forward 100,210 Global funds 72,514 Tied funds 27,975 School & community sources 1,085 Interest 1,542 Trust receipts 0 Canteen 0 Total Receipts 103,117 Payments Teaching & learning Key Learning Areas 7,195 Excursions 0 Extracurricular dissections 0 Library 340 Training & Development 9,234 Tied Funds Payments 33,092 Short Term Relief 484 Administration & Office 3,565 Canteen Payments 0 Utilities 5,630 Maintenance 3,485 Trust Payments 0 Capital Programs 0 Total Payments 63,024 Balance carried forward 140,303 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 11 Bullarah Public School 4228 (2017)

10 2017 Actual ($) Opening Balance 0 Revenue 141,939 Appropriation 140,303 Sale of Goods and Services 0 Grants and Contributions 1,636 Gain and Loss 0 Other Revenue 0 Investment Income 0 Expenses -29,447 Recurrent Expenses -29,447 Employee Related -6,891 Operating Expenses -22,556 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 112,492 Balance Carried Forward 112,492 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 $0.00 because the Opening balance for the 2017 school financial year is reported in the OASIS table (as Balance brought forward). The amount displayed in the Appropriation category of the financial summary table is drawn from the Balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will not equal the OASIS Balance carried forward amount. The financial management of the school is overseen by the Principal, School Administration Manager and the P&C. Electricity is the biggest utilities expense due to the water supply we require. Funds have been spent on weekly music lessons and a Semester of tennis / sports coaching. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above Actual ($) Base Total 264,830 Base Per Capita 1,987 Base Location 12,809 Other Base 250,034 Equity Total 16,955 Equity Aboriginal 1,274 Equity Socio economic 4,229 Equity Language 0 Equity Disability 11,451 Targeted Total 15,830 Other Total 1,022 Grand Total 298,637 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. Bullarah Public School's 2017 Year 3 and Year 5 cohorts were too small to report on for Literacy. Bullarah Public School's 2017 Year 3 and Year 5 cohorts were too small to report on for Numeracy. Bullarah Public School is dedicated to fulfilling the Premier's educational priorities. All teaching and learning programs are focused on providing differentiated programs to ensure student growth in all areas. Student achievement is monitored with work samples, assessment tasks and plotting on the Literacy and Numeracy continuums. Page 10 of 11 Bullarah Public School 4228 (2017)

11 Parent/caregiver, student, teacher satisfaction Bullarah Public School students, staff and community were consulted to gain their opinion about their satisfaction of the school. Comments included: The class awards and attendance awards have been great. I like playing with my friends. My child comes home happy. I feel welcome when I visit the school. Staff know the learning needs of my child. Respect is important at Bullarah Public School. The students have wonderful manners. I look forward to coming to work and teaching my students new and exciting things. I like it when we do music lessons. Policy requirements Aboriginal education Aboriginal education continues to be integrated in all subjects. This is a priority in the school plan to ensure that teaching and learning programs include syllabus outcomes and General Capabilities. At the beginning of all functions a Welcome to Country is given and the students understand what this acknowledgement means. Multicultural and anti-racism education The school includes multicultural and anti racism education across all key learning areas. Teaching programs include a focus in the following areas: * Asia and Australia's Engagement with Asia * Difference and Diversity * Aboriginal and Torres Strait Islander Histories and Cultures * Ethical Understanding * Intercultural Understanding Two major activities addressed these areas in The first being a unit titled 'A Diverse and Connected World' where students looked at Australia's connections with Asia through trade, migration, tourism and aid. In Term 3 the students looked at the Country Women's Association Country of Study Nepal. The students worked individually and in small groups to research housing, food, religion, clothing, animals and trade. Bullarah Public School held a Nepalese luncheon where students dressed in traditional Nepalese costumes and presented facts about Nepal. They also prepared traditional food that was eaten on the day. The students were extremely proud of their efforts. The school also maintains an Anti Racism Contact Officer. During NAIDOC the focus was on Aboriginal art. The students looked at a variety of artworks and discussed how they were made. Students also completed sand paintings featuring Australian animals and traditional Aboriginal stories. One of the term 4 literacy focuses was on Aboriginal stories. The students read some traditional Dreamtime stories and discussed their format. They also had the opportunity to work in pairs to write and illustrate their own Dreamtime story. Page 11 of 11 Bullarah Public School 4228 (2017)