Uki Public School Annual Report

Transcription

1 Uki Public School Annual Report Page 1 of 10 Uki Public School 3298 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Uki 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. Jeff Robinson Principal School contact details Uki Public School 1463 Kyogle Road Uki, uki-p.school@det.nsw.edu.au Page 2 of 10 Uki Public School 3298 (2016)

3 School background School vision statement Uki Public School is about children. It is a place where children want to come, a place where they are welcomed by caring, dedicated staff who strive to provide a supportive, safe, stimulating environment, sensitive to the needs of the individual. It is a place where children are encouraged to pursue quality and excellence in their daily endeavours, to respect the opinions and rights of others and to work co operatively. The school provides equality of opportunity. It is also a place where parents are welcomed and encouraged to be part of the education process. Working together, the school and parents will become Partners in Education. School context Established in 1895, Uki Public School is nestled in the heart of Uki village at the base of Mt Warning, 10 minutes south of Murwillumbah, in the Far North Coast of NSW. We are a friendly, community focused school that encourages each student to grow in a supportive, caring and challenging environment. Surrounded by rainforests and beautiful playgrounds, our classrooms are modern and well resourced. Dedicated staff members provide a supportive, safe and stimulating environment, sensitive to the needs of the individual, promoting the values that underpin society today. Academic programs are enhanced with strong creative arts programs, including music, art and dance. Inclusive practices provide our students with many opportunities to strive to achieve their personal best, including participation in competitive sports, public speaking and debating programs. Students access the latest in learning technologies, with cutting edge facilities and resources being utilised in classrooms daily. Uki Public School is well supported by an active, interested and culturally diverse community, committed to providing the best for 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. Our school undertook a rigorous self assessment using the elements of the School Excellence Framework. Our findings show a very positive response in all three domains Learning, Teaching and Leading. In the Learning domain, staff surveyed believe that we are functioning well into the sustaining and growing area of 3 of the 5 elements, performing very well in the domains of learning culture and wellbeing. Staff feel strongly that there is a school wide collective responsibility for student learning and success with high level of engagement. In the Teaching domain, there was also agreement amongst staff that we are working very much in the area of sustaining and growing our school, particularly in our collaborative practices. Only 2 of the 5 elements are in the delivering phase. In the Leading domain, staff believe our school is functioning at a sustaining and growing level in 3 of the 4 domains, with work still to be done in school planning, implementation and reporting which is still only delivering. Our self assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students. For more information about the School Excellence Framework: the department/our reforms/school excellence framework Page 3 of 10 Uki Public School 3298 (2016)

4 Strategic Direction 1 Curriculum quality teaching and learning Purpose To build increased student engagement and learning outcomes through the quality provision, instruction and review of all curriculum. Overall summary of progress We continued our school wide focus on engagement and differentiation in 2016, enabling us to continue to enhance student achievement. Future focused programs were improved through the involvement in 3 staff attending the EduTech Conference and 2 other staff members attending other technology rich professional learning opportunities to ensure we were maximising our use of available resources in an ever changing world. We developed whole school scope and sequence of program delivery for the new BOSTES History and Geography syllabus documents. Student welfare continued to be supported by all staff members with increased allocation of funding support and teacher aide time, enabling us to meet the social, emotional, physical, intellectual and learning needs of our students. In 2016, we were nominated for and received an Inclusion award from local council. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Data tracking (outcomes based assessment) and Literacy Continuum data showing growth for 80% of students K 6 against the Writing Cluster Criteria. Positive Behaviour for Learning (PBL) team to attend PBL professional learning to improve educational outcomes for students. Strong staff growth in the area of implementing 21st Century learning pedagogy, and the use of technology to enhance engagement. Progress achieved this year Student tracking data collated. L3 data collated for students in Kindergarten and Year 1. 2 staff members attended PBL professional learning early in All staff inserviced at school and helped to develop learning matrix. School rules modified. 3 staff members attended EduTech Conference in May, Enhanced integration of 21st Century pedagogies. Continued facilitation of technology deployment across the school. Funds Expended (Resources) Nil $2106 $2876 Next Steps Continued implementation of PBL and the actions from our upcoming School Evaluation Tool due to take place in early Build on agreed expectations and skills for technology to aid teaching and learning. Consolidate high level practice in line with expected standards through planning, data collection, observation and interviewing scrutiny. Page 4 of 10 Uki Public School 3298 (2016)

5 Strategic Direction 2 Community dynamic educational community culture Purpose To foster positive relationships and strengthen the bonds that exist within the school and our wider community, developing a culture of collaboration, clear communication, quality leadership, strong relationships, and common purpose. Overall summary of progress A number of initiatives were implemented in 2016 to enhance our culture of collaboration, communication and inclusiveness with our school community. Sentral was used as a portal to establish a repository for the collation of data ranging from attendance, student reports, PLP's/IEP's, and records of conversations and meetings regarding student welfare matters. A great number of activities continued our tradition of students having access to so much more that just curriculum access. A whole school musical saw every student up on stage. A fabulous Senior Citizens morning that saw a record number of visitors to our school, including visitors for 3 local nursing homes. Our Education Week and Book Week open days were also a great success. Our transition program for students commencing Kindergarten in 2017 received outstanding feedback including the following: "We wanted to thank you for the Transition Program. We had such a wonderful experience and X enjoyed it enormously. One full day a week for six weeks struck exactly the right note for X as well as us; getting us used to the idea, the routine required, as well as our emotional readiness. We're very grateful. I think it's a wonderful start for X. We also wanted to thank you for the booklet prepared on their last day. X was as proud as punch. So thank you." Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Survey the parent community on school communication, reports and community engagement. Track data of the school community participation in school events. Establish and build on links with school partners to enhance opportunities for our students. Progress achieved this year Feedback was sought from community throughout the year with the introduction of a Parent Suggestion Box for feedback and discussion at P&C meetings. This was a popular avenue for parents to Successful implementation of a Rural and Remote Blueprint grant for the development of student and teacher leadership programs across our Murwillumbah Community of Schools. Enhanced consultation and organisation of transition activities for Murwillumbah Community of Schools. Funds Expended (Resources) Nil $15350 Next Steps To continue to engage community in school activities and decision making using our P&C as a regular meeting tool to engage in discussion about what we are doing and how we are doing them. Continue to promote Uki PS as a place that is responsive to its community as a result of our effective engagement with members from our school community. To continue to explore ways to strengthen our P&C, community engagement across our school, and ensure our communication practices are valued and are of benefit. Continue to build on our Community of Schools activities. Page 5 of 10 Uki Public School 3298 (2016)

6 Strategic Direction 3 Capacity efficient school systems Purpose To provide clear, accessible processes and systems that will enhance the efficient delivery of high quality practice in all areas of school life. Overall summary of progress In 2016, our students, staff and community were engaged in and provided opportunities to offer feedback and suggest improvements to enhance the dynamic educational community culture of Uki PS. Sentral was established as a repository for the collation of data ranging from attendance, student reports, PLP's/IEP's, and records of conversations and meetings regarding student welfare matters. Every staff member participated in strategic professional learning to enhance school programs, including L3, PBL, Reading Recovery, technology, sport, class blogs, and leadership. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) L3 data collected twice a term K/1 and student improvement tracked along the clusters of markers for writing on the writing continuum. Progress achieved this year Collation of L3 data twice a term and tracking student progress to inform future L3 planning and lesson delivery. Funds Expended (Resources) Nil 100% of teaching staff actively engaged in the PDP process, setting appropriate goals derived from school strategic directions and engaging with strategies to improve professional practice. Established PDP process involving professional learning and collegial discussions to establish individual and school based goals. All staff given the opportunity to meet 1:1 with Principal in Term 3 to check progress of PDP and assign future actions. Leadership initiatives established to provide professional learning for staff to attend two courses 2 staff attended Steve Francis Leadership Program and 5 staff attended Mentoring for Effective Teaching (MET). $2200 (4 days casual staff) $1900 for Steve Francis Leadership MET training paid for from Rural and Remote Grant Next Steps Continue the adoption of our whole school Positive Behaviour for Learning program, which will also be used to track student behaviour data across the school. Monitor and maintain or school systems for technology use and upgrade as required. Collaboratively establish a whole school assessment schedule to enable greater use of collated data to inform future teaching practice. Page 6 of 10 Uki Public School 3298 (2016)

7 Key Initiatives Impact achieved this year Resources (annual) Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Evaluate Teacher aide's employed to support students with social and learning needs, as well as implement playground social skills programs, and adjust as required. Release provided for school executive (AP) to develop quality teaching programs and to support STLA programs. 0.2 FTE staffing allocation Low Level Adjustment for Disability Funding ($ ) Funding Support ($ ) 0.1 FTE staffing allocation 0.1 FTE funding from school sources Page 7 of 10 Uki Public School 3298 (2016)

8 Student information Student enrolment profile Enrolments Students Boys Girls Our enrolment figures have continued to increase over the last 6 years, with our enrolments increasing by approximately 50% since It is anticipated that this growth is likely to continue to slowly increase in future years. Student attendance profile School Year K All Years State DoE Year K All Years Management of non-attendance Our attendance data has improved but is still below the state average of We have regular visits with the HSLO to keep a number of our families on track and attending school regularly. Information is published every term regarding the requirements of regular attendance. A small cohort of families is largely responsible for our data being just below the state average, and we are working closely with these families to improve their attendance attitude. We also have significant number of students who transition into and out of home schooling, which also dramatically affects ours data. Workforce information Workforce composition Position FTE* Principal 1 Assistant Principal(s) 1 Classroom Teacher(s) 5.55 Teacher of Reading Recovery 0.5 Learning and Support Teacher(s) 0.2 Teacher Librarian 0.4 School Administration & Support Staff 1.81 Other Positions 0 *Full Time Equivalent The Australian Education Regulation 2014 requires that schools report on the Aboriginal composition of their workforce. We currently have no indigenous staff working at Uki PS. 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 33 Professional learning and teacher accreditation All staff have participated in extensive professional learning throughout All staff completed mandatory training for Child Protection, CPR, Anaphylaxis, Work Health and Safety Induction and general first aid. Staff Development Days saw staff engaged in professional learning to support emerging issues and complete SENTRAL School Reporting, SENTRAL PLP's/IEP's, Positive Behaviour for Learning, School Excellence Framework, and a review of the School Plan. Page 8 of 10 Uki Public School 3298 (2016)

9 Three staff attended the EduTech Conference and delivered presentations back at school on highlights. We had two staff participate in L3 professional learning and another complete her first year of Reading Recovery. Other staff participated in professional learning opportunities to enhance skills in technology, curriculum, sport, and leadership. Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to <insert date> and does not involve expenditure areas such as permanent salaries, building and major maintenance. 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 0.00 Total expenditure Balance carried forward 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. Whilst it is always pleasing to have a high percentages of students achieving at or above National Minimum Standards (NMS) in literacy, as a whole school, we are focused on increasing the percentage of students achieving in the top three bands, with a particular 2016 target on writing and spelling. In 2016, twenty five students in Year 3 and seventeen students in Year 5 sat the NAPLAN assessments in literacy. Year 3 students achieving at or above NMS were as follows: reading 100%, writing 96%, spelling 100%, and grammar & punctuation 96%. The percentage of Year 3 students achieving in the top three bands were: reading 72%, writing 73%, spelling 61%, and grammar & punctuation 65%. We are particularly proud of the improvements in the Year 3 writing and spelling data. The percentage of students in the top three bands for writing improved from 43.8% in 2015 to 73.1% in 2016, and for spelling, the percentage improved from 35.4% in 2015 to 61.5% in For our students in Year 5, the percentage of students achieving at or above NMS were: reading 100%, writing 94%, spelling 88%, and grammar & punctuation 100%. Our percentage of Year 5 students achieving in the top three bands were: reading 64.7%, writing 35.3%, spelling 58.8%, and grammar & punctuation 64.7%. Whilst it is always pleasing to have a high percentages of students achieving at or above National Minimum Standards (NMS) in numeracy, as a whole school, we are focused on increasing the percentage of students achieving in the top three bands. In 2016, twenty five students in Year 3 and seventeen students in Year 5 sat the NAPLAN assessments in numeracy. Year 3 students achieving at or above NMS in numeracy was 96%. The percentage of Year 3 students achieving in the top three bands for numeracy was 64%. For our students in Year 5, the percentage of students achieving at or above NMS in numeracy was 94.1%. Page 9 of 10 Uki Public School 3298 (2016)

10 Our percentage of Year 5 students achieving in the top three bands for numeracy was 64.8%. curriculum through the use of digital media, animation, film documentaries and the visual arts. 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 In 2016, the school sought the opinions of parents, students and teachers about the school throughout the year at staff meetings and as a part of the PDP process, student forums, P&C meetings and through the use of surveys. In all cases, all stakeholders at Uki feel the school is moving in a very positive direction. 99% of surveyed respondents indicated enjoyment of the warm and inviting culture present here at Uki PS as soon as you walk through the gates of the school. Multicultural and anti-racism education We have maintained our focus on multicultural education across all areas of the curriculum by providing quality teaching programs which develop necessary knowledge, skills and attitudes for a culturally diverse society. Our participation in local initiatives, including the Ukitopia Arts Festival and Unity Festival, help to educate students about our cultural diversity. We promote a culture of inclusiveness into our curriculum delivery and wider school activities. We promote the DEC core values of care, participation, respect, cooperation, excellence, responsibility, integrity, fairness, democracy, tolerance, friendship, perseverance, and courage as a part of our whole school Values Program. Staff are all 100% committed to improving opportunities for students and ensuring the success of every program that is run here. Students surveyed indicated deep satisfaction in the amount of opportunities available for them to participate in. Policy requirements Aboriginal education Uki Public School is located on the land of the Minjungbal People of the Bundjalung Nation. The school endeavours to respect and support Aboriginal people past, present and future, by offering a high level of support to enhance and improve educational outcomes for all of our Indigenous students. We value our connections with our Indigenous families and with the wider Aboriginal community. Respect for the role Aboriginal culture plays in our country is strongly reflected in the programs and school activities we implement. Our school s Aboriginal population accounts for 8.5% of the total school enrolment. Aboriginal perspectives are integrated in all classes across all Key Learning Areas, aiming to develop awareness, understanding and positive attitudes about Aboriginal culture and history. We have forged close links with local Aboriginal Elders and other Indigenous community members to expand on our local understanding and knowledge. All students participate in recognition activities during NAIDOC week, National Sorry Day, Reconciliation Week, and other significant events and days. Our curriculum is enhanced with the integration of Aboriginal cultural content and perspective across the Page 10 of 10 Uki Public School 3298 (2016)