Girraween Public School Annual Report

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1 Girraween Public School Annual Report Page 1 of 18 Girraween Public School 1988 (2016)

2 Introduction The Annual Report for 2106 is provided to the community of Girraween 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. Glenn Walker Principal School contact details Girraween Public School Bando Rd Girraween, girraween-p.school@det.nsw.edu.au Page 2 of 18 Girraween Public School 1988 (2016)

3 School background School vision statement Girraween Public School will create 21st century learners through innovative, culturally sensitive,teaching practice with a focus on project based learning and technology. School context Location Girraween Public School is situated between Bando Road and Gilba Road Girraween. The school is close to the shops and railway station at Pendle Hill. Girraween is primarily a residential area, although there is some light industry to the west of the area. The school is situated in the Holroyd Municipality and is involved in citizenship, environmental and safety programs offered by the council. Student Enrollment Currently, there are 40 classes (37 mainstream and 3 support classes) with 1045 students enrolled. At present 94 per cent of these students come from language backgrounds other than English. There is great cultural diversity at Girraween with over 48 different language backgrounds represented in the student population. Tamil and Hindi are the dominant cultural groups. Community The school community has high expectations for student achievement and strongly supports the high educational standards promoted by the school. Community participation in school governance has been facilitated through an active Parents and Citizens Association which provides support and extra funding for resourcing across the school. Staff The leadership team includes the Principal, two Deputy Principals and five Assistant Principals. There are 37 mainstream teachers and 3 support unit teachers. We have one IM class and two IO classes. Support staff includes; 5.2 English as an Additional Language or Dialect (EAL/D) teachers and 1.3 Support Teacher Learning Assistance. Our School Counselor is available 4 days each week. 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. Learning Domain The learning culture of our school is building educational aspirations and ongoing performance improvement among students and staff. All students are developing responsibility for their own learning. This is evident in the high level of engagement in classrooms, high academic achievement, the very low number of negative behaviours and the high number of students progressing through the school s Fair Discipline Code reward system. The school consistently implements a whole school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment. Curriculum and learning has an integrated approach to quality teaching, curriculum planning and delivery that promotes excellence to meet the learning need of all students. The school has explicit processes to collect, analyse and report internal and external student performance data. Student reports contain detailed information about individual student learning achievement and areas for growth. Students consistently perform at high levels on external and internal school Page 3 of 18 Girraween Public School 1988 (2016)

4 performance measures. Teaching Domain Effective classroom practice is promoted among all teachers identifying, understanding and implementing effective teaching methods with a priority on evidence based teaching strategies. Data analysis informs the school s learning goals and monitors progress towards them. The school has systems in place for collaboration, classroom observation, modelling of effective practice and feedback to drive and sustain school wide improvement in teaching and student outcomes. Teacher professional learning is clearly aligned with the school plan. Staff attainment of professional learning goals and teaching requirements are part of the school s performance and development processes. Leading Domain The school leadership team promotes a culture of high expectations and community engagement aimed at whole school improvement. The school plan is the basis of school improvement strategies, aimed at achieving the school vision and strategic directions. The school plan directs strategic use of resources to achieve improved student outcomes. Administration practices provide explicit information about the school s functioning to promote ongoing improvement. The result of this self assessment process indicated a need for our self assessment procedures to support the school to refine the strategic priorities in our 2017 school plan leading to further improvements in the delivery of education to our students. This will be done by including data collection and evidence in each of the milestones during the year in all committee action plans. This will then refine actions for the implementation of the school plan in For more information about the School Excellence Framework: the department/our reforms/school excellence framework Page 4 of 18 Girraween Public School 1988 (2016)

5 Strategic Direction 1 High Quality Curriculum Purpose Developing students' reasoning and creative activity in preparation for life in the 21st century. To support students in making informed decisions to apply and interpret knowledge, skills and understandings in a broad range of contexts and across all KLAs To develop quality teaching and learning programs that encourage all students to develop their critical and imaginative skills that deepens their understanding of themselves and the world. Overall summary of progress Learning Intention, Success Criteria All staff aware and using Formative assessment strategies across a range of KLA s in K 6 including Support classes and support teachers. All staff aware and most using LISC across a range of KLA s in K 6 including Support classes and support teachers. Students are able to voice what they are learning and how they know they are doing it correctly, using Learning Intentions and Success Criteria as their metalanguage. Initial collection of formal assessment across K 6 will support 2017 focus of creating a scope and sequence for Assessment and Reporting. Staff are more explicit and purposeful in focusing on the Learning Intention, rather than activities. History and Geography Stage 2, improved knowledge of Australian geography and climatic zones (pre and post tests) Stage 2 excursion to The Rocks developed students understanding of Australian history through experiential learning Stage 2/3, incorporation of Focus on Reading strategies and greater integration of KLAs Stage 1 PBL based on History unit Stage 1 excursion to Elizabeth Farm developed students understanding of aspects of Australian history through experiential learning Stage 3 BYOD used in History and Geography Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) All class programs reflect a range of assessment procedures. All teachers provide feedback to improve performance, processes and student self regulation. Maintain high percentage of students performing at proficiency level in literacy and numeracy. Progress achieved this year Program is on track with a review of the LISC project involving all 5 schools in the PLC achieved. Changes are evident in teacher practice and implementation of LISC at Girraween PS and all other schools. Spending on track with planned budget. More funds will be allocated to release a project coordinator in 2017 with equal contributions from all 5 schools. The focus of the next phase of the project will be formative assessment, specifically questioning and feedback. Adjustments made to our plan have been followed during term 4 Funds Expended (Resources) Teacher release time. classroom resources. $91, Next Steps The focus of the next phase of the project will be formative assessment, specifically questioning and feedback. All class programs reflect a range of assessment procedures. All teachers provide feedback to improve performance, processes and student self regulation. Maintain high percentage of students performing at proficiency level in literacy and numeracy. Programming that includes a high level of formative assessment, LISC, questioning and feedback, which Page 5 of 18 Girraween Public School 1988 (2016)

6 allows for differentiated learning experiences. Demonstrated implementation of the new NSW History and Geography syllabus. Page 6 of 18 Girraween Public School 1988 (2016)

7 Strategic Direction 2 Project Based Learning Purpose Creating a dynamic and quality learning environment by embedding Project Based Learning (PBL) Overall summary of progress Teacher training for new staff on implementation of PBL strategies. Staff professional learning to develop a scope and sequence of skills that required stage implementing PBL. Integration of technology into the planning, assessment and communication to parents. Resources included Blendspace, Plickers, See Saw. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) All classes implement Project Based Learning units and present work. Progress achieved this year Program is on track with evaluation and planning for 2017 achieved. The action plan for PBL will be reviewed early in 2017 with training for any new staff planned and funded. Spending on track with planned budget. The inclusion of 8 ways of learning to ensure implementation of the Aboriginal Education policy will be prioritised in Adjustments will be made as required in Funds Expended (Resources) Teacher release to complete training and prepare units of work. Resources. $45,000 Next Steps All K 2 classes participate in SOLE sessions, linked to a KLA and present within the classroom. All Year 3 4 classes implement PBL units and showcase/exhibit their product. All Year 5 6 classes implement STEM units and showcase/exhibit their product. Programming that includes a broader range of programming styles and increased level of student participation in challenging activities. Review scope and sequence for PBL units and create a scope and sequence for SOLE and STEM. Page 7 of 18 Girraween Public School 1988 (2016)

8 Strategic Direction 3 Increased School Capacity Purpose Implementing high quality teaching and learning for all community members Overall summary of progress TEN L3 Six teachers trained in K 2 classes. Team teaching support in classrooms from the Facilitator and coordinators has provided positive feedback from trained and newly trained teachers. Support in programming for TEN catering for individual students. Observations from the TEN facilitator and coordinators for new trained teachers which has enhanced and consolidated teaching practices. Data collection is ongoing and is showing students are performing above end of grade expectations before the end of term 4. All classes have the required resources to implement TEN daily and to tailor for ability groups. Eight teachers training in the programs K 2 and 3 teachers continued ongoing professional learning. Focus on Reading Training for 36 teachers in classes Year 1 to Year 6 in Reading Texts module. Team teaching support in classrooms for all teachers. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Maintain high percentage of students performing at proficiency level in literacy and numeracy. Increased percentage of community members participating in school programs. Range of assessment practices developed and implemented K 6. All classes implement differentiation of the curriculum to cater for the range of student learning needs. Progress achieved this year L3, TEN and Focus on Reading programs are now established practice in the school. Student data shows between 35% and 65% of students in grade K 6 are performing above grade expectation. Planning for required teacher training has been completed and funding allocated. Funds Expended (Resources) Teacher release and teaching resources. $130, Next Steps Range of assessment practices to be developed and implemented K 6. All classes implement differentiation of the curriculum to cater for the range of student learning needs. Further develop staff capacity to differentiate programming in literacy and numeracy for both high achieving students and students needing support including the embedding of Literacy and numeracy in all KLAs. English action plan, L3, Focus on Reading and TEN programs will be been linked to the LISC project. PLAN data to show student improvement in Maths. Maintain current high performance in Year 3 and Year 5 NAPLAN.. Continue teacher observations and team teaching as it has promoted sharing of ideas and fostered confidence in new teachers. Page 8 of 18 Girraween Public School 1988 (2016)

9 Formative assessment strategies to assist teachers plan learning for individual students. Page 9 of 18 Girraween Public School 1988 (2016)

10 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 Targeted student support for refugees and new arrivals All Aboriginal students have Individual Learning Plans. All classes implement the Aboriginal Education policy. Student progress data prepared for handover to class teachers in Highly effective implementation of Learning Intentions, Success Criteria strategies in all classrooms. Students have increased independence and extended their literacy skills through the implementation of differentiated classroom activities. All students requiring adjustments to their learning have an individual learning plan developed by the Learning Support Team in consultation with classroom teachers and parents. Supported students have accessed all classroom content. Assistant Principals' roles included mentoring and classroom observation to develop the capacity of supervised teachers. The roles also included team teaching in classrooms. All students were able to access all school programs including BYOD, school excursions, sport and school uniforms. Beginning teachers were supported by a teacher mentor to assist management of class programming, administration and reporting. Teacher release was provided to observe classroom practice, attend training and complete administration requirements. Significant development of English language skills in all refugee and new arrival students. Teacher time and School Learning Support Officer time assisted individual students improve their confidence in English language. Teacher release to complete Individual Education Plans for all Aboriginal students. Aboriginal background loading ($ ) Teacher release for training. English language proficiency ($ ) School Learning Support Officers and teacher release to plan learning adjustments. Low level adjustment for disability ($ ) QTSS staffing allocation to release Assistant Principals from classroom duties. Quality Teaching, Successful Students (QTSS) ($0.00) Socio economic background ($ ) Support for beginning teachers ($ ) Targeted student support for refugees and new arrivals ($ ) Page 10 of 18 Girraween Public School 1988 (2016)

11 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 Workforce composition Position FTE* Principal 1 Deputy Principal(s) 2 Assistant Principal(s) 5 Classroom Teacher(s) Teacher of Reading Recovery 0.82 Learning and Support Teacher(s) 1.3 Teacher Librarian 1.6 Teacher of ESL 5.4 School Counsellor 0 School Administration & Support Staff 9.07 Other Positions 0 *Full Time Equivalent There are no Aboriginal members of staff in Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 85 Postgraduate degree 15 Professional learning and teacher accreditation Numbers of teachers participating in professional learning activities and a description of activities.: L3 training initial 3 x ES1 teachers 2 x Year 1 teachers Total: 5 teachers. Focus on the teaching of reading including reading for meaning, strategies for reading and writing strategies. L3 training ongoing professional learning 3 x ES1 teachers 3 x Year 1 teachers Total: 6 teachers Focus on the teaching of reading including reading for meaning, strategies for reading and writing strategies. Focus on Reading 7 x Stage 3 teachers 9 x Stage 2 teachers 8 x support teachers Total: 24 teachers. Page 11 of 18 Girraween Public School 1988 (2016)

12 Focus on the Super Six comprehension strategies. Teachers engage in professional dialogue on implementation of the strategies to enhance comprehension skills. TEN training initial 2 teachers trained as TEN facilitators 5 x ES1 teachers 5 x Year 1 teachers 5 x Year 2 teachers 1 x Year 3 teacher 9 x Support staff Total: 25 teachers Focus on Aspect 2 of the Numeracy Continuum Early Arithmetical Strategies. Teachers engage in professional dialogue on assessment, student groupings, developing students skills and differentiation in the classroom.pdhpe Sport Organiser course 2 x primary teachers 5 online modules geared towards the organisation of whole school sporting events including the coordination of PSSA. Pemulwuy LISC Project 1 x Deputy Principal, 8 teachers x 1 relieving AP. Teachers created action project to implement at GPS. Presented results to principals and fellow participants. Strategies to build the capability of staff to achieve key priorities English L3: GPS ES1 & Year 1 teachers demonstrated lessons to stage team teachers. Focus on Reading: GPS Stage 2 and Stage 3 teachers observed lessons demonstrated by LISC trained teachers. Professional learning days provided for Focus on Reading modules to be completed. Professional learning meetings planned for Years 3 6 with Focus on Reading. Professional learning meetings planned for K 2 with L3. Mathematics TEN training started for K 2 and support staff. Professional learning days provided for TEN modules to be completed. Demonstration lessons delivered to participants. PLAN numeracy data entered. Project Based Learning committee maintained program training newly appointed teachers. Average expenditure per teacher on professional learning, at the school level (NB : Figures include casual teacher coverage of classes.) Beginning Teacher: $ Literacy and Numeracy: $ Quality Teaching: $ Syllabus Implementation: $ Total: $ Total teachers: 50 teachers. Average per teacher: $584 Financial information (for schools using both OASIS and SAP/SALM) Financial information The three financial summary tables cover 13 months (from 1 December 2015 to 31 December 2016). The financial summary consists of school income broken down by funding source and is derived from the school Annual Financial Statement. Income $ Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen 0.00 Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library Training & development Tied funds Short term relief Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward The information provided in the financial summary includes reporting from 1 December 2015 to 31 December Page 12 of 18 Girraween Public School 1988 (2016)

13 2016 Actual ($) Opening Balance 0.00 Revenue (2a) Appropriation (2b) Sale of Goods and Services (2c) Grants and Contributions (2e) Gain and Loss 0.00 (2f) Other Revenue 0.00 (2d) Investment Income Expenses Recurrent Expenses (3a) Employee Related (3b) Operating Expenses Capital Expenses 0.00 (3c) Employee Related 0.00 (3d) Operating Expenses 0.00 SURPLUS / DEFICIT FOR THE YEAR Balance Carried Forward Actual ($) Base Total Base Per Capita Base Location 0.00 Other Base Equity Total Equity Aboriginal Equity Socio economic Equity Language 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. There is no opening balance recorded in the SAP finance table. The opening balance for the school for this reporting period is recorded as the Balance Brought Forward in the OASIS table. The OASIS Balance carried forward amount (ie, funds on date of migration) is included in the (2a) Appropriation amount in the SAP table. Any differences between the OASIS Balance carried forward and (2a) Appropriation amount is the result of other accounts and transactions being included in the (2a) Appropriation amount. The school plan is prepared following a detailed evaluation of school programs. Priority areas of the school plan are funded to deliver high quality programs supporting students and addressing identified areas of need. The school budget is prepared by the principal in consultation with the school executive and the school administration manager. Management of programs, action plans and associated budgets are delegated to staff responsible for areas of the school plan. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. Page 13 of 18 Girraween Public School 1988 (2016)

14 School performance NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Page 14 of 18 Girraween Public School 1988 (2016)

15 Page 15 of 18 Girraween Public School 1988 (2016)

16 The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link and insert our school name in the 'Find a School' and select GO to access the school data. Parent/caregiver, student, teacher satisfaction Parent/caregiver satisfaction: TTFM Partners in Learning Parent Survey Report 35 respondents between 23 August 2016 and 13 October Parents feel welcome at Girraween Public School rating 7.4 Parents are informed at Girraween Public School rating 6.9 Parents at Girraween Public School support learning at home rating 7.5 Support for learning at Girraween Public School rating 7.2 Support for positive behaviour at Girraween Public School rating 7.7 Safety at Girraween Public School rating 7.4 Inclusion at Girraween Public School rating 6.9 Student satisfaction: TTFM student survey highlights based on data from 334 students at Girraween Public School that participated in the survey between 16 March 2016 and 8 April The number of students by year level is; Year 4: 115, Year 5 116, Year Student participation in school sports Page 16 of 18 Girraween Public School 1988 (2016)

17 Students play sports with an instructor at school, other than in a gym class. 91% of students in this school had a high rate of Participation in Sports; the NSW Govt norm for these years is 83%. 91% of the girls and 91% of the boys in this school had a high rate of participation in Sports. The NSW Govt norm for girls is 82% and for boys is 84%. Students with a positive sense of belonging Students feel accepted and valued by their peers and by others at their school. 87% of students in this school had a high sense of belonging; the NSW Govt norm for these years is 81%. 81% of the girls and 94% of the boys in this school had a high sense of belonging. The NSW Govt norm for girls is 81% and for boys is 81%. Students with positive relationships Students have friends at school they can trust and who encourage them to make positive choices. In this school, 93% of students had positive relationships; the NSW Govt norm for these years is 85%. 92% of the girls and 95% of the boys in this school had positive relationships. The NSW Govt norm for girls is 88% and for boys is 83%. Students that value schooling outcomes Students believe that education will benefit them personally and economically, and will have a strong bearing on their future. Students try hard to succeed in their learning. 96% of students in this school tried hard to succeed; the NSW Govt norm for these years is 88%. 95% of the girls and 98% of the boys in this school tried hard to succeed. The NSW Govt norm for girls is 90% and for boys is 85%. Advocacy at school Students feel they have someone at school who consistently provides encouragement and can be turned to for advice. In this school, students rated advocacy at school 8.1 out of 10; the NSW Govt norm for these years is 7.7. In this school, advocacy at school was rated 8.3 out of 10 by girls and 7.9 out of 10 by boys. The NSW Govt norm for girls is 7.8 and for boys is 7.5. Teacher satisfaction: TTFM: Focus on Learning Teacher Survey Report 54 respondents between 23 Aug and 12 Oct Leadership rating 8 Collaboration rating 8.2 Learning Culture rating 8.5 Data Informs Practice rating 8.1 Teaching Strategies rating 8.3 Technology rating 7.4 Inclusive School rating 8.4 Parent Involvement rating 7.7 Challenging and Visible Goals rating 8 Planned Learning Opportunities rating 8.1 Quality Feedback rating 8 Overcoming Obstacles to Learning rating % of students in this school valued School Outcomes; the NSW Govt norm for these years is 96%. 99% of the girls and 96% of the boys in this school valued School Outcomes. The NSW Govt norm for girls is 97% and for boys is 94%. Students with positive homework behaviours Students do homework for their classes with a positive attitude and in a timely manner. In this school, 88% of students had positive homework behaviours; the NSW Govt norm for these years is 63%. 92% of the girls and 84% of the boys in this school had positive homework behaviours. The NSW Govt norm for girls is 72%and for boys is 54% Students with positive behaviour at school Students that do not get in trouble at school for disruptive or inappropriate behaviour. In this school, 94% of students had positive behaviour; the NSW Govt norm for these years is 83%. 99% of the girls and 91% of the boys in this school with positive student behaviour at school. The NSW Govt norm for girls is 91% and for boys is 75%. Effort Page 17 of 18 Girraween Public School 1988 (2016)

18 Policy requirements Aboriginal education Girraween Public School continued to integrate Aboriginal perspectives into existing classroom programs and had three Aboriginal students enrolled and supported through the Aboriginal background funding. These students were supported through the implementation of Personalised Learning Plans, developed in consultation with the student, teacher and parent and focused on the individual learning needs of each student. Personalised adjustments and strategies were implemented to improve student attendance, participation and engagement in learning. Provision of learning and support officers in classrooms, regular communication between school and home and greater access to school swimming scheme and life education. Stage 3 Aboriginal Students were given the opportunity to develop leadership skills by leading the welcome to country at the beginning of assemblies. Multicultural and anti-racism education In % of the schools population were from a language background other than English (LBOTE). Approximately 920 students were included in the EAL/D program this year. Girraween Public School has the equivalent of 5.4 full time English as an Additional Language or Dialect (EAL/D) teaching positions, allowing targeted teachers to work with small groups and whole classes to cater for the variety of student learning needs in English. These needs range from newly arrived students with no English to children who were born in Australia but exposed to another language at home. Multicultural perspectives are incorporated into a variety of teaching and learning programs at Girraween, at a class, stage and also whole school level. Anti racism initiatives are embedded into class and stage programs across the school. Harmony Day was celebrated with a K 2 and a 3 6 Harmony Day assembly, reflecting on what harmony means to members of the school community. Staff and students dressed in orange for this special occasion.. Page 18 of 18 Girraween Public School 1988 (2016)

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