Morgan Street Public School Annual Report

Transcription

1 Morgan Street Public School Annual Report Page 1 of 12 Morgan Street Public School 4232 (2017)

2 Introduction The Annual Report for 2017 is provided to the community of Morgan Street 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. Scott Sanford Principal School contact details Morgan Street Public School 482 Morgan St Broken Hill, morganst-p.school@det.nsw.edu.au Page 2 of 12 Morgan Street Public School 4232 (2017)

3 School background School vision statement Morgan Street Public School is a safe and friendly environment which nurtures happy, confident students. Our focus and vision is to : "Create opportunities into the future". This vision is closely aligned to the Melbourne Declaration on Educational Goals for Young Australians. To achieve this end Morgan Street Public School will share this responsibility with students, parents, carers, families, the community and other education providers. We believe that education is central to the role in building a democratic, equitable and just society that is cohesive, culturally diverse, and that values Australia s Indigenous cultures. School context Morgan Street Public School is a primary school which is located in the northern area of Broken Hill. In 2017, the school has an enrolment of 315 students, with an approximate equal number of girls and boys. In addition, nearly thirteen percent of our students identify as being Aboriginal. At Morgan Street Public School a dedicated team of qualified staff are committed to improving educational outcomes for all of our students. Morgan Street Public School is a proud member of the active Broken Hill collegiate partnership of schools comprising of six public primary schools as well as two state high schools. The vast majority of students from our school transition to Willyama High School. In addition, we are a partnership school with University Rural Department of Health who provide speech and occupational therapy services to the school in the form of trainee rotations. The school sits on a split site where K 2 and 3 6 are separated. Our staff consists of a mixture of experienced and beginner teachers, a number being temporary teachers. The school continues to focus on the quality of student outcomes in literacy, numeracy and engagement and caters for a broad range of activities from performing arts, cultural, leadership, sporting, environmental and academic pursuits. Morgan Street Public is a participant in L3, TEN, KidsMatters and HOW2Learn; is a Positive Behaviour for Learning (PBL) school and is an active participant in Broken Hill City initiatives. Our student wellbeing is underpinned by Positive Behaviour for Learning and the school s core values are packaged as P.R.O.U.D..This message is central to all conversations regarding student welfare. 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: As a result of the self assessment, the evidence indicated that we were delivering for Learning Culture, Wellbeing, Reporting and Student Performance Measures and working towards delivering in Assessment. To support our school to continue to improve in the Learning domain we will focus on revising our whole school assessment protocols, focus of implementing whole school social and emotional learning systems and improving our reporting practices. Teaching: As a result of the self assessment, the evidence indicated that we were delivering for Effective Classroom Practice, Data Skills and Use, Professional Standards and Learning and Development. To support our school to continue to improve in the Teaching domain we will focus establishing collaborative practices, support for effectively using data and increasing awareness and understanding of the professional standards to empower teacher capacity. Leading: As a result of the self assessment, the evidence indicated that we were sustaining and growing for school planning, implementation and reporting, delivering for Educational Leadership, School Resources and Management Practices and Processes. To support our school to continue to improve in the Leading domain we will ensure clarity around leadership roles and responsibilities, continue to grow collective capacity in school planning and maximise use of available resources to support student learning. Page 3 of 12 Morgan Street Public School 4232 (2017)

4 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 12 Morgan Street Public School 4232 (2017)

5 Strategic Direction 1 Enhancing quality student learning and wellbeing. Purpose Our purpose is to actively engage all students in meaningful and challenging learning experiences through personalised and differentiated learning opportunities. Overall summary of progress During 2017 there was a continued focus on enhancing student learning and wellbeing. The P.R.O.U.D. system was revised to allow shorter intervals between reporting periods., initial feedback indicated that this was well received and empowered student engagement. A new wellbeing policy was implemented which saw the introduction of a wellbeing team to lead the initiatives (PBL, Learning & Support, HOW2Learn, KidsMatter, etc.) under one umbrella. The use of Sentral continued to grow as a tool to support learning and administration. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) An increasing percentage of students showing growth improvement from Years 3 to 5 in NAPLAN Language Reading, Writing and Numeracy results. Increase the proportion of students in the top two bands of NAPLAN. Increase the proportion of Aboriginal students in the top two bands of NAPLAN. Funds Expended (Resources) Resource Allocation Model (RAM) Literacy & Numeracy Funding, Low Level Adjustment for Disability Funding and Socio Economic background. Resource Allocation Model (RAM) Literacy & Numeracy Funding, Low Level Adjustment for Disability Funding and Socio Economic background. Resource Allocation Model (RAM) Literacy & Numeracy Funding, Low Level Adjustment for Disability Funding, Aboriginal background loading and Socio Economic Progress achieved this year 62.8% of year five students were equal to or greater than expected growth for numeracy in 2017 when compared to 59.5% for % of year five students were equal to or greater than expected growth for writing in 2017 when compared to 70.6% for % of year five students were equal to or greater than expected growth for reading in 2017 when compared to 79.5% for Year 3: Reading Decrease from 40.8% to 25.6%. Numeracy Decrease from 22.5% to 18.5% Year 5: Reading Increased from 32.6% to 34.7%. Numeracy Decrease from 26.8% to 15.2% Year 5 students increased by 12.5% in reading and numeracy. Next Steps Implementation of Learning and Support Review Recommendations. Implementation of Social and Emotional Learning programs (ie Positive Skills for Living and Drum Beat) Establishing quality teaching practices where feedback is valued and used to enhance student learning. Page 5 of 12 Morgan Street Public School 4232 (2017)

6 Strategic Direction 2 Building high performing teaching and leadership. Purpose Our purpose is to build and sustain the professional learning of all staff members, including aspiring leaders, to support high level programs, practices and future curriculum directions that improve student learning outcomes. Overall summary of progress Our school continued its focus on building teacher capacity through targeted and strategic professional learning. The changing nature of our learners drives the need to ensure that our practices reflect this. Our school staff engaged in a variety of professional learning initiatives during the year. Literacy and numeracy remain as the building blocks for learning and as a school we aimed to ensure this remained as a key priority as we began to review our assessment practices. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) PLAN data supports all students achieving growth in internal assessments. All staff are meeting expectations of Performance and Development Framework and the accreditation process. Funds Expended (Resources) Resource Allocation Model Literacy & Numeracy and Professional Learning Funding Resource Allocation Model Professional Learning Funding Progress achieved this year Mentoring support was provided weekly to all K 2 and first year teaching staff. Enhanced tracking of students K 2 using PLAN. L3 and TEN implemented in K 2. All teaching staff have an individualised Performance and Development Plan. Trialling of SASS Performance and Development Plans. Next Steps Resourcing and timetabling additional time for staff to collaborate with year and stage peers. Implementing the ACARA Learning Progressions to track student learning and inform future learning experiences. Developing and implementing protocols for whole school assessment practices. Page 6 of 12 Morgan Street Public School 4232 (2017)

7 Strategic Direction 3 Developing strategic community learning partnerships. Purpose Our purpose is to build school networks through quality community partnerships which contribute to learning being our core school and community business. Overall summary of progress Our school celebrated one hundred years of quality public education in The school centenary was used as a vehicle to enhance community partnerships. The Kinder Orientation Expo was a success as it allowed new families to interact informally with school staff and parent organisations in a non threatening atmosphere. We continue to grow partnerships with agencies and organisations to support and extend the delivery of learning opportunities for our students. Our school continues to be an active contributor within the Broken Hill Learning Alliance, the focus being on curriculum, professional learning, wellbeing and leadership development. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Funds Expended (Resources) Progress achieved this year The use of school facilities is optimised within the local community to best meet the needs of students and the local community. Resource Allocation Model Equity Funding Increased visitation to pre schools as part of Kinder Orientation. Whole school events are well attended. Extra curricular opportunities for students (choir, orchestra, dance, etc.) are popular and timetabled to ensure consistency and maximise resource use. School satisfaction surveys indicate that the school is welcoming, open and perceived as effective in supporting the learning needs of all students. Results from Learning & Support parent survey indicated that 94% of respondents felt that our school caters for the learning needs of my children. Next Steps Reviewing current reporting processes. Implementing Meet & Greet Expo and Three Way interview processes across K 6. Leveraging partnerships with outside agencies and groups to enhance student learning. Page 7 of 12 Morgan Street Public School 4232 (2017)

8 Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading $33, The Year 3 mean score for NAPLAN for Aboriginal students was higher than the state mean for Aboriginal students in all areas of testing with the exception of reading. The Year 5 mean score for NAPLAN for Aboriginal students was higher than the state mean for Aboriginal students in all areas of testing. Low level adjustment for disability $ Increased targeted intervention to support students at point of need. Additional teacher and SLSO support time. Increased use of Sentral to record and document planning and interventions. Quality Teaching, Successful Students (QTSS) FTE Additional time provided to mentor and support teachers. Socio economic background $65, Implementation of L3, TEN and HOW2Learn. Additional staffing support (teaching, SASS and SLSO) Additional professional learning support. Support for beginning teachers Page 8 of 12 Support was provided to support beginning and early career teachers through mentoring, additional release time and shared planning. Morgan Street Public School 4232 (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 Workforce composition Position FTE* Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 3 Head Teacher(s) 0 Classroom Teacher(s) Teacher of Reading Recovery 0.42 Learning & Support Teacher(s) 0.7 Teacher Librarian 0.8 Teacher of ESL 0 School Counsellor 0 School Administration & Support Staff 3.32 Other Positions 0 *Full Time Equivalent Morgan Street Public School currently has one Aboriginal staff member within the composition of the school workforce. 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 10 Workforce information Page 9 of 12 Morgan Street Public School 4232 (2017)

10 Professional learning and teacher accreditation The teaching staff at Morgan Street Public School participated in a number of professional learning activities designed to build the capability of staff to achieve some of our key priorities as set our in our school plan. Staff have been involved in professional learning programs that have built the capability of early career teachers, current teachers and aspiring and current school leaders. Morgan Street had seven new scheme teachers working towards accreditation and four teachers working towards maintenance of accreditation. Teachers from Morgan Street PS participated in the following professional learning: HOW2Learn L3 TEN LMBR Literacy & Numeracy Continuums Berry Street Education Model Oliver 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 174,867 Global funds 190,649 Tied funds 128,343 School & community sources 58,443 Interest 2,724 Trust receipts 3,219 Canteen 0 Total Receipts 383,378 Payments Teaching & learning Key Learning Areas 9,075 Excursions 60 Extracurricular dissections 42,137 Library 151 Training & Development 11,830 Tied Funds Payments 115,704 Short Term Relief 23,252 Administration & Office 43,808 Canteen Payments 0 Utilities 48,801 Maintenance 24,906 Trust Payments 3,219 Capital Programs 0 Total Payments 322,942 Balance carried forward 235,303 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 December Page 10 of 12 Morgan Street Public School 4232 (2017)

11 2017 Actual ($) Opening Balance 0 Revenue 608,387 Appropriation 514,267 Sale of Goods and Services 4,076 Grants and Contributions 89,543 Gain and Loss 0 Other Revenue 0 Investment Income 502 Expenses -341,496 Recurrent Expenses -341,496 Employee Related -144,369 Operating Expenses -197,127 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 266,892 Balance Carried Forward 266,892 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 $0.00 because the Opening balance for the 2017 school financial year is reported in the OASIS table (as Balance brought forward). The amount displayed in the Appropriation category of the financial summary table is drawn from the Balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will not equal the OASIS Balance carried forward amount Actual ($) Base Total 2,306,861 Base Per Capita 48,293 Base Location 38,623 Other Base 2,219,945 Equity Total 198,220 Equity Aboriginal 33,922 Equity Socio economic 65,977 Equity Language 4,931 Equity Disability 93,390 Targeted Total 37,730 Other Total 92,676 Grand Total 2,635,488 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. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. The My School website provides detailed information and data for national literacy and numeracy testing. Go to to access the school data.> Page 11 of 12 Morgan Street Public School 4232 (2017)

12 Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and staff about the school. In 2017 our school completed a Learning and Support Team evaluation. This evaluation saw information collected from all stakeholders and recommendations formulated to forma key part of our school plan. Process: The team consisted of a variety of school staff and the Assistant Principal Learning and Support from the Broken Hill Education Office. The team collected information using the following sources: Interviews Surveys Observations Document & Policy Analysis Findings: Parent survey indicated that 94% of respondents felt that our school caters for the learning needs of my children. 75% of surveyed parents indicated that the school had a Learning & Support Team. 33% of parents indicated that they were unsure of referral processes. All students interviewed were able to identify sources of assistance for their learning. There was inconsistent staff understanding of Learning & Support referral processes and Learning and Support procedures. Learning & Support meetings focus on individual students, whole school focus and target group students. Recommendations: Learning& Support procedures consistently implemented across the school. Clearly defined, implemented and communicated Learning and Support Team processes. Clearly defined and documented student referral processes. Clearly defined process implemented to support learning and support interventions. Systematic approach to Professional Learning & Support acknowledge the traditional elders of the land and learn about indigenous culture and 'Our Languages Matter', which was the NAIDOC week theme. 6M painted a banner to celebrate the theme as part of the Broken Hill NAIDOC week celebrations and were declared the winners. Students from our school participated in the Short Black Opera initiative. Multicultural and anti-racism education The school promotes practices to ensure an inclusive school community and a racism free learning and working environment through the Welfare policy and P.R.O.U.D. acronym. The school community is very accepting of the multicultural families in the school. Year 6 students were involved in a major multicultural HSIE unit in 2017 where they studied various Asian countries. The unit culminated with an Asian day with Year 6 students dressing in a variety of cultural traditional dress and they shared a wide range of multicultural foods. The students also participated in multicultural activities including Japanese marbling, origami, kite making and games from different countries. The school has a trained anti racism contact officer and a teacher with multi cultural responsibilities who both actively promote equity for all cultural groups. Policy requirements Aboriginal education Morgan Street Public School promotes the inclusion of Aboriginal perspectives in the teaching programs to ensure student education opportunities are well rounded. Personal Learning Plans (PLP) for Aboriginal students in Kindergarten to Year 6 have been developed in consultation with the students, their parents/caregivers and relevant staff. The Learning and Support Team monitors the Aboriginal PLP s and supports the school staff in the required adjustments and implementation. As part of the NAIDOC week acknowledgement a special assembly was held to Page 12 of 12 Morgan Street Public School 4232 (2017)