Lavington East Public School Annual Report

Transcription

1 Lavington East Public School Annual Report Page 1 of 12 Lavington East Public School 4168 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Lavington East 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. Mrs Kathleen Parker Principal School contact details Lavington East Public School 518 Daly Street Lavington, lavingtone-p.school@det.nsw.edu.au Page 2 of 12 Lavington East Public School 4168 (2016)

3 School background School vision statement The Lavington East Public School community aspire to have all students become innovative, resourceful, creative problem solvers who are active global citizens who strive to reach their potential as lifelong learners. School context Lavington East Public School (LEPS) draws approximately 360 students from the north eastern part of Lavington. The school structure focuses on stage groupings within 14 classes,supported by other specialist teaching and administrative staff. The school motto, Learning for Life, encompasses the ethos and dedication of all staff to nurture the full potential of every child, developing the skills and values necessary for success in education, life and work. Unique features and initiatives include: highly successful leadership development, Student's Representative Council (SRC), buddy and transition programs; innovative use of information technology; recognised excellence in public speaking, debating, dance and choir; best practice in English as a Second Language (ESL) education; outstanding representation in a variety of sports at both regional and state levels; and a strong community partnership, with active parental involvement in all facets of the school. 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 learning, the school is sustaining and growing the wellbeing of students to support their learning and is delivering in assessment and reporting to parents. The school is working towards delivering on external and internal school performance measures for student performance and overall in learning, the school is working towards delivering against state expectations. In the area of teaching, the school is delivering on providing and revising teaching and learning programs, sustaining and growing in relation to collaboration to improve the teaching and learning and teaching practices and teachers are attending targeted professional development with others. Currently the school is delivering on teachers demonstrating personal responsibility for maintaining and developing their professional standards. In the area of leadership, the school is sustaining and growing with the school leadership team supporting a culture of high expectations and community engagement with leadership development being central to school capacity building. The school acknowledges and celebrates a wide diversity of student, staff and community achievements. 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 Lavington East Public School 4168 (2016)

4 Strategic Direction 1 Learning Purpose To improve student learning achievement in the areas of writing, working mathematically and music driven by professional development, assessment, collaborative planning, implementation and review practices for personalised learning. Overall summary of progress In the area of learning, staff have established a Spotlight on English website which is mapping their learning journey with English concepts from collaborative learning days. The 7 steps writing program has increased student engagement in writing and the consistency of metalanguage across the school. Stage teams have interacted with the literacy and numeracy continuums to track and monitor students learning progression and consistency of assessment across stages has been implemented to identify and target students for additional learning support. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) School based assessment data will show an increase in the % of students achieving at or beyond expected stage standard to 90% by the end of 2017 in Working Mathematically. School based assessment data will show an increase in the % of students achieving at or beyond state benchmarks for writing to 50% by the end of Progress achieved this year Progress towards this target has not been achieved in However, with the introduction of Instructional Leaders in the classrooms in 2017, there should be measureable improvement. Progress towards this target has not been achieved this year. However, with increased student engagement in writing across the school and increased teacher confidence teaching writing, it is anticipated there will be growth shown in Funds Expended (Resources) $40, $45, Next Steps Staff will consolidate new learning with the English syllabus and this will be reflected in their teaching and learning programs and student progression across the literacy and numeracy continuum. Professional learning will focus on differentiated learning tasks in the classroom to cater for all students, including extending students who are at the cluster of achievement appropriate for their stage of learning. Professional learning will also be undertaken on authentic learning tasks to develop real world problem solving and the kitchen and the Stephanie Alexander Kitchen garden will be used to promote integrated learning across the school. Page 4 of 12 Lavington East Public School 4168 (2016)

5 Strategic Direction 2 Leadership Purpose To create leadership teams within the school that function at a high level with committed team members working towards goals that are achievable and sustainable. Overall summary of progress Implementation of the learning from the Art of Leadership course in 2015 showed an increase in change of leadership practice at executive level. The analysis of the Tell Them From Me Survey teacher surveys showed a slight improvement in satisfaction with leadership practices. This is largely due to the collaborative professional learning led by Assistant Principals in stage meetings and additional planning and learning days together, with an expert facilitator throughout the year. Leadership opportunities for students has also improved with explicit teaching in Stage 3 classes of leadership models and a student based leadership project led by the Bluearth team and Stage 3 teaching staff. Professional Learning Community training was also attended by the aspiring leaders group and one staff member has undertaken an executive preparation program through the NSW Primary Principal's Association. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Progress achieved this year Funds Expended (Resources) One teacher per stage per year targeted to build leader capacity to support sustainable school improvement and undertake leadership positions both within the school; within the learning community, network and within other schools. 30% of the Stage 3 cohort show enhanced student leadership capabilities that are visible, sustainable and rich in learning experiences. This target has been achieved. $18, This target was achieved. $11, Next Steps The school leadership team need to survey staff, students and families to find a way forward to enhance the leadership initiatives already undertaken and to formulate recommendations to embed them in school culture. Collaborative learning days need to focus on teachers as leaders and key accountabilities within the National Teaching Standards framework. Page 5 of 12 Lavington East Public School 4168 (2016)

6 Strategic Direction 3 Community Purpose To form quality partnerships with school community members and broader community members to ensure innovative, quality educational delivery and consistent high standards of professional practice, in a well cared for community based public school setting. Overall summary of progress With the advent of the kitchen garden and the progress towards the community kitchen, this learning tool now needs to be part of the curriculum for every class as part of integrated learning across the curriculum. The percentage of parents attending events has increased and the engagement of students in learning has also increased with a focus on teach in practice moments and the celebration of student success consistently across all classrooms and the school community. The increasing number of refugee families and the other non English speaking background families appreciate the opportunity to come into the school, be in classrooms and to assist around the school in the garden and at events. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Progress achieved this year Funds Expended (Resources) To increase the % of parents and community members attending school events, assisting in the school with school projects and to celebrate student achievement and cultural events to 75%. This target has been achieved. $70, Next Steps To aim for 85% of parents having knowledge and input into school learning and to participate in school events and celebrations of student achievement. Page 6 of 12 Lavington East Public School 4168 (2016)

7 Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading English language proficiency Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Socio economic background Support for beginning teachers Targeted student support for refugees and new arrivals The employment of a part time casual community liaison school learning support officer has assisted Aboriginal families to become more engaged in the life of the school and assisted students in forming the Personalised Learning Pathways. Norta Norta NAPLAN was addressed by the engagement of an Aboriginal tutor for students who qualified for this initiative. The employment of a school learning support officer ethnic has assisted parents to learn about the school and expectations, to understand notes going home and has allowed students with little English language to access the curriculum much sooner than they otherwise might. The new arrivals program funded 0.6 of an English as a second language teacher to support teachers and students who arrive to school with no English language proficiency. The employment of casual teachers while classroom teachers attend professional learning days designed to assist teachers in their practice at point of need, for example, training in best practice for implanting learning for a child with a disability has improved teacher practice across the school. The employment of additional school learning support officers has enabled students to access the curriculum. In addition the employment of 1.2 specialist learning support teachers supported teachers and students in their learning. The release of experienced teachers to mentor and coach less experienced colleagues in areas of concern has reduced anxiety and allowed teachers to improve practice in a supported way. The learning of all students has been supported through the purchasing of resources including teacher time (0.4) and the enhancement of technology and collaborative learning models across the school. Support for beginning teachers has included professional learning opportunities, mentor and coaching time with experienced teachers to enhance their practice in their first year of permanency. This allocation has been utilised to support new arrivals on humanitarian visas and to implement professional learning and coaching for classroom teachers in catering for the wellbeing and learning of these students. $19, $62, $166, Staffing entitlement 0.13 $117, $12, $4, Page 7 of 12 Lavington East Public School 4168 (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 Workforce composition Position FTE* Principal 1 Assistant Principal(s) 3 Classroom Teacher(s) Teacher of Reading Recovery 0.71 Learning and Support Teacher(s) 1.2 Teacher Librarian 0.8 Teacher of ESL 0.4 School Administration & Support Staff 2.86 Other Positions 0.53 *Full Time Equivalent There is one classroom teacher who identifies as Aboriginal and one community liaison position that has been supported by the school from the resource allocation funding on a temporary part time basis for There were no specific identified positions designated for Aboriginal people across the school in Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 90 Postgraduate degree 2 Professional learning and teacher accreditation Management of non-attendance The school employed an additional school administration assistant on one day per week to assist with following up students who are not attending the school on a regular basis or who are absent without acceptable explanation. This initiative resulted in improved practices in roll marking, calls home to parents for an explanation of absenteeism and improved record keeping of absenteeism. Workforce information Professional learning in 2016 was targeted at forming professional learning communities within the school setting. Collaboration with stage teams occurred concentrating on conceptual programming using the English syllabus as a basis for learning. Professional conferences were attended by a number of teaching staff who bought the learning back to the majority of staff. An aspiring leaders group was formed and accreditation training undertaken in relation to highly accomplished accreditation and what proficient teaching looks like. The school supported beginning teachers utilising training offered by both the department and the NSW Teacher's Federation, as well as timetabling additional release time for teachers to meet with their teacher mentor, and to ensure support was available to assist teachers in their work. Page 8 of 12 Lavington East Public School 4168 (2016)

9 Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to 30th November 2016 and does not involve expenditure areas such as permanent salaries, building and major maintenance. 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. 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 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 Lavington East Public School 4168 (2016)

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11 Parent/caregiver, student, teacher satisfaction In 2016 surveys were conducted with teachers, parents and students on a number of issues including: collaborative planning days, professional learning, school start times, eating times, break times and school uniform. Results were collated and acted upon and as a result the milestones and some school practices have changed. More review of current practices will occur in Policy requirements Aboriginal education 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. The school is working towards achieving the Premier's priorities and will continue to do so. The school has not met the targets to date for all students. There were 7% of the total school enrolment in 2016 who identified as Aboriginal. All Aboriginal students participated in goal setting for academic and social progression on a termly basis or more often as required using the Personalised Learning Pathways program. Each Aboriginal student worked with the part time local Aboriginal school learning support officer to work towards achieving their set goals as well as with their teachers. Each Aboriginal student who expressed a desire to do so, mentored other students in the school in learning about their culture. The school celebrated NAIDOC week with a series of workshop activities the whole school and Aboriginal elders and members of the community participated in and completed two garden sculptures with local Aboriginal community members. School teaching and learning programs reflect Aboriginal history and culture and Aboriginal perspectives throughout the year. The President of the Aboriginal Education Consultative Group sits on the school finance committee and is a member of merit selection panels for permanent staff appointments to the school. Multicultural and anti-racism education There is a 14% multicultural enrolment at the school and cultures from all over the world are represented. The school maintains respect for all peoples and builds inclusive culture by embracing all families and their backgrounds. Multicultural and global perspectives are embedded in teaching and learning programs and local community members assist in the school both in a volunteer and paid capacity. Harmony day is celebrated and in 2016 many stories from many lands were showcased. Students from Lavington East Public School won the multicultural public speaking competition for the Albury area. The school fete run by the school parent body also hosted a multicultural food stall which proved to be extremely popular. Anti racism education is an integral part of tolerance and inclusion. An anti racism officer is appointed each Page 11 of 12 Lavington East Public School 4168 (2016)

12 year and undergoes update training in dealing with issues of discrimination and racism amongst the student and staff population, if any were to occur. Other school programs School Chaplaincy Program the class. The class is a regional resource based in the grounds of the school and supports an enrolment of students with identified disabilities that meet strict guidelines and are unable to function as well in a mainstream classroom. Our class has been a delight to host and the students are enjoying their specialist education setting that allows them to achieve learning success. In 2016 the school was successful in applying for a receiving a national school chaplaincy grant. A chaplain was appointed and started the very popular breakfast club to assist students to understand the benefits of a nutritional breakfast, and to educate them on self care. One of our Year 6 students was nominated for a Fred Hollows Humanitarian Award because of her volunteer work on a daily basis with the breakfast program. Our school chaplain also trained in delivering several student support programs and implemented them in the school including; Seasons for Growth, Chillax and the Rage programs. All these programs are designed to assist students to manage themselves and to build their self esteem and self efficacy. State Winners Paul Kelly Cup (modified Australian Football League rules) In 2016 Lavington East Public School won the senior girl's state title in the Paul Kelly Cup. The team, their coaches and the school were mentioned by local member of the NSW Parliament and their victory will forever be in the NSW 'Hansard', the government record of proceedings in the NSW Parliament. Congratulations abounded across the local community and the whole school and friends of the school were very proud of our sporting young women. Reading Recovery In 2016 one teacher commenced training as a reading recovery teacher and a another teacher completed the second year of training. During the year, twenty five Year 1 students were assisted to improve their reading and comprehension skills. English Conceptual Programming A grant of $10,000 was received and utilised to implement a collaborative professional community across the Durakar Learning Community of Schools of which Lavington East Public school is one of six public schools in the community. Successful workshops for teachers with an expert facilitator were attended by teaching staff in stage groups and an action research project resulted in a dedicated website being set up for all teachers to access and have input into. The professional learning was based on the NSW English syllabus and the conceptual programming support documentation. Multi categorical Class Establishment In 2016 the school successfully established a multi categorical class to meet local need across the community. A specialist teacher was appointed and a school learning support officer was also appointed to Page 12 of 12 Lavington East Public School 4168 (2016)