Annual Report. Mullumbimby Public School 2665 (2017)

Transcription

1 Mullumbimby Public School Annual Report Page 1 of 13 Mullumbimby Public School 2665 (2017)

2 Introduction The Annual Report for 2017 is provided to the community of Mullumbimby 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. Cherie King Reliving Principal School contact details Mullumbimby Public School Morrison Ave Mullumbimby, mullumbimb-p.school@det.nsw.edu.au Page 2 of 13 Mullumbimby Public School 2665 (2017)

3 School background School vision statement Mullumbimby Public School is committed to providing all students with a range of diverse learning opportunities within a culture of growth, performance, creativity and well being. It provides an innovative 21st Century education across all areas of the curriculum in an inclusive, engaging and supportive school environment. The school values and celebrates the diversity of its families and local community. It is committed to developing personal excellence, individual strengths, a love of learning and the capacity to achieve. School context Mullumbimby Public School is situated on the Far North Coast of NSW and is a member of the Lighthouse Valley Community of Public Schools and BOMBB (Bangalow PS, Ocean Shores PS, Mullumbimby PS, Brunswick Heads PS, Byron Bay PS) community of Public Schools. The school currently services 148 families from across the full socio economic spectrum. At Mullumbimby Public School we; aim to provide students with the skills, knowledge and expertise to help them master the multi dimensional abilities required of them in the 21st century. provide opportunities for all staff to engage in quality professional learning activities aimed at improving outcomes for every student. acknowledge and showcase the academic, sporting, cultural and leadership achievements of our students at every opportunity are committed to the Positive Behaviour For Learning (PBL) core values of Respect Yourself, Respect Others and Respect the Environment, and endeavour to instil these core values through explicit teaching and high expectations at all times. embrace the use of technology to enhance the learning programs of students are strongly supported by a hard working P&C. Self-assessment and school achievement Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self assessment using the School Excellence Framework, school achievements and the next steps to be pursued. This year, our school undertook self assessment using the School Excellence Framework. The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. In the Learning domain, there is school wide, collective responsibility for student learning and success, with high levels of student, staff and community engagement. Positive and respectful relationships across the school community underpin a productive learning environment, and support students' development of strong identities as learners. The school consistently implements a whole school approach to wellbeing, which has clearly defined behavioural expectations and creates a positive teaching and learning environment. Quality teaching and professional practice are evident providing students with opportunities to connect, succeed and thrive. Staff has analysed school performance data and is aware of trends in student achievement levels. The is recognised as high value added school in the area of reading. The domain of Teaching, all teachers are committed to identifying, understanding and implementing the most effective teaching methods with a high priority given to evidence based teaching strategies. Teachers incorporate diagnostic data analysis when planning for teaching and learning. Assessment instruments are used regularly to help monitor students' learning progress and to identify skill gaps for improvement. Mullumbimby Public School has explicit systems for collaboration and feedback to sustain quality teaching practice. Teacher professional learning is aligned with the school strategic plan and its impact on the quality of teaching and students learning outcomes is evaluated. Our highly experienced teachers share their expertise and work beyond their classrooms to contribute to broader school programs. Page 3 of 13 Mullumbimby Public School 2665 (2017)

4 In the domain of Leading, leadership development is central to school capacity building. The school has productive relationships with external agencies such as local businesses and community organisations to improve educational opportunities for students. The school successfully fosters collaboration with key stakeholders in the development of the school vision, strategic directions and annual plans. Established processes build the capacity of the school community to use data and evidence for strategic school improvement. Shared school wide responsibility is evident through leadership, teaching, learning and community evaluations to review learning improvements. The school uses collaborative Management practices and processes that are responsive to school community feedback. Administrative practices provide explicit information about the school's functioning to promote ongoing improvement. 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 13 Mullumbimby Public School 2665 (2017)

5 Strategic Direction 1 Quality 21st Century Learning Purpose To enhance leadership and teaching practices through 21st century pedagogy and targeted Professional Learning. Creating a professional environment that is aligned with the Australian Professional Teaching Standards, where teachers engage professionally and collaboratively to deliver 21st Century Learning. Overall summary of progress Students are actively engaged in their learning, seeking support when needed. Staff provide appropriate learning activities that reflect differentiation to meet individual student needs. Parents and carers are invited to participate actively in open forums to discuss the future directions of our school in respect to student learning, as well as participate in surveys. School leaders support teachers in the development of learning programs to meet student needs, as well as becoming leaders of learning to address individual staff members' needs and the Australian Professional Standards for Teaching. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Funds Expended (Resources) Progress achieved this year 100% of teachers demonstrate evidenced professional growth against the Australian Teaching Standards. Increase in staff knowledge and confidence in implementing 21st Century and innovative technology. $3000 All teaching staff now have a Performance and Development Plan (PDP) based on the new (DoE)Policy. Staff members are developing an understanding of how to best drive their own plans and to actively seek feedback and mentoring as part of their ongoing professional growth. $3500 Utilising the expertise of our own staff through weekly Professional Learning (PL) meetings and the expertise of BOMBB teachers through combined BOMBB PL meetings, teachers have gained a vast array of new skills to support quality future focused pedagogy in classrooms. Next Steps Promotion of innovation across the school with more opportunities for students to engage in future focused learning in STEM (Science, Technology, Engineering and Mathematics) particularly in coding and robotics. Continue to build upon improved Learning and Support Team processes to promote success for all students. Page 5 of 13 Mullumbimby Public School 2665 (2017)

6 Strategic Direction 2 Quality 21st Century Teaching Purpose To improve teaching standards through high quality teaching, innovative 21st century practices, personalised learning and explicit high expectations. Overall summary of progress Staff members continue to deepen their understanding of the new Geography and Science and Technology syllabus. Staff from our school and across the BOMBB learning community are leading and supporting others through an effective implementation strategy. Much of this work has centred on the BOMBB Assistant Principal group regularly meeting, planning and implementing quality Professional Learning opportunities every term for BOMBB teaching staff. Our continued school focus on future focussed learning has enabled us to achieve sound progress in this strategic direction for both students and staff. Through focussed and high quality professional learning, staff have increased capacity to deliver learning experiences that incorporate greater opportunity for our students to engage in creative and critical thinking, collaboration and communication. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Funds Expended (Resources) Progress achieved this year Quality teaching is reflected across the school demonstrated through differentiated learning and the use of a variety of high quality assessment practices. Improved NAPLAN performance in literacy and numeracy with greater percentage of students in top two bands across all areas. Targeted Professional Learning to enhance teaching practice across all KLA s. $2700 Development of a whole school assessment process to promote consistency of judgment. Assessment data for students has been entered and tracked on PLAN. Student reports issued to parents twice per year identify progress for all students. 0 For the first time since the introduction of NAPLAN we are above state average in spelling. All Year 5 results are above state average. $10000 Through the use of and under the guidance of the purpose of the Performance and Development Framework, all teachers have identified areas for professional growth and engaged in relevant Professional Learning unique to their needs. Professional Learning has ensured moderation across the school using the literacy and numeracy continuums. Next Steps Focus on coaching and mentoring strategies for school executive to help build and sustain their leadership capacity with aspiring leaders taking on more active roles in leading school management practices. School executive continue to promote explicit systems for collegial support, goal setting, classroom observation, modelling best practice and providing feedback for all teaching staff. Page 6 of 13 Mullumbimby Public School 2665 (2017)

7 Strategic Direction 3 Building collaborative, active and resilient community partnerships Purpose To promote positive and respectful relationships with families and community which support an inclusive school culture and collaboratively develops successful learners. Learners who are confident, independent and creative individuals with self worth, resilience, respect and integrity. Overall summary of progress The teaching staff at Mullumbimby Public School have continued to promote collaborative partnerships within the school community. The school P&C Executive have also continued to work effectively to support the school. Events such as morning teas and barbeques were coordinated to encourage parental involvement in the life of the school. School staff acknowledged parent feedback and as a result many school functions were scheduled at times to maximise parental participation. Parents were also encouraged to work alongside teaching staff to assist with sporting and creative arts programs. Communication practices across the school community continued to be of focus with the use of social media such as our Facebook page. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Funds Expended (Resources) Progress achieved this year Surveys reflect high satisfaction amongst teachers, parents and students in achievement of educational outcomes and provision of a quality learning environment. $2500 Parent participation in Term One formal interviews was 95%. Along with better attended P&C meetings we also enjoyed one of our highest ever attendance at the annual Art Expo and Education Week Open Day,with extremely positive feedback regarding the involvement of community members and the positive feel and culture of the school. The introduction of PDP's and enhanced collaboration with BOMBB schools has led to greater staff professional job satisfaction. Students show an increased level of respect through our Positive Behaviour For Learning (PBL) strategy. $3200 With a review of Playground procedures and PBL practices within the school, including the continuation of more regular reward days we have seen record eligibility rates at these days and a very low suspension rate. Next Steps Enhanced opportunities to continue active partnerships with parents with improved school communication practices through the increased use of the school website and Facebook page. Investigate and implement new communication channels such as School Stream to further enhance communication and participation. Develop a school wide system of gathering evidence to gauge the impact of initiatives within the school plan to promote excellence. Page 7 of 13 Mullumbimby Public School 2665 (2017)

8 Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading $ % of indigenous students have PLP s collaboratively developed and completed. Continued successful transition to secondary school for indigenous students. Increased engagement of Indigenous families at NAIDOC celebrations and other school events. Continuation of the successful LVLC Deadly Dancers initiative with local indigenous dancer Dhinawan. All Indigenous students performed at a number of LVLC schools. Low level adjustment for disability $9800 National disability data collated and Professional Learning provided for teachers to understand the legislative requirements. Targeted students supported with individual and group literacy and numeracy programs to improve student outcomes. Individual students received specialised support for academic, social and emotional needs. Socio economic background $20000 Professional learning and the teaching strategies of have had great impact on student growth in Literacy as evidenced in PLAN data. Implementation of programs to support students in the area of Speech, Language and Communication. Increase in class SLSO literacy support for targeted students. Additional SLSO and LAST support for identified students, with introduction of playground support for targeted students. Page 8 of 13 Mullumbimby Public School 2665 (2017)

9 Student information Student enrolment profile Enrolments Students Boys Girls Student attendance profile School Year K All Years State DoE Year K All Years Management of non-attendance The importance of regular student attendance is frequently addressed in the school newsletter. Non attendance is monitored closely by class teachers and executive and followed up with families and the Home School Liaison Officer (HSLO) Workforce information Workforce composition Position FTE* Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 2 Head Teacher(s) 0 Classroom Teacher(s) 6.79 Teacher of Reading Recovery 0.42 Learning & Support Teacher(s) 0.6 Teacher Librarian 0.4 Teacher of ESL 0 School Counsellor 0 School Administration & Support Staff 2.12 Other Positions 0 *Full Time Equivalent Mullumbimby Public School workforce is comprised of 0% Indigenous employees. 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 15 Professional learning and teacher accreditation All teachers successfully completed their Performance and Development Plans in Teachers continued to engage meaningfully with the new Science, History, English and Mathematics syllabi. A Professional Learning model was enhanced by BOMBB executive staff and subsequent combined Professional Learning opportunities were aimed at improving classroom practice. The Professional Teaching Standards, Professional Development Framework, BOSTES Teacher accreditation and maintenance of accreditation, 21st Century fluencies and mandatory training including Child Protection, CPR and Anaphylaxis were all part of Professional Learning in Page 9 of 13 Mullumbimby Public School 2665 (2017)

10 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 44,134 Global funds 237,789 Tied funds 118,048 School & community sources 64,958 Interest 1,397 Trust receipts 19,288 Canteen 0 Total Receipts 441,480 Payments Teaching & learning Key Learning Areas 22,489 Excursions 2,860 Extracurricular dissections 26,175 Library 2,588 Training & Development 0 Tied Funds Payments 74,511 Short Term Relief 18,034 Administration & Office 56,242 Canteen Payments 0 Utilities 25,055 Maintenance 23,180 Trust Payments 10,099 Capital Programs 1,360 Total Payments 262,594 Balance carried forward 223,019 December Actual ($) Opening Balance 0 Revenue 257,577 Appropriation 223,019 Sale of Goods and Services 0 Grants and Contributions 34,391 Gain and Loss 0 Other Revenue 0 Investment Income 167 Expenses -123,863 Recurrent Expenses -123,863 Employee Related -58,390 Operating Expenses -65,474 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 133,713 Balance Carried Forward 133,713 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. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. 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 Page 10 of 13 Mullumbimby Public School 2665 (2017)

11 2017 Actual ($) Base Total 1,448,012 Base Per Capita 30,718 Base Location 5,104 Other Base 1,412,190 Equity Total 106,401 Equity Aboriginal 2,743 Equity Socio economic 32,905 Equity Language 0 Equity Disability 70,753 Targeted Total 34,760 Other Total 58,693 Grand Total 1,647,865 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 saw Mullumbimby Public School recognised as a High Gain School In NAPLAN. MPS received recognition from the Deputy Secretary School Operations and Performance for our outstanding focus on data analysis, explicit teaching practices and tailored individual support. Page 11 of 13 Mullumbimby Public School 2665 (2017)

12 The My School website provides detailed information and data for national literacy and numeracy testing. Go to to access the school data. Page 12 of 13 Mullumbimby Public School 2665 (2017)

13 Parent/caregiver, student, teacher satisfaction This year students, teachers and parents participated in the Tell Them From Surveys. In the domain of Engagement 92 % of students are socially engaged and the majority of students indicated they had a strong sense of belonging. The vast majority of parents indicated they feel welcome at the school and that they are well informed about their child's progress. Teachers surveys indicated there was opportunity to develop cross curricular or common learning experiences, there is high expectations for student learning and students are given feedback on how to improve their performance on formal assessments and daily tasks. Policy requirements Aboriginal education In 2017 we celebrated and continued to educate and raise awareness about Aboriginal culture and identity. Students participated in events such as NAIDOC Day, Harmony Day and National Sorry Day. Students also participated in a range of cultural activities including music, dance, art, sport and story telling. A highlight of the year was our involvement in the Deadly Dancers program and the celebration of NAIDOC Day at school through music and traditional games, where all students K 6 enjoyed the opportunity to participate. All Indigenous students have a Personalised Learning Plan(PLP), constructed and evaluated in collaboration with students, parents /carers and classroom teachers. Multicultural and anti-racism education In 2017 we maintained our focus on Multicultural Education. We recognise and value the backgrounds and cultures of our students and promote tolerant attitudes towards different cultures and beliefs. This is strengthened through our work with Harmony Day and Multicultural Day. Page 13 of 13 Mullumbimby Public School 2665 (2017)