Tempe Public School Annual Report

Transcription

1 Tempe Public School Annual Report

2 Introduction The Annual Report for 2015 is provided to the community of Tempe 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. Kylie Webber-Relieving Principal School contact details: Tempe Public School Unwins Bridge Road Tempe 2044 Tempe-p.school@det.nsw.edu.au Message from the Principal Having joined Tempe Public School in July 2015, I feel privileged to work with 296 students, their families and the dedicated staff to ensure the very best educational opportunities are afforded this community. Our community is very diverse drawing from 47 different cultural backgrounds. It is also growing exponentially, with an expected Kindergarten intake of sixty students in 2016 Taking the school to well over three hundred students. Tempe public school prides itself on not just supporting students but supporting families. We, at Tempe Public School subscribe to the proverb it takes a village to raise a child. We have aligned our strategic direction three with other local schools to enable a pooling of expertise, to provide opportunity for teachers to develop collegial relationships with other teachers beyond their own borders, to develop mentoring and coaching connections as well as opportunities for collaboration and innovation within a network of schools. It s time to celebrate our similarities and share our differences. Helen Keller says alone we can do so little; together we can do so much. The exert below was received at the Ministers office following our recent creative and performing arts festival.

3 School background School vision statement At Tempe Public School we provide a safe, supportive and inclusive learning environment where students access a comprehensive curriculum. We set high expectations for learning so that all students can reach their academic potential and become responsible citizens and confident lifelong learners. School context Tempe Public School is an inner city school, with student enrolment numbers growing to 292 in recent years. In 2015, 47 % of students are from English as an Additional Language Dialect (EALD) backgrounds. Tempe Public School celebrates and values diversity and draws from the many strengths of a culturally diverse community. Our school offers a quality education in a caring, inclusive environment, that promotes fairness and where respectful relationships are valued and students feel safe and happy. Tempe Public School is the hub of the community we serve with committed teachers setting challenging learning programs for all students through comprehensive differentiated curriculum. This philosophy is reflected in the provision of quality programs for every student at our school. A strong culture of community support exists at Tempe Public School, where all facets of the wider school community are integral in the school s ability to continue to access, develop and maintain quality 21 st century student learning experiences for all students.

4 Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. 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. This year, our school undertook self-assessment using the elements of the School Excellence Framework and its implications for informing, monitoring and validating our journey of excellence. Teachers have collaborated to thoroughly examine our school plan to determine the elements of the SEF our plan most strongly addressed. Learning In the domain of learning, our efforts primarily focussed on improving literacy and numeracy through teacher lesson studies, improved use of ICT in classrooms, learning supports and adjustments through personalised learning pathways for aboriginal students and individual learning plans for students requiring adjustments in class programs. School excellence framework data recognises our hard work through improved student results in both literacy and numeracy. There is a shared, high expectation for learning across students, staff and community. Teaching In the domain of teaching, our focus has been on quality feedback leading to students setting learning goals and reporting to parents using three way conferences as well as the use of data to inform programming. As teachers, the use of data to target student needs ensures the best possible outcomes for students. Teachers are able to accurately and informatively report student progress to parents. Internal and external data collection through NAPLAN, PLAN and Best Start are used to determine goals for achievement and to develop consistent teacher judgement of expectation. Teachers are actively involved in developing their own professional development to improve their performance. Leading In the domain of leading, Tempe has focussed on our partnerships with our parents and local community. The community has shown commitment to the schools strategic directions and practices to achieve educational priorities. At Tempe we have tried to promote succession planning, distributed leadership and organisational best practice. We support a culture of high expectations and encourage parents and community to engage in a range of school related activities. We celebrate student diversity, staff and community achievements. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

5 Strategic Direction 1 Building Staff Capacity Purpose To ensure all staff consistently implement high standards and shared educational practices that support student learning. Overall summary of progress During 2015 teachers at Tempe Public School undertook Quality Teacher Lesson Studies as a follow on the ILNNP undertaken in The QTLS was a means for well supported critical self and peer to peer evaluation of teaching practice. Through this process they were able to focus on the Quality Teacher Framework as well as the Professional Teaching standards to improve their practise. Plan data is now entered regularly and data is analysed to inform programming for individual students. Teachers have been able to facilitate this by using Library time as an opportunity for individual assessment and data entry. All teachers continued to successfully implement the New Curriculum with aligned assessment and reporting. Reporting to parent timelines and policy were developed by school executive. Progress towards achieving improvement measures Resources (annual) Improvement measure Progress achieved this year Increase the % of Year 2 to Year 6 students at/above expectation in Aspects of Writing & Comprehension (PLAN). Increase the % of Year 5 students achieving expected growth in Numeracy from 52 to 65% (SMART). PLAN data is now updated and entered regularly and student progress is clearly evidenced. The % of students in stage three at/or above has not increased at the same level as other stages and as such writing is a whole school target in SEF data indicates high value added to year 5. Stage planning days allow teachers to program consistently to ensure expected growth. Maths groups across stages have been streamed to ensure students are both extended and supported at their appropriate level of achievement. QTSS - $ $24,000 stage planning Increase in the number of staff achieving PDP goals. All staff have been responsible for developing their own professional learning plan in consultation with school executives. Stage based goals were also undertaken as part of the Quality Teacher Lesson Study as well as personal goals $7.000 ILNNP - QTLS

6 Next steps QTLS will continue in 2016 with expansion across the Newtown Network of Schools for interested teachers. Consistent teacher judgement will also continue to be a focus not just at a local level but through the community of schools at Newtown that we have become a part of. Regular collection and analysis of PLAN data is facilitate through effective use of library time to enter data. Through team meetings student progress will be monitored and programs adapted accordingly. Learning support will also be allocated using PLAN data analysis. Writing will be a school focus in 2016 to improve student outcomes in the aspects of writing. A significant proportion of the school Professional Learning budget will be earmarked for the explicit teaching of writing. Writing will be a whole school Professional Development goal for all teachers in 2016 Big picture global educational reforms and innovations will be introduced through combined staff development days.

7 Strategic Direction 2 Creating Successful learners and informed responsible global citizens Purpose To engage all students with relevant curriculum that enables them to reach their full potential and where students are active participants in their own learning Overall summary of progress Three way conferences are not as yet happening at Tempe Public School. It was decided that we needed to focus on effective feedback to others both peers and students before undertaking changes to the way we report to parents. This is something we will address more fully in Tempe Public School has made a decision to be involved in the Positive Behaviours for Learning Project in 2016 instead of undertaking the Restorative Practices project as we did not have the stakeholder buy in to ensure success. These funds will be expended in There has however been a significant reduction in serious behaviour incidents and suspensions in the latter half of Professional reading as well as parent education notifications through the school newsletter has resulted in greater resilience in our students and a willingness to take responsibility for their actions. In 2015 we had a 100% student take up of enrichment activities offered through the Creative and Performing Arts Festival. Progress towards achieving improvement measures Resources (annual) Improvement measure Progress achieved this year Increase the number of staff, parents & students participating in Three Way Conferences from 0 to 75%. Teachers have undertaken professional learning in effective feedback. Teachers have participated in two rounds of quality teacher lesson studies. Student learning goals or smart goals not yet being negotiated in classrooms however reporting to parent guidelines have been developed. $7,000 Reduction in serious behavior incident warning letters and suspension letters by 50% school wide. Full student participation in CAPA groups and Showcase Concert performance, with increased student participation in school based extra-curricular 100% reduction in warning and suspension letter in semester two. Staff has undertaken professional readings about bullying and changed vernacular when speaking to parents and students. There has been an overhaul of behaviour register terminology and usage.restorative practice not being implemented school-wide. Exploring becoming a positive behavior for learning school. 100% student participation in CAPA festival. Improvement measure to be adjusted based on survey feedback. Students from Stage One are also involved in recorder and dance ensembles and the junior choir. $10,000 held over to be expended on PBL in 2016 $3,000

8 programs in Years 3-6 from 75% (2014) to 90% (2017). Next steps In 2016 Tempe Public School will be taking part in Positive Behaviours for Learning. Staff, community and students recognise the need for a more positive model for student wellbeing at Tempe. The staff has indicated 100% buy in via a survey and a team of five teachers and the Principal will complete the training and undertake the measures necessary to embed positive behaviours for learning across the school. Tempe Public School will be expanding the use of PLAN and SMART data to ensure learning support is targeted and focussed at the students with most need. Schools excellence data suggests students from low socio-economic backgrounds are not having the same value added as others in their cohort. Tempe Public School will move towards three-way conferences for reports in 2016 as part of the development of smart goals. Tempe Public School will undertake the Tell Them From Me Survey in 2016 to guide school program effectiveness and community engagement. Improvement measures will be developed around PBL and feedback received from staff, student and parents through the Tell Them form Me survey and the school plan adjusted accordingly.

9 Strategic Direction 3 To enrich student learning through authentic communication and collaboration between the school and the wider community. Purpose To build stronger positive relationships as an educational community, empowering leadership and inspiring a culture of collaboration and innovation. Through collegial support staff members develop self and others in the pursuit of excellence. Overall summary of progress Tempe Public school has worked hard to ensure communication and collaboration is finely tuned at a school- based level however have not been able to reach our goal of enriching students learning through collaboration with the wider community, as such we have now in 2016 aligned ourselves with the Newtown Network of Schools and as such adjust our direction. Students continue to achieve strong results on external assessments such as NAPLAN and teachers and parents support students to continue to strive for personal bests. The Tempe Public School community is supportive of all school programs both academic and sporting and has made a strong financial commitment to playground improvement and the expansion of the ipad rollout in Progress towards achieving improvement measures Resources (annual) Improvement measure High quality and differentiated teaching / learning practices reflected in Support, IEPs, PLPs and class programs. Enhanced quality learning experiences accessible to students through use of staff and community expertise. Progress achieved this year Cross stage mathematics and literacy groups happening in all stages until Stage 3. Collaborative stage based planning happening each term. Parent and staff expertise used to ensure diverse range of creative opportunities afforded the students as part of the Creative and Performing Arts Festival. $18, $200 per class - $2400 Collaboration with schools in our local school network and greater community sponsorship. St Peters Public school joins us in sporting activities and Stage 3 school camp. Local preschools visited as part of transition to school program. Tempe High School transition to high school program facilitated by stage 3 teachers and shared school counsellor. Lawyers from Tobin and Associates participate in the Stage 3 SPARK reading program. P&C canvassed numerous local businesses for sponsorship and support. $500 for catering

10 Next steps To further this all staff across the Network have a common language and shared practice around professionalised collaboration. Refine strategic planning for Professional Learning Opportunities across the Network for 2016 Adjust Strategic Direction 3 to now read: Collaboration, innovation and leadership within and beyond the Newtown schools network. 1. Tempe Public School has become of the Newtown Network of School and as such has joined a community of innovation and high expectations to work with and beyond their community to improve student outcomes. 2. Include key focus/strategies to be undertaken in 2016 as part of the implementation of the 3-year plan. The key focus will be on three projects 1. Early Career Teacher program whereby ECT will meet regularly to be mentored by more experienced teachers and principals on real issues affecting them in both positive and negative ways in the classrooms; to improve practice and foster collegial relationships beyond the confines of their individual schools 2 Stage Hubs- these hubs are held once a term and are coordinated and facilitated by the Assistant Principals with a focus on consistent teacher judgment in writing and ways to improve explicit teaching of writing skills to improve student outcomes in English. The hubs are conducted at different schools within the network allowing teachers to appreciate the commonality of the great things happening in our local school as well as to share the individual success of innovation each school has taken on. 3. Student Leadership Project As a Network of School we are aiming to empower our student leaders with the skills necessary to make a difference both locally and globally. Students will embark on a leadership training day to develop their skills and confidence. These leaders will be asked to develop an altruistic project where they feel they can make a difference in the wider community. The project will be developed by the end of the year by the student leaders of the five schools and will be documented to present to schools and parent bodies. This project is also being led by Assistant Principals from the Newtown Network.

11 Key initiatives and other school focus areas Tempe Public School Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding The learning and support team works closely with Aboriginal students, their parents and carers, the local community and the Aboriginal Educational Consultative Group. All students have Personalised Learning Pathways s developed by class teacher and reviewed by the Learning and Support Team English language proficiency funding Students from non-english speaking backgrounds form 47% of the school population at Tempe Public school. Students are supported in their classrooms and in small groups to strengthen their English language proficiency and level of participation, as part of our 0.8 English as an additional Language or Dialect( EAL/D) allocation Socio-economic funding Due to changes in keys staff members Restorative Practice has not been implemented in 2015, staff has decided to go with PBL as our student wellbeing focus moving forward. Our school plan will be adjusted accordingly. Low level adjustment for disability funding All students requiring adjustments and support are catered for within class programs as well as through targeted support through the Learning and Support Teacher. Support for beginning teachers All beginning teachers receive additional support in the first three years of their career through additional release form face to face teaching, professional development and mentoring time with a colleague of Funds were expended on providing forty School Learning and Support Officers days to support indigenous students in the classroom. Seven additional teachers days were also funded to facilitate the writing of the PLP s and consultation with parents and caregivers. Several staff were also provided with professional learning opportunities to undertake 8 ways of embedding Aboriginal Education in the classroom training and development. Twenty teacher days were funded to develop differentiation for students and to undertake the writing of individual learning programs for EAL/D students. Forty school learning and support officer (SLSO) days were budgeted for to ensure students were supported in mainstream programs. Tempe Public School has decided to become a Positive Behaviour for Learning School and as such these funds have been held over to be expended on the training and implementation in Additional SLSO days were used to support students in classrooms. In 2016 Tempe Public school funded an additional teacher above establishment for Learning and Support for 20 days per semester to support student differentiation and necessary program adjustments. In 2015 four beginning teachers were provided with mentoring, additional professional learning of their choice and additional planning days. Three of the four teachers undertook their accreditation and have submitted to BOSTES. $7854 plus $3500 balance form 2014 $17452 $2,358 expended $10,000 held over $18990 $ per beginning teacher with an additional $4000 for Aboriginal or Torres Strait Islander teacher.

12 their choice. Other school focus areas Impact achieved this year Resources (annual) Planning Literacy and Numeracy Ne Staff received training in PLAN data functionality and the importance of regular data collection and analysis. $

13 State DoE School Students Mandatory and optional reporting requirements Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile Gender Male Femal e Enrolments Year Male Female Student attendance profile Year K Tota l K Tota l Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 3 Head Teacher(s) 0 Classroom Teacher(s) 9 Teacher of Reading Recovery 1 Learning and Support Teacher(s) 1 Teacher Librarian 1 Teacher of ESL 1 School Counsellor 1 School Administrative & Support Staff 6 General Assistant 1 Total 25 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. There are currently three staff of Aboriginal background currently working at Tempe Public School Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 100% Postgraduate degree 30% Professional learning and teacher accreditation The school received $15, in Professional Learning Funds in That s an average of $ for every teacher. The funds were spent in the following ways: Quality teaching rounds with a focus on literacy and numeracy Training and development on School Development Days including mandatory training such as Anaphylaxis and CPR Release for teachers to participate in professional development related to their PDP and the whole school plan areas of identified strategic direction. Releasing teachers to allow collaborative stage planning and program development.

14 The school also received $43, to support our beginning teachers. Each teacher was provided with a school based mentor, an additional 2 hours release from face to face teaching per week (accumulated) to work on producing resources, quality teaching and learning programs and their accreditation. This resulted in three teachers gaining accreditation at proficient in Financial information Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school s 2015 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. Date of financial summary 30/11/2015 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 Casual relief teachers Administration & office School-operated canteen 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward 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. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data. Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. Student welfare policies are being reviewed; through the P&C and parent forums information has been given around the adoption of a Restorative Practice program however with further consolation a decision has been made by staff and community For Tempe Public School to become a Positive Behavior for Learning School in Members of our community will be invited to become part of the PBL team. In 2016 Tempe Public School will be participating in the Tell Them from Me Survey and more regular opinions will be sort from all stakeholders in our community. All parents are made to feel welcome at Tempe Public School. Policy requirements Aboriginal education Aboriginal education at Tempe Public School is embedded in all learning across all curriculum including Human Society and its Environment units of work studied by all students from Kindergarten to Year 6. Achievement of Aboriginal students in the school setting is acknowledged and celebrated through the school s nomination of students for the DEC Sydney region Deadly Awards. The annual awarding of the perpetual reconciliation shield focuses on and promotes the ethos of reconciliation. Multicultural Education and Anti-racism Tempe Public School is a culturally diverse school which aims to incorporate multicultural education in all aspects of the curriculum. Every student at Tempe Public school participates in a cultural studies class for two hours/week where

15 they learn about the following cultures and their relationship with Australia: Pacific Islands studies Asian studies Vietnamese studies The English as a Second Language (ESL) teacher works in conjunction with class teachers to provide effective support to students through a combination of team teaching and withdrawal teaching methods. The program is effective as evidenced by class assessment results and NAPLAN data. The school also has a trained anti-racism contact officer who manages related incidents.