Greta Public School Annual Report

Transcription

1 Greta Public School Annual Report

2 Introduction The Annual Report for 2015 is provided to the community of Greta 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 Jayne Schmarr Principal School contact details: Greta Public School 2a Wyndham Street Greta, greta-p.school@det.nsw.edu.au School background School vision statement Greta Public School is committed to giving every child every opportunity with a culture of growth, performance and well-being. It provides an innovative 21 st Century education across all areas of the curriculum in an inclusive, engaging and supportive school environment. The school values and celebrates its community focus. It is committed to developing individual strengths, a love of learning and the capacity to achieve. School context Greta Public School with an enrolment of 215 students, including 11% students from Aboriginal backgrounds, is a community school with committed teachers and rigorous curriculum programs focused on academic growth and development. As a 21st Century school we are moving towards digital technologies to support student learning. In embracing the philosophy of every child, every opportunity the school caters for gifted and talented students and students with special learning needs. Greta Public School is an inclusive school and nurtures the social success of each individual by maintaining a positive and caring learning environment.

3 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. In the domain of Learning, we have mainly focused on Learning Culture and Student Performance Measures in Our positive Learning Culture amongst students and staff has grown through specialist programs including drumming, arts program, leadership days and the involvement of the Greta-Branxton Men s Shed. Students are supported and encouraged to reflect upon their learning and this has seen the inclusion of data walls in classrooms. These data walls enable students to identify where they are currently placed and what they need to learn and achieve to progress. Mapping student achievement through on-going analysis of five-weekly testing in spelling and reading has provided teachers with data to consider the learning needs of students and to reflect on teaching practices that have an effect on student performance. Our major focus this year in the domain of Teaching has been on Effective Teaching Practice and Collaborative Practice. The strengthening of Positive Behaviour for Learning (PBL) has had positive implications for the classroom. With clear and explicit behaviour expectations, classroom management has seen a shift in focus from lost teaching time to increased engagement in tasks. PBL is being universally applied in all settings throughout the school and students and parents appreciate the consistent application of time spent on learning. The teachers have worked collaboratively in stage groups to develop and implement teaching and learning programs. Flexible groupings for stage 3 Maths were introduced to better meet individual needs and teachers also participated in cross-stage team teaching to model teaching practices and to engender professional discussion and personal reflection on teaching practices. In the domain of Leading, the focus has been on School Planning, Implementation and Reporting as well as Leading. Strong leadership and the inclusion of all stakeholders in the development of the school s plan has been a feature. Consultation has been a cornerstone in establishing regular, 5-weekly milestones to map our progress against the School Plan. Professional Learning has been enhanced with staff undertaking training in quality programs and in discussions focused on professional readings. The school leadership team has developed clear roles and responsibilities to ensure the efficient operation of the school and its resources. The achievements of Greta Public School are shown in the following pages of the annual report. 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. Strategic Direction 1 Quality Teaching Purpose A whole school systematic delivery of a quality teaching curriculum focused on innovative learning and measurable growth and performance. To maintain a collaborative, informed and consistent approach as we deliver flexible, rigorous and cutting edge teaching programs that enable academic and social progress. Overall summary of progress In 2015 the staff were professionally developed through research and evidence in the interpretation and application of data in improving teaching practice and student outcomes. The school team acknowledged the vast array of data sources available before selecting the most informative data to be used to enhance the learning opportunities of our students. The South Australian Spelling Test, Benchmark Levels and the Schonell reading test were administered to provide data each Term in Week 4 and 9. The analysis and evaluation of this data would provide valuable information for both the teacher in modifying future teaching practice and also as a tool to provide feedback to students on their learning.

4 Progress towards achieving improvement measures Improvement measure Progress achieved this year (to be achieved over 3 years) Resources (annual) Funds Expended An increase in the percentage of students reaching Normed Reading Standards from 75% in 2014 to 80% by Sustained high levels of student growth demonstrated by Literacy and Numeracy continuums from >80% in 2014 to >85% by All staff have professional growth plans focusing on attainment of professional goals reflecting the standards by end weekly whole school data collection of reading levels using the PM Benchmarks. Size effect of collected data. All students demonstrating growth of more 0.4 in S.A. Spelling Test. Stage 3 students have developed understandings of data walls in classrooms to self-evaluate their progress against the Literacy Continuum. Performance Development Plans are aligned to the Australian Professional Standards for Teachers Teachers undertake Professional Learning aligned to their Performance development Plans and the School Plan Cash Flow funding allocation commitment (non RAM) = $9,400 N.B. RAM funding integrated and infused throughout entirety of school plan. For further elaboration refer to Key initiatives and other school focus areas section of this document. Refer to above statement Refer to above statement Next steps Teachers trained in L3 Kindergarten and On-going Professional Learning in L3 Year 1. All staff to be trained in data analysis to drive teaching and learning. Preparatory professional learning for new K-10 Geography syllabus in On-going support for teachers in the implementation of new syllabuses. Teachers to work collaboratively to develop scope and sequences of units to meet new NSW Syllabuses for the Australian Curriculum. Develop a 3-year technology plan to facilitate 21 st Century learning across the school. Teachers to participate in 20 hours of Professional Learning in Personalised Learning and Support Teachers participate in Choose Maths with a focus on linking the syllabus outcomes to the numeracy continuum and using problem-solving tasks to engage students at all levels. Staff participating in Quality Teaching Rounds to improve teaching practice. Teachers collaborate with Hunter New England Health to implement Language Development Program to identify and support students with communication difficulties in the classroom. Staff training in analysing data collected to determine effect size of growth.

5 Strategic Direction 2 Quality Engagement and Learning Purpose Engage every child with a differentiated and challenging, relevant curriculum with a focus on developing, individual strengths, a love of learning and the capacity to achieve. To create a meaningful, inclusive and equitable whole school learning environment that encourages and supports a range of learning styles, sparks curiosity and passion for knowledge and understanding. To develop an inclusive environment that builds students social competencies enabling development of the necessary skills to become safe, respectful learners. This will help them succeed at, and beyond school. Overall summary of progress During 2015 we have continued to create opportunities for all students to engage and participate in a wide range of quality teaching and learning programs that promote learning, engagement and wellbeing. Language, Literacy and Learning (L3) continues as a focus in Kindergarten with Year 1 teachers commencing their training. This approach to Literacy in early Stage 1 and Stage 1 has been successfully incorporated into the Literacy component of learning. Data collection every 5 weeks was used to identify targets for the next teaching period. A continued focus on PBL (Positive Behaviour for Learning) grounds our students and school community to our Core values of respect, responsibility and Personal Best. The establishment of a Core team will provide specific direction and planning which will include the review and updating of the Student Wellbeing Policy and the designing of signage to promote our school values. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year Funds Expended All teachers utilising learning technologies to maximise 21st Century learning opportunities for students. Learning and Support Team operating effectively and students needs are being met. Students well supported in class and reaching their learning and behaviour goals Cash Flow funding allocation commitment (non RAM) = $15,000 N.B. RAM funding integrated and infused throughout entirety of school plan. For further elaboration refer to Key initiatives and other school focus areas section of this document. Students demonstrate resilience and positive behaviour techniques in the classroom and the playground with a 25% decrease in the number of minor incidents recorded in Sentral and a 50% decrease in the number of major or Assistant Principal allocated time and resources to drive the reinvigoration of PBL. Executive staff analyse behaviour data and attendance data each term. There has been a 50% decrease in reported incidents (from Term 1, 2015 to Term 1, 2016) and increase by % in attendance. Dojos (rewards scheme) for positive behaviour Refer to above statement

6 serious incidents. implemented and acknowledged at fortnightly assemblies. PBL expectations emphasised and six L s implemented across the school. All students self-tracked using Data Walls with the majority showing expected growth per semester relevant to expected time frames. Stage 3 students have developed understandings of data walls in classrooms to self-evaluate their progress against the Literacy Continuum. Refer to above statement Next steps Individual Education Plans and Personalised Learning Pathways developed in consultation with students, parents and teachers. Engage Apple Educator to audit ipads and develop a plan to optimize the use of ipads across the school Upgrade of computer hardware through rollout of additional laptops Purchase signage for PBL for display throughout the school. Specific behaviours and settings identified through analysis of Sentral data to be explicitly taught to consolidate PBL expectations. Explore further opportunities for students to engage in 21 st Century learning tasks and activities. Students self-evaluate their progress against data walls in literacy and numeracy. Strategic Direction 3 Quality Relationships and Systems Purpose Implement efficient management practices and effective partnerships with families and the community which support a creative, inclusive school within a safe, positive and productive learning culture. To deliver a quality education, underpinned by strong organisational structures and effective collaboration that ensure safety, promote positivity and a quality education. Overall summary of progress Teaching programs continue to provide students with quality learning experiences that support high academic achievement and positive social progress. These have included staff professional development in Dyslexia: supporting the learning of students within the classroom environment, The integration of ICT: in particular ipads embedded in classroom teaching programs, Whole school Fitness Programs: Basketball and Gymnastics, Whole School CAPA activities: Drumming in Semester 1 and Raw Art culminating in a school community Art Show. Assembly Items, Star Struck and local school performances showcased student s talents to the wider community. Working collaboratively with the local Police Liaison Officer resulted in building stronger partnerships and a team approach in designing and delivering a Youth Development Program for Year 5 and 6 students.

7 Progress towards achieving improvement measures Improvement measure (to be achieved over 3 years) 100% of teachers actively engaged in the Performance and Development Framework. Increase the number of parents/carers by 15% attending and supporting P&C and other community events and fundraisers. Progress achieved this year A teachers have completed an end-of-year self -assessment of Performance and Development Plans and reviews accomplishments with supervisors Whole school collaboration in planning forward into Assessment and Reporting/Written- SENTRAL Reports Positive partnerships with parents. Strong communication practices between school and home evident. Resources (annual) Funds Expended 2015 Cash Flow funding allocation commitment (non RAM) = $9,000 N.B. RAM funding integrated and infused throughout entirety of school plan. For further elaboration refer to Key initiatives and other school focus areas section of this document. Refer to above statement 100% staff have a deep understanding of Teaching Standards and provide triangulated evidence by 2017 Teachers have developed their Performance Development Plans with reference to Teaching Standards Refer to above statement Next steps Teachers complete their Performance and Development Plans including setting goals with supervisor consultation, peer-to-peer classroom observations and self-assessment prior to end-of-year review. Assistant Principal undertakes Art of Leadership professional development. School Excellence Framework self-assessment identifies current status and elements on which to focus. Teachers participate regularly in milestone achievement reviews and in continual school planning. School Chaplain engaged to support students, staff and families. School Chaplain to support transition activities to Kindergarten and to Year 7. Staff supported in professional learning to achieve school and personal goals.

8 Key initiatives and other school focus areas This section includes: Key initiatives. Policy requirements such as Aboriginal Education, Multicultural Education and Anti-Racism Education. Initiatives and other school focus areas which may not have been included in the school plan. Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding Little SistaSpeak: Staff trained in SistaSpeak and the Girls challenge completed All Aboriginal students have a Personal Learning Plan which, together with targeted in-class support for identified students, has led to growth in learning and attendance of Aboriginal students. Two staff participated in Connecting to Country and shared training with all staff. Review process and understanding in supporting Aboriginal students and families in All students participated in dance workshops to celebrate NAIDOC Week. RAM Aboriginal background funding Total $ $1500 Student Learning Support Officer (SLSO) for student support. $4283 Casual relief for planning and implementation of Little SistaSpeak. $2240 for resources for Little SistaSpeak $1000 casual relief for PLPs $2500 staff professional development. $725 dance workshop. English language proficiency funding Identified students received book packs for use in classrooms $430 for resource Targeted students support for refugees and new arrivals No RAM funding received. Socio-economic funding SLSO in-class support for students provided in classrooms K-6 All students K-6 given access to Raw Art program, Mathletics and Reading Eggs A well-being team established and an Assistant Principal re-booted PBL through casual funding Technology infra-structure upgraded and students using technology to improve learning outcomes $ SLSO for student support $ Resources $3000 Professional Learning for SLSO s $9 152 Casual relief for teacher professional development $ Casual relief

9 $4800 Consultancy $ Technology 2014 Carried over funds as per AFS $ RAM Equity Funding $ Total $ Low level adjustment for disability funding Staff trained in supporting students with literacy difficulties (dyslexia) Staff professional learning in using data to build capacity in students to drive teaching and learning Students using data walls to self-evaluate their progress RAM Low Level Adjustment for Disability funding Total = $ $1278 resources $ casual relief $ support for students to access excursions Support for beginning teachers No RAM funding received. Other school focus areas Impact achieved this year Resources (annual) Literacy and Numeracy Funding Two teachers trained in L3 at Stage 1 and one teacher completed on-going professional learning at Kindergarten level $6703 L3 Consultancy fees Integration Funding Support SLSO s appointed; role statements negotiated; student PLP s developed and maintained in consultation with students, parents/carers and teachers. $ SLSO salaries N

10 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 Female Female Male Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1 Assistant Principal(s) 2 Classroom Teacher(s) 6 Teacher of Reading Recovery Learning and Support Teacher(s) 0.8 Teacher Librarian 0.4 School Counsellor 0.2 School Administrative & Support Staff Other positions Total The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. No staff members are identified as being Aboriginal. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Student attendance profile Greta Public School was open for 202 days during The average attendance rate for students K-6 at Greta Public School for 2015 was 91.4%. Year K Total Undergraduate degree or diploma 100% Postgraduate degree 14.3% Professional learning and teacher accreditation In 2015 four teachers were accredited at Proficient level. Teachers undertook professional learning in the areas of: Literacy L3 and Reading Recovery. Numeracy Teaching Early Numeracy Strategies; Mathematics syllabus implementation, programming and classroom strategies Science and Technology Implementing the new Science and Technology syllabus K-10 Welfare and Equity PBL; SistaSpeak; Connecting to Country; Non-Violent Crisis Intervention; Career Development HCC Principals conference and NSW PPA State Conference; Principal as Teacher Accreditation Authority; AITSL modules on Teachers Tool Box Online Training Supporting Students with Literacy Difficulties (Dyslexia)

11 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 0.00 Total expenditure Balance carried forward 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 In 2015, the school sought the opinions of parents, students and teachers about the school. All groups were invited to participate in a Tell Them From Me Online Survey Their responses are presented below: The survey provided feedback about the extent to which parents feel Greta Public School supports learning and positive behaviour and promotes a safe and inclusive environment. 100% of parents surveyed thought that both formal and informal meetings with teachers were useful closely followed by 92% who found school reports to be a useful means of communicating their child s progress. 85% of parents surveyed felt that the school newsletter was the most useful form of communication to impart school news at Greta Public School. 65% of parents felt that Greta Public School made the parents feel welcome and was an inclusive school. 80% of students at Greta Public School had a high sense of belonging and feel accepted and valued by their peers and by others at their school. 97% of students at Greta Public School believe that education will benefit them personally and that they are receiving quality instruction in the classroom. 80% of students believe they display appropriate positive behaviour. Students rated teacher-student relations and expectations for success highest as factors which contributed to their level of engagement. Teaching staff felt that Greta Public School had a strong learning culture, where data Informs practice, using a variety of teaching strategies and planned learning opportunities, thus providing a strong sense of inclusion for students. 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 Policy requirements Aboriginal education In % of the student at Greta Public School identified as Aboriginal. All Aboriginal students enrolled at Greta Public School during Semester 1, received Personalised Learning Plans. These plans

12 set our academic, cultural and social goals and were drafted by the student, the student s parents/carers and the respective classroom teacher. In 2015 there were 3 Aboriginal students in Year 3 and 5 Aboriginal students in Year 5 who sat the NAPLAN test. 100% of aboriginal students in Year 5 experienced growth, as measured by their Naplan results in Reading and Spelling. 80% of Aboriginal students in Year 5 experienced growth in Numeracy and 60% of Aboriginal students in Year 5 experienced growth in Writing and Grammar and Punctuation. In Year 3, 30% of Aboriginal students were performing at or above in all areas, as measured by their Naplan results. Attendance rates are consistent at over 88%. Teaching programs feature Aboriginal perspectives and reflect indigenous culture across the curriculum. During NAIDOC Week, students celebrated indigenous culture by participating in Aboriginal games, dance and art. During Term 4, Sista Speak was run by a trained staff member, with the girls from Year 5 learning more about aboriginal culture and about themselves. Two staff members also participated in the Connect to Country three-day workshop. Multicultural Education and Anti-racism Multicultural Education and perspectives are predominantly addressed in Human Society and Its Environment, (HSIE) activities. Greta Public School draws students from a range of cultural backgrounds and students are encouraged to embrace and celebrate cultural diversity. Stage 1 students participated in an in-depth study of China, while Stage 2 looked at countries around the world as part of their study involving the World Cup, and Stage 3 delved into Antarctica and its environment. Other school programs Reading Recovery Seven students participated in the Reading Recovery Program during 2015: three boys and four girls. Of the seven children, one child was carried over from 2014 and one child transferred into Greta Public School. Three children were successfully Discontinued, one child was referred for further support and three children were carried over to Positive Behaviour for Learning (PBL) Through PBL we are working towards creating a productive and safe environment in which all school and community members have clear understandings of expectations and their role in the educational process. Through this process we have clearly defined a small number of behavioural expectations or rules which are systematically taught, explicitly acknowledged, corrected proactively and consistently supported. At Greta Public School our expectations are: Be Respectful Be Responsible Personal Best Other significant initiatives ARTS African Drumming The students enjoyed an African drumming program, improving their rhythmic skills and being totally engaged during Semester 1. Dance Group The Greta Public School dance group performed at StarStruck and again at the Rutherford LMG combined school s presentation evening during Education Week. RAW Art 2015 saw Greta Public School students participate in the RAW Art program for the second time. Student experienced art-making with a variety of media which culminated in an Art Exhibition in the school Hall to celebrate Education Week. SPORT At Greta Public School we endeavour to give our children an opportunity to participate in a variety of sports. We use professional coaches when possible and our staff has received training in several sports. We have had coaching clinics in AFL, Netball and Gymnastics this year. Our students are encouraged to participate in sport activities and we have been proud of the sportsmanship displayed by our students in competition. This year our school has participated in athletics, cross country and swimming carnivals as well as the following events: Our senior boys competed in PSSA cricket; Stage 3 students attended an AFL gala day; the Steve Simpson Shield, a 7 s tournament; and A boys and a girls team represented our school in AFL in the Paul Kelly Cup.