Chandler Public School Annual Report

Transcription

1 Chandler Public School Annual Report Page 1 of 12 Chandler Public School 1547 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Chandler 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. Melissa Wood Principal School contact details Chandler Public School Grafton Rd Wollomombi, chandler-p.school@det.nsw.edu.au Message from the Principal 2016 has been a very successful year at Chandler Public School. We pride ourselves on creating a school where students thrive in an atmosphere of safety, cooperation, high engagement and fun. Our students receive an exceptional education, and are supported in their emotional well being and development through our highly inclusive, supportive culture. During the school year, we continued to build the capacity of our students to ensure they are literate, numerate, collaborative, self directed, critical and creative thinkers. Chandler has a very supportive and very active P&C committee, ensuring open dialogue between families and teaching staff. Families and the wider community are heavily involved in the school, ensuring that the school is strongly connected with the local community. We continue our strong relationship with the very successful Snow Gums Learning Alliance. Through the alliance, we have seen our students interact with a wider cohort of students, while our teachers have enjoyed strong professional learning and collegiality. Our teachers and support staff have once again spent the year doing an outstanding job of supporting the education and wellbeing of our students. It has been an honour to work with such dedicated professionals. I am very proud to be the principal at Chandler Public School has been a wonderful year, and we look forward to Mel Wood Principal Page 2 of 12 Chandler Public School 1547 (2016)

3 School background School vision statement Chandler Public School offers each and every student an exceptional education in a supportive, small school environment. Chandler Public School will be the school of choice, as students benefit from outstanding facilities and 21st century learning opportunities. Chandler Public School works effectively as part of the Snow Gums Learning Alliance, offering collaborative opportunities for students and staff. Students from Chandler will be: Literate Numerate Collaborative Self directed Critical and creative thinkers. School context Chandler Public School is a small school located on the outskirts of Wollomombi. The school, with its beautiful gardens and extensive play areas, is surrounded by scenic country side, with the Wollomombi River to the west, the Chandler River to the east and the beautiful Wollomombi gorge with its spectacular waterfalls to the south. Chandler is a school with a vibrant, enthusiastic student body. Students have access to state of the art technology, utilising video conferencing and web conferencing to collaborate with students in our community of schools. Our school is part of the Stephanie Alexander Kitchen Garden program. Our students have wonderful kitchen facilities, with vegetable gardens and our chicken pen supplying fresh produce. Our vibrant school community is growing, and currently has 17 students. Chandler is a member of the highly successful Snow Gums Learning Alliance. The Snow Gums Learning Alliance consists of five small schools, Bald Blair Public School, Black Mountain Public School, Ben Lomond Public School, Chandler Public School and Ebor Public School. The Alliance was formed in 2013, as a smaller group within the Highlands Learning Network. The schools had a history of working together to provide sporting opportunities for students across the schools. An opportunity arose for staff across the Alliance to work collaboratively to secure funding to produce an integrated unit of work using the NSW Board of Studies Program Builder. From this beginning the Alliance has continued to grow and strengthen as Leaders within the Alliance pursue other avenues to strengthen teaching and learning across the five schools. Page 3 of 12 Chandler Public School 1547 (2016)

4 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 conducted a self evaluation of our Mathematics programs. We have a strong, well developed Mathematics scope and sequence. Our students are assessed, with their learning growth measured against the numeracy continuum. To improve student learning, we developed an implemented Mathematics learning plans for each student, to ensure that classroom planning met the needs of each student. Through our partnership with the Snow Gums Learning Alliance, our students engage with their peers in virtual classrooms to build their Mathematical understandings and transfer their knowledge to real life scenarios. In the domain of Teaching, we have evaluated our teaching practice through working with the Snow Gums Learning Alliance to conduct learning walks. Learning walks see a group of teachers observe a teachers practice, focusing on one key area. Rich professional discussion follows the learning walks. Research has demonstrated that learning walks are an effective tool for building and enhancing teacher capacity. At Chandler, our students results and teacher feedback reflect the positive impacts of learning walks. In the domain of Leading, we have developed a strong instructional leadership style across the school. Leading capacity is measured against the Australian Professional Standard for Principals, with clear paths for improvement identified and aligned to professional learning. The leadership capacities of all staff and students are enhanced, with individuals empowered to develop their own skills. 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 4 of 12 Chandler Public School 1547 (2016)

5 Strategic Direction 1 Community Engagement Purpose The support of community is essential in a small school environment. Through engaging the community, students are able to access a variety of experiences and talents. Research shows that effective community relations can increase student learning. Overall summary of progress Community engagement was a strong area of focus in Through strategic partnerships with community members, our students have benefited from Japanese language lessons and specialised tennis lessons. Through our connection with the community, a number of community members joined our staff to engage in First aid, asthma and anaphylaxis training, increasing the capacity of community member. Through our collaboration with the New England Writers Centre we have engaged with a number of authors and illustrators, building our creative capacities. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Community partners are working with school and learning alliance in a way that enhances learning experience. Learning and supports plans are strengthened through strong community connections. Progress achieved this year Students have experienced music, language and art classes through engagement with the community. Students were engaged in learning activities provided by the community partnerships, for example, the STEM camp and ongoing activities with the staff from the University of New England. Funds Expended (Resources) Teacher release time. $1000 Funds for STEM camp: $450 Next Steps The Snow Gums Learning Alliance will partner with New England Conservatorium of Music (NECOM) to develop an alliance wide music program, with the focus on the ukulele. Continued partnership with key stakeholders, especially the Allanah and Madeline Foundation. Page 5 of 12 Chandler Public School 1547 (2016)

6 Strategic Direction 2 Learning Support Purpose Schools across the Snow Gums Learning Alliance work collaboratively to offer a strong, effective learning support team which supports the learning needs of students across our schools. Through working collaboratively, our schools engage in high level professional development. Use of resources, including funding, is streamlined. Access to specialist personnel is strengthened. Overall summary of progress Schools in the Snow Gums Learning Alliance are benefiting from the establishment of an alliance wide learning support team. Through working collaboratively, our students have received additional support and more streamlined services. The learning support team meets twice per term, and is supported by the District Guidance officer, the Assistant Principal Learning and Support as well as the Learning and Wellbeing Officer. Through collaboration, our team has been able to share strategies and resources, while working together to develop strong and effective learning plans for all of our students. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) School staff are working collaboratively to strengthen learning support offered to all students. Professional learning is clearly aligned to a professional learning plan that ensures each teacher has the capacity to deliver the key requirements of each students learning and support plan. Progress achieved this year Learning support team is meeting the needs of the students across our schools. Learning Support team is making interventions and adjustments to enhance student access to the curriculum. Identified students are working on individual education plans, which reflect the Education Standards Act and Disability Discrimination Act to facilitate differentiation that is individualised to improve student outcomes. Funds Expended (Resources) Learning Support Team meets twice per week. $1500 release days for professional learning Next Steps A review of the learning support team will evaluate effectiveness. All stakeholders to be surveyed, with procedures strengthened to ensure that students learning needs are being met. All recommendations from the Learning Support team will be actioned. Page 6 of 12 Chandler Public School 1547 (2016)

7 Strategic Direction 3 21st Century Learning Purpose To ensure learning across our alliance builds the capabilities for all students so they are: Literate Numerate Collaborative Self directed Critical and creative thinkers. The support of community is essential in a small school environment. Through engaging the community, students are able to access a variety of experiences and talents. Research shows that effective community relations can increase student learning. Overall summary of progress All staff of SnowGums Learning Alliance are implementing the NSW Board of Studies syllabus documents and have shared in the development of an alliance plan, scope and sequences, assessment schedules and units of learning. These are delivered using systematic and explicit teaching. Students demonstrate success in their learning through completion of collaboratively developed skills based units of learning, which have been specifically designed to develop capacity in collaboration, self direction and critical and creative thinking. Principals from across the Snow Gums Learning Alliance were able to source and present professional learning to staff within the alliance focused on Learning Goals, Learning Walks, NSW Science and Technology Syllabus, NSW English Syllabus and assessment. Staff across the Snow Gums Learning Alliance used a variety of technologies, such as Google Apps, Tynker, Microsoft 360 and videoconferencing to promote student learning. Teachers across the Alliance collaborated with staff from the University of New England and Thalgarrah Environmental Education Centre to develop a Science, Technology and Engineering and Mathematics (STEM) project that involved a residential camp, school investigations and lessons delivered by video conferencing and supported by staff from the University of New England. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Student assessment results show a growth across all areas of identified subjects. Student s self reflection journals indicate an increased understanding of their scientific learning, with an increasingly sophisticated reflection on their learning goals. Teachers will be working collaboratively, using strong and effective assessment strategies while evaluating assessments in Progress achieved this year All students showed growth when measured against the literacy and numeracy continuums. Working collaboratively with other staff in an established practice across the alliance, staff have continued to extend and create effective assessment strategies to capture all areas of student learning. Funds Expended (Resources) 2 teacher release days per term: $4000 Page 7 of 12 Chandler Public School 1547 (2016)

8 Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) a consistent manner. Progress achieved this year All students showed growth when measured against the literacy and numeracy continuums. Working collaboratively with other staff in an established practice across the alliance, staff have continued to extend and create effective assessment strategies to capture all areas of student learning. Funds Expended (Resources) Next Steps Collaboration will be expanded to meet the needs of students in each KLA. Learning Walks are being conducted regularly with each teacher provided with the opportunity to be an observer as well as being observed to evaluate specific areas of their professional practice. All staff from the alliance are given an opportunity to coach and mentor. All staff within the alliance are given opportunities to lead professional learning and or identified projects. Page 8 of 12 Chandler Public School 1547 (2016)

9 Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading Socio economic background Assessment data indicates likely positive impact. Funding helped to ensure the establishment of a second classroom, leading to more targetted programs. $ $ Page 9 of 12 Chandler Public School 1547 (2016)

10 Student information Student enrolment profile Enrolments Students Boys Girls Student enrolment at Chandler continues to grow. Our school enjoys significant support from the local community, and our students are well supported in our exceptional small school. Our school currently has two classes, an infants and a primary class. We currently have no students who have English as a second language. Student attendance profile School Year K All Years State DoE Year K All Years Management of non-attendance Students at Chandler have a wonderful attendance rate, which has direct and positive impacts on student learning. Parents at Chandler appreciate the importance of a strong education, and ensure that their children attend school ready to learn. Class sizes Class Total PLAN 21 Structure of classes Students at Chandler receive an outstanding education in two classrooms an infants classroom and a primary classroom. Workforce information Workforce composition Position FTE* Principal 1 Classroom Teacher(s) 0.13 Learning and Support Teacher(s) 0.1 Teacher Librarian 0.08 School Administration & Support Staff 0.69 Other Positions 0.55 *Full Time Equivalent In 2016, there were no staff members who identified as Aboriginal or Torres Strait Islander. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 50 Postgraduate degree 50 Professional learning and teacher accreditation In 2016, staff at Chandler Public School engaged in professional learning to achieve the strategic directions identified in the school plan, their individual professional learning goals and to fulfil DoE mandatory training requirements. Professional learning, supporting the school's work towards the achievement of strategic directions in the school plan included: STEM Project Investigation Rural and Remote Page 10 of 12 Chandler Public School 1547 (2016)

11 Education Network grant of $ esmart professional learning attended by the whole school and additional professional learning attended by the Principal and the SAM. The Principal delivered professional learning, relating to small schools collaboration, together with a colleague Principal from the SGLA at the Australian College of Educational Leaders Conference. Principal and teacher attended Microsoft 365 professional learning. New geography curriculum training, which involved staff investigating the new curriculum content, developing a Scope and Sequence to support the explicit teaching of the curriculum. Targeted professional learning through the SGLA focused on the English and mathematics curriculum, designed to increase teacher knowledge of the Literacy and Numeracy Continuums, supporting teachers with engaging in regular classroom assessment. Individualised professional learning engaged in by staff members to support the achievement of identified professional learning goals, as part of the Performance and Development Plan process. Attendance by SAS staff at the SASS Conference. Attendance by SAM at strategic financial planning meetings/professional learning. DoE mandatory professional learning engaged in included: Child Protection; Code of Conduct training; Anaphylaxis training; CPR training, Emergency Care training; School Excellence Framework training. Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to 30/11/2016 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 0.00 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 School-based assessment In 2016, Chandler Public School continued to use Targeting Early Numeracy (TEN) as a strategy to support students in mathematics. The TEN strategy involves lots of hands on experiences to support students growth on the numeracy continuum. All students showed growth across the continuum. All students at Chandler Public School participated in standardised assessment such as the South Australian Spelling Test and the Waddington's Reading Page 11 of 12 Chandler Public School 1547 (2016)

12 Assessment. All students showed growth across the literacy continuum. The use of PLAN data allowed teachers to analyse student achievement and growth and plan according to individual student needs. 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. contributions, both in the past and the present, to Australian culture. We have spent time at the Aboriginal Keeping Centre, learning more about Aboriginal culture.. Acknowledgement of Country is an important part of all official gatherings for the school. Multicultural and anti-racism education Students engage in weekly Japanese lessons, where language and culture are taught to all students. Through personal development lessons, anti racism is taught explicitly. The importance and value of cultural diversity is taught during You Can Do It lessons. Due to our small cohort, we are unable to comment on student achievement as individual students may be identified. However, all students met benchmark in NAPLAN. 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. Their responses are presented below. 100% of responses received reported the school almost always: knows about the families and the community in which it serves; seeks to engage the community in school activities the school encourages everyone to learn; the school caters for the learning needs of all students; the school is continually finding ways to improve what it does. Policy requirements Aboriginal education In 2016, Aboriginal perspectives were taught across the curriculum, to ensure that all students gain an understanding of Aboriginal and Torres Strait Islanders Page 12 of 12 Chandler Public School 1547 (2016)