Burringbar Public School Annual Report

Transcription

1 Burringbar Public School Annual Report Page 1 of 12 Burringbar Public School 1449 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Burringbar 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. Peter Halloran Principal School contact details Burringbar Public School 59 Burringbar Road Burringbar, burringbar-p.school@det.nsw.edu.au Message from the Principal Burringbar Public School is a great place. It has a fantastic staff, a wonderfully engaged community and terrific students. I consider myself very lucky to have found such a wonderful place. Our vision this year has been, 'Opportunities at School = Opportunities in Life'. We have tried extremely hard this year to live up to this and I think we should be very proud of the opportunities students receive. There have been many fun filled happy times with exciting opportunities for students to follow their passion. In the sporting arena our school has continued to excel. We were joint overall winners of the Small School's Athletic Carnival and lots of students participated at District and the Far North Coast in Athletics, Cross Country and Swimming. In both hockey and soccer our teams reached the North Coast Finals and went very close to making it through to the next round. This year the School Showcase was a massive success with students presenting an amazing concert. Other activities that occurred this year have included the Byron Bay Writer's Festival, Young Leader's Day in Brisbane, STEM Day, Multicultural Day, CAPA day, Easter Hat Parade and excursions to Hasting's Point and the Sunshine Coast. We also had students participate in the Les Peterkin Art Competition, Interschool Public Speaking Competition, Interschool S8 Writing Competition, Ms Readathon and the Write On National Writing Competion. Throughout the year our teachers were involved in working with a specialist Literacy coach where 100% of staff found the experience most beneficial. Teachers were also engaged in a termly coaching model with the school Principal. Staff this year implemented a whole school approach to assessment and were engaged in Professional learning in robotics, and the new syllabuses of History and Geography. Staff, community and students were surveyed this year. Students indicated 98% of them believe Burringbar Public School is a safe and happy place. Students overwhelmingly like their teachers with almost 100% of students indicating this and 100% of parents usually/always felt that their child enjoyed the teaching and learning experiences across different subjects. Finally 100% of parents believe technology has a positive impact on their student's learning and 100% also indicated that the school usually/always communicates effectively. A huge thanks goes to everyone who contributes to make this a great small school. Every contribution makes a difference! Page 2 of 12 Burringbar Public School 1449 (2016)

3 School background School vision statement At Burringbar Public School we strive to develop all students so that they may achieve personal excellence through a commitment to lifelong learning and can effectively contribute to the well being of society today and into the future. School context Burringbar Public School is situated in the Burringbar Valley 16 kilometres south of Murwillumbah. At present there are 67 students in 3 multi age classes. The school provides a dynamic and caring educational environment through quality teaching and learning practices within a varied and balanced curriculum. The school maintains a culture of continuous improvement and is committed to visible and transparent collaborative decision making.the school has excellent playground facilities and boasts a beautiful rural setting. The school has been part of the community for 120 years and is actively involved in many community events throughout the year. The school works in collaboration with the local Gumnuts Community Preschool and is involved in a number of transition programs with the preschool. Sport had been a strong focus in the community and the school over a long period of time and students are encouraged and supported to be actively involved in a number of sports. The Performing Arts are also a focus with students participating in a number of areas including drama,film and public speaking.all students are supported to develop themselves as learners through a whole school focus on Visible Learning and a strong focus on developing student voice within the school. The continuous improvement of student learning outcomes is the central focus of all school business. 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 area of Excellence in learning, assessment and the collection of data has been a priority. Staff believe that they have developed processes to collect, analyse and report internal and external student data. This year we have worked to identify data that is important for teachers to collect that helps inform teaching and gives feedback to teachers to help them decide if their teaching is making an impact. All teachers indicated that they are still refining processes to collect data and on our school planning day we refined plans to ensure data collection happens seamlessly. In the area of excellence in Teaching, this year we employed a literacy coach to work with staff to help give feedback to teachers and improve teacher practice. Teachers reflected deeply on their teaching practice and made efforts to adapt what they are doing to help impact on student learning. With involvement in the PDP process staff have set specific Literacy goals through termly meetings with their Principal. Staff have indicated that these sessions helped them to stay on task with their goals and stay focussed on what they need to do next. Through professional learning sessions teachers developed a deeper understanding of curriculum and at the end of the year all staff believed that we have a clear understanding of what makes an impact when teaching English. Next year time will be given to ensure staff collaborate on units of work together focussing on engaging activities by working through the teaching learning cycle in a team approach. In the area of Excellence in Leading, this year our school has continued to work in teams with our S8 Community of Schools. Two teachers on staff have acquired a stage leadership role where they are leading stage teams across a community of schools. These purposeful leadership roles have assisted them to lead teams of teachers in other schools bringing people together to share their skills and areas of expertise. A huge focus on leadership this year has occurred with each lead teacher having a specific mentor to assist them in leading their team. Through staff surveys and interviews it has been identified that these roles have helped to build school capacity amongst our staff. 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 12 Burringbar Public School 1449 (2016)

4 Strategic Direction 1 Develop strong foundations in curriculum and assessment Purpose To develop consistent, quality educational practices and student achievement driven by assessment evidence in line with the NSW syllabus for the Australian Curriculum. To ensure that learning and assessment are personalised and differentiated for every student. Overall summary of progress Teachers have improved data collection and assessment processes. Teachers have received targeted Professional Learning using a coaching model. Staff have an alignment of ideas on what makes an impact when teaching English. Professional Learning targeted around History has assisted teachers to develop their understandings of this new syllabus. Teachers have a plan for further targeted Professional Learning in the area of History and geography in Staff have begun working with students with specific learning goals where staff have rated themselves a 7/10 in it's implementation. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Staff surveys indicate an impact in teaching Implementation of assessment data Progress achieved this year Staff have produced next steps for implementation of the new syllabuses. Staff are able to articulate practices that make an impact on students learning English. Staff purchased class readers to ensure students are engaged in the classroom Staff indicated their assessment folders mostly up to date and definitely impacting on their teaching. Funds Expended (Resources) $13100 $4500 Next Steps 1. Staff work in a collaborative approach to assess/plan/deliver and evaluate units of work in a 5 week cycle. Staff will be given time during school to meet and work together to improve teacher practice. 2. Staff will all teach history and geography in the same terms. This will enable staff at weekly meetings to meet to discuss what works and to share ideas on how to ensure improvements in their students. 3. Staff will continue to work with students on specific learning goals. Ideas on what works with their implementation will assist students and teachers to make learning more focussed and targeted. 4. Project Based Learning will occur in the afternoons next year. This will occur through our STEM team ensuring students are engaged in their learning. Teachers will need to plan and program in different ways. Much time for staff to reflect on their practice will need to occur to ensure the success of this new way of teaching. Page 4 of 12 Burringbar Public School 1449 (2016)

5 Strategic Direction 2 Create a high performing and dynamic 21st century learning environment Purpose Develop deep thinking, innovative resourceful and creative life long learners who ably make sense of their world.through collaboration, communication and the ability to plan activities independently, students will be equipped to achieve their personal goals and lead successful lives in the 21st century Overall summary of progress Professional learning for staff has occurred around future foccussed learning. Teachers have begun lessons involving robotics and students have shown an ability to perform simple algorithms. Teachers in class continue to implement different web applications and integrate Ipads into their daily teaching. Staff have been involved in a community of schools team to promote a Project Based Learning approach to teaching different Key Learning Areas. Teachers have encouraged students to set learning goals and take more responsibility for their learning. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Staff surveys indicating a change in teaching impacting on learning. Evidence of programs integrating technology and implementing future focussed pedagogy in the classroom Progress achieved this year Staff have demonstrated in individual meetings with Principal ways their teaching has changed and how it has impacted on learning. Computer coding has begun with classes and new kits have been purchased to implement in School leaders continue to meet to discuss the implementation of Future Focussed Learning into the curriculum. Class programs show evidence of changed approaches to classroom practice and pedagogy. Staff have planned and implemented an engaging STEM day for all students in Term 4. Teachers at the end of Term began planning for a future focussed unit of work to be implemented in Funds Expended (Resources) $2600 $900 Next Steps 1. Project Based Learning will be a huge focus in We will be working on units of work across a community of schools that culminate in an inter school presentation. Teachers will continue to be provided with professional learning around Project Based Learning and teachers will share their knowledge across stage groups. 2. Teachers will continue to implement robotics in their classroom and students will develop their ability to be able to write programs of increasing complexity. 3. Students will continue to develop as independent learners taking responsibility of their learning by working towards learning goals. Page 5 of 12 Burringbar Public School 1449 (2016)

6 Strategic Direction 3 Strengthen teaching and leadership capacity Purpose To lead learning by guiding self reflection,self improvement and development of quality teaching and leadership practices.to create an innovative culture of challenge and support, enabling effective teaching that promotes enthusiastic,independent learners, committed to life long learning. Overall summary of progress This year professional learning has occurred around leadership for the School Principal involving 4 half day workshops. Learning has developed around how to build teams and developing understandings around structures that allow for great efficiency. Teachers have also been involved with the North Coast School Improvement Initiative where teachers engage in detailed coaching sessions that help clarify goals and future directions. Action has occurred through staff engaging in setting short and medium term goals after each professional learning session. This year staff were given the opportunity for stage leadership roles in our community of schools where two teachers at our school were successful. Teachers through leading teams have reported fantastic growth and experience in coordinating and leading stage based projects. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) S8 group collectively meet on a regular basis to collegially strengthen and enhance pedagogical practices. 100% of staff share their expertise and best practice across KLA s and within the S8 group and the broader learning community Staff indicate a positive impact on their leadership through a variety of opportunities to develop leadership skills. Progress achieved this year School leaders meet each term to strengthen and enhance pedagogical practices. Principals have set up school leaders to work with stages teams to devise different programs that assist staff to work collaboratively towards common goals. All staff involved in the S8 community of schools have worked together in stage teams to share expertise and best practice. Teams from different schools were given opportunities to watch each other teach. Staff collaborated on writing tasks and shared responses via Videoconference and an interschool S8 STEM day was organised to provide unique learning opportunities for students. Principal attended leadership course with Steve Francis. He diarised actions that he needed to enact within the following 7 and 30 days. Principal worked with staff to discuss changes in their teaching. Staff indicated that these sessions were making positive impacts on their teaching. Funds Expended (Resources) $1000 $2100 $2495 Next Steps 1. Principal to attend the Principal Induction in Sydney where Principal mentoring will occur. Principal will continue to be involved in the NCISI coaching model where he will set short and medium term goals in his leadership development. 2. Stage team leaders will continue to work in their roles, engaging in mentoring from another Principal. 3. Teachers will work have termly meetings with their Principal to discuss their PDP ensuring they set goals and are working towards self improvement. Teachers will annotate their discussions and outline short and medium term goals in order to achieve their long term goals. Page 6 of 12 Burringbar Public School 1449 (2016)

7 Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Socio economic background Effective learning support was offered to all students of Aboriginal background 100% of students engaged in learning support programs believe the support offered assisted their learning. Strengthened the quality of teaching and learning for Aboriginal students Staff survey indicates effective learning support was offered to students with specific learning needs. Feedback from community indicates that effective support within classrooms has assisted in the learning of students within classrooms. Teacher feedback shows 1. Teachers benefited greatly from the opportunity to be engaged with a literacy coach and discuss areas of interest in their teaching 2. Teachers changed aspects of their teaching through coaching with their supervisor 1. Students from Low Socio economic background were offered economic support to participate in different curriculum opportunities. 2. Students from low socio economic background were offered extra support within the classroom to improve student outcomes. $2986 $ $15074 Page 7 of 12 Burringbar Public School 1449 (2016)

8 Student information Student enrolment profile Enrolments Students Boys Girls Student attendance profile School Year K All Years State DoE Year K All Years Class sizes Class Total K/1D 17 2/3/4M 24 5/6E 23 Workforce information Workforce composition Position FTE* Principal 1 Classroom Teacher(s) 2.29 Teacher of Reading Recovery 0.11 Learning and Support Teacher(s) 0.2 Teacher Librarian 0.17 School Administration & Support Staff 1.51 Other Positions 0.02 *Full Time Equivalent Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 100 Postgraduate degree 0 Professional learning and teacher accreditation Staff each week engage in an hour long session in professional learning. We had a specialist coach in Terms 2 and 3 who worked with staff to extend their knowledge and understanding in literacy. These sessions were extended into individualised coaching and mentoring sessions where staff received ideas on how to improve their teaching. Teachers have worked as part of the S8 community of schools to access professional learning around the new history syllabus and Project Based Learning. In weekly staff meetings staff have reflected on the implementation of the history and geography syllabus and have discussed a plan for it's continued implementation in On staff development days teachers have come together to learn about robotics, new syllabus training, English and complete mandatory training in child protection, CPR, anaphalaxis and the code of conduct. Teachers continually meet in stage groups as an S8 community to work towards common goals, producing units of work and evaluating impact and student engagement. Each term teachers meet with the Principal to discuss their Professional Learning goals and how they are making impact on each student. Staff meet with Principal each term to upload the Professional Learning they have attended into their Page 8 of 12 Burringbar Public School 1449 (2016)

9 accreditation area in their personal portal. The Principal provides at the beginning of each term a copy of the Professional Learning that will occur at each staff meeting with the appropriate standards that each session will meet. Financial information (for schools using OASIS for the whole year) Financial information 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. This summary financial information covers funds for operating costs to 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 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. Page 9 of 12 Burringbar Public School 1449 (2016)

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12 Staff organised rotational cultural activities including opportunities to engage in Aboriginal art, listen to Aboriginal stories, engage in Aboriginal dance and learn about Aboriginal bush tucker. The Aboriginal community was engaged and were leading all activities on the day. Unfortunately this day was cancelled due to rain and was unable to be rescheduled. This year our Aboriginal students have received access to specific, extra learning support where necessary. Staffing with an additional SLSO also helped to support Aboriginal students within the classroom. Multicultural and anti-racism education This year our school introduced a Multicultural day where students learnt about countries and cultures. Students were given projects to research a country/culture of their choice and share it to the rest of their class. Students were encouraged to dress in their countries formal dress. This was a highly successful day and one that we will continue to build upon next year. Students discussed the wonderful attributes of specific countries and their impact on Australian life. Parent/caregiver, student, teacher satisfaction This year our school surveyed it's community and received a 50% return of surveys which is large enough piece of data to analyse. In questions 3 9 (with a ranking out of 5 with 5 being the highest) our school received in every question a 4 5 response. This showed that the community believed that students generally enjoy the teaching and learning experiences, are happy with the delivery of English, Mathematics and technology and believe that the school has consistent behaviour management and that the school is happy, safe and vibrant environment. Community feedback also shows that our new music program has been highly successful and the Showcase and CAPA days were highly extremely positive. Possible ideas moving forward include utilsing release for a specialist art class. 100% of staff report that the specialist literacy coach was most successful, where every staff members believe we have an alignment of beliefs around English. Staff indicated 100% were getting better at working towards their individual goals and most staff indicated they definately found coaching around goals useful. Teachers have worked towards giving students learning goals and staff indicated they have given themselves a 7/10 in it's implementation. Policy requirements Aboriginal education This year our school received funding for a NAIDOC day with 8 schools within our S8 community of schools. Page 12 of 12 Burringbar Public School 1449 (2016)