Bexley North Public School Annual Report

Transcription

1 Bexley North Public School Annual Report Page 1 of 14 Bexley North Public School 2308 (2016)

2 Introduction The Annual Report for 2016 is provided to the community of Bexley North 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. Angelina Sheinwald Principal School contact details Bexley North Public School 116 Kingsland Rd Bexley, bexleynth-p.school@det.nsw.edu.au Page 2 of 14 Bexley North Public School 2308 (2016)

3 School background School vision statement Developing a community that inspires, challenges and cares. School context Bexley North Public School is a comprehensive school situated in the Inner West of Sydney. It has 22mainstream classes which includes two enrichment classes for students in Stage 2 and Stage 3. Currently there are 540 students enrolled in the school. The student body comprises 70% of students who are from a Language Background Other than English, and 2% Aboriginal. There are over 30 different cultural and linguistic groups represented in the student population, with Greek being predominant. The school has a major intake at kindergarten and a significant intake at year 3 level from the local K 2 Bardwell Park Infants School. Students are enrolled in all years from within the school enrolment drawing area. The school has an active and supportive parent body that continually provides support to teaching and learning programs, as well as improving the school s physical environment. 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 Domain: In the domain of learning, Bexley North Public School is delivering in Learning Culture. All teaching staff understand that student engagement and learning are related, with the school communicating priorities for strengthening both. Attendance rates are regularly monitored and action is taken promptly to address issues with individual students. Wellbeing is delivering, as students, staff and the broader school community understand the behaviours, attitudes and expectations that enhance wellbeing and lead to improved student outcomes. Students are taught to accept responsibility for their own behaviours as appropriate to their age and level of understanding. The school encourages students to recognise and respect cultural identity and diversity. The DanceSport Challenge program for year 5 has been implemented to develop respect and encourage positive interaction between boys and girls. School staff maintain currency of knowledge about requirements to meet obligations under Keeping Them Safe. Curriculum and Learning is sustaining and growing; the school actively collects and uses information to support students successful transitions, from preschools, infants schools and to high schools. The curriculum provision at Bexley North Public School is also enhanced by learning alliances with other schools, such as the community of local schools, Schools along the Ridge. Bexley North Public School is delivering in Assessment and Reporting and Student Performance Measures. The school analyses internal and external assessment data to monitor, track and report on student and school performance and the school achieves value added results. Teaching Domain: In the domain of teaching, Bexley North Public School is deliveringin effective classroom practice, evidenced by classrooms that are well managed, with well planned teaching taking place, so that students can engage in learning productively, with minimal disruption. Teachers routinely review previous content and preview the learning planned for students in class. In Data Skills and Use, teachers analyse and use student assessment data to understand the learning needs of students. The school leadership team regularly uses data to inform key decisions. Collaborative Practice is sustaining and growing, reflected by teachers working together to improve teaching and learning and by providing planned constructive feedback from peers and school leaders to improve teaching practice. Learning and Development and Professional Standards are being delivered as teachers participate in professional learning targeted to school priorities and their own professional needs. Staff attainment of professional learning goals and teaching requirements are an integral part of the school s performance and development processes and are mapped to professional standards and curriculum requirements. Leading Domain: In the domain of leading, the school is delivering. Bexley North Public school is committed to the development of leadership skills in staff and students and promotes succession planning, distributed leadership and organisational best practice. This school articulates a commitment to equity and high expectations for learning for each student. Planning and implementation includes processes for resource allocation, professional learning and performance monitoring from an evidence base. The school's financial and physical resources are well maintained, within the Page 3 of 14 Bexley North Public School 2308 (2016)

4 constraints of the school's budget and provides a safe environment that supports all learning. In the aspect of Management Practices and Processes, administrative practices effectively support school operations and the teaching and learning priority of the school. The school leadership team creates an organisational structure that enables management systems, structures and processes to work effectively and in line with legislative requirements and obligations. 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 4 of 14 Bexley North Public School 2308 (2016)

5 Strategic Direction 1 Reflective, Inspiring Teaching Practice Purpose Teachers are among the most powerful influences in learning; we need to create a culture of reflective and inspiring practice that is directive, influential, caring and actively engaged in the process of teaching and learning. Overall summary of progress MILESTONE 1: Develop a culture of teacher reflection and continual improvement through classroom observations and PDPs. End of 2016, 100% of teaching staff have actively engaged in regular classroom observations, professional dialogue and explicit feedback. Systems are in place to scaffold teachers to become reflective practitioners in an environment based on trust and self improvement; through goal orientated observations which reflect the Professional Standards for Teachers, pre observation discussion questions, post observation self reflection questions and feedback from the observer explicitly focused on improving student performance. MILESTONE 2: Implementation of formative assessment strategies to improve student performance. Baseline data collected early in 2016 documented; 14% of teachers regularly used a learning intention and 5% used visible success criteria. Term 3, K 6 classroom observations and term 4 staff survey results documented; 100% of teachers used an appropriate learning intention and 76% of teachers shared a success criteria or a model of success and delivered some meaningful feedback. This value added data indicates staff have started to change practice and are working towards embedding formative assessment strategies and improving student outcomes. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Measure of success is when all members of the BNPS community can articulate why we do what we do the purpose. Student progression along the Literacy and Numeracy continuum and achievement as reflected in NAPLAN and reading benchmarks. The National Standards for Teachers will be used to define a shared understanding of what effective learning looks like at BNPS Increased positive responses in student, staff, community responses around student engagement / performance. Progress achieved this year 100% of teachers participated in classroom observations and self reflections based on PDP goals. Observations provide evidence of reflective practice and improved quality of teaching. Classroom Observations document 100% of teachers using quality learning intentions and 76% teachers used learning intentions with success criteria. Parents and careers were informed of this school initiative through the school newsletter and teacher meetings. All primary teachers regularly engage in dialogue around student performance and growth using student data. Funds Expended (Resources) QTSS staffing allocation QTSS staffing allocations No cost to school Next Steps 1. Further embedding formative assessment strategies: Stages consolidate understanding and the use of learning intentions and success criteria through grade meetings and collaborative planning. Whole school professional learning refresher. 2. All teachers provide meaningful and timely feedback to students: Professional learning provided to all staff on applying meaningful and timely feedback. Evidence of impact to be documented through classroom observations and Page 5 of 14 Bexley North Public School 2308 (2016)

6 grade discussions. 3. Develop staff capacity to collect and use student data to drive teaching: Professional learning provided to all staff focused on developing strategies to collect student data to drive teaching; strategies such as hinge point questioning, exit slips and the use of mini whiteboards. Evidence of impact to be documented through classroom observations and grade discussions. Page 6 of 14 Bexley North Public School 2308 (2016)

7 Strategic Direction 2 Successful Life long Learners Purpose Learning and innovation skills increasingly are being recognised as the skills that separate students who are prepared for increasingly complex life and work environments in the 21st Century, and those who are not. A focus on creativity, critical thinking, communication and collaboration is essential to prepare all students for the future. Staff and community learning is a feature. Overall summary of progress Milestone 1: To develop innovative practices to teach and assess student proficiencies in C21st capabilities. Learn and apply a variety of thinking skills strategies in a collaborative environment by equipping teachers with the skills to teach creative and critical thinking. BYOD was implemented which also involved parental consultation. Milestone 2: All students will be engaged in programs that will improve emotional resilience, social intelligence and proactive behaviours. Major and minor behaviours were developed in consultation with the staff and presented to parents. Behaviour flow chart was also established. Milestone 3:100%of teaching staff using new syllabi for English, Mathematics, Science and Technology and History. History and Geography Syllabus we are working towards a continuum of learning where the integrity of the subjects are maintained. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Annual review of technology across school, including 100% of teaching staff using technology as a learning tool. 100% of teaching staff using new syllabi for English, Mathematics, Science and Technology and History. 100% of teaching staff using explicitly taught strategies to connect students to their learning and to link their learning to the global community. Progress achieved this year Rollout of BYOD in stage 3. Tablet pilot program in Kindergarten to evaluate best practice for using this technology. Staff professional learning on History and Geography occurred and we are working towards developing a continuum of learning. Purchase of resources to support quality teaching and learning. This measure supports the Strategic Direction 1 strategy in making explicit the learning intention and success criteria model of teaching and learning. Funds Expended (Resources) $9 000 donated by P&C for the purchase of Chromebooks. $6 000 $ Next Steps Technology: Purchase K 2 Chromebooks to support effective quality teaching and learning experiences. Our aim is to register a domain to self manage and integrate with BYOD program. We will research a cost effective and expedient way for 3D printing and implement this aspect in to a STEAM lab. The STEAM lab will be upgraded with the purchasing of new furniture to support 21StC learning. Live streaming will be more effective with the planned purchase of new equipment, including a GoPro. Syllabus Implementation: BNPS aims to develop a continuum of learning to integrate English, History and Geography. Programming templates will be evaluated and adapted to incorporate English concepts and processes and stage consistent learning intentions and success criteria. We aim to implement consistent expectations of programming across the school. The PBL journey will continue, with the evaluation and planned new school wide interventions, including an expectation matrix, positive reinforcement system and discipline code. Lesson plans and programming to teach school expectations Page 7 of 14 Bexley North Public School 2308 (2016)

8 will be created and implemented, supported by new signage around the school. Page 8 of 14 Bexley North Public School 2308 (2016)

9 Strategic Direction 3 Visible Leadership Purpose Leadership underpins all aspects of the direction of school improvement at BNPS.There will be a focus on the expansion of the leadership to include: All teaching and non teaching staff; All students as leaders of their learning and Leadership within the school community Overall summary of progress Milestone 1: Staff and leadership teams responsible to ensure a school culture in which all members take responsibility for their leadership and ongoing learning. Procedures for the Performance and Development Plan have been established and implemented. SASS staff and Principal were involved in LMBR training and implementation. Milestone 2: Students responsible to ensure a school culture in which all members take responsibility for their leadership and ongoing learning. Student leaders continue to run school Parliament Assembly twice per term. Student leaders have also taken responsibility for the setting up and maintenance of the Friendship Stop under the support of the Learning and Support Teacher. Milestone 3: Parents and community partners responsible to ensure a school culture in which all members take responsibility for their leadership and ongoing learning. Parents were involved with ratifying the 2016 school plan. Parent and school partnership established for fundraising towards the refurbishment of the playground area. Students played and integral part in the design. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) 100% of teaching staff proactively plan their professional development towards their Accreditation or Maintenance of Professional Teaching Standards using their Performance and Development Plan. High percentage of parent uptake for new parenting program. Qualitative data on student goal achievement and self direction. Progress achieved this year Monitoring of staff accreditation and support given to the maintenance of staff accreditation. Identifies staff were supported in their attainment of higher accreditation levels. Establishment of Parent Reading Tutor Program through volunteer process to support the acquisition of literacy skills for K 2. Staff participated in Formative Assessment Professional Learning with a focus on effective feedback. Student learning goals were discussed with parents during parent teacher meetings. Funds Expended (Resources) $3,439 A $5,000 scholarship towards staff lead accreditation was granted. Nil cost to school. Term planning days across grades, relief teacher employed for 1 week. $9,000 Next Steps 1. Continue to support staff in gaining proficiency, maintenance of their accreditation, as well as attaining higher levels of accreditation. Develop a plan in consultation with non teaching staff to support the introduction of Performance Development Plans. 2. Continue to support and acknowledge the volunteer work by parents and community members in reading tutor program. Formalise the program to include the MULTILIT experience. Support the school plan through parental Page 9 of 14 Bexley North Public School 2308 (2016)

10 involvement by promoting the opportunities for consultation and collaboration through a variety of survey practices. 3. Combine qualitative and quantitative when discussing learning goals with students through the use of learning intentions and success criteria the students are explicitly taught how to improve learning outcomes. Through PLAN and data wall, staff discussion on moving student learning becomes a focus. Page 10 of 14 Bexley North Public School 2308 (2016)

11 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 Targeted student support for refugees and new arrivals Aboriginal students have excellent attendance and are well supported by school programs. Teachers were released to prepare PLPs in consultation with parents. Students who have additional needs learning English receive targeted support from a specialist teacher three days per week. The learning needs of students are assessed by EAL/D teacher and progress tracked. School Learning Support Officers were employed to support students with additional needs. Speech Pathologist supported identified students with specific speech needs. School executive and teachers were provided with release time to mentor and coach staff in high quality teaching and learning practices. Resources to support the implementation of Targeted Early Numeracy were purchased for each class. The school supports students and families through targeting learning programs, financial support to ensure equity and inclusion. Teacher release for developing and monitoring effective learning plans. $437 $ $ Speech Therapy $ Staffing Resources $ $ $1 100 Page 11 of 14 Bexley North Public School 2308 (2016)

12 Student information Student enrolment profile Enrolments Students Boys Girls Student attendance profile School Year K All Years State DoE Year K All Years Workforce information Workforce composition Position FTE* Principal 1 Assistant Principal(s) 4 Classroom Teacher(s) Teacher of Reading Recovery 0.53 Learning and Support Teacher(s) 0.6 Teacher Librarian 1 Teacher of ESL 1.6 School Administration & Support Staff 3.96 Other Positions 0.18 *Full Time Equivalent There are no staff with an Aboriginal background at Bexley North Public School. 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 46 Professional learning and teacher accreditation The most significant professional learning in 2016 was centred on the development and implementation of the school s strategic directions and the Performance and Development Framework. Team members from each strategic direction were responsible for developing and implementing professional learning in targeted areas that were identified by staff. Staff continued to developed their skills in quality teaching, by participating in class observation sessions with colleagues and by working through feedback to improve their practice. Curriculum development in line with new syllabus documents and well being initiatives were also the focus for All teachers were involved in the staff development days and the follow up sessions. Other staff development days focused on refining planning and programming practices and developing scope and sequences to ensure a continuum of learning across the school. Page 12 of 14 Bexley North Public School 2308 (2016)

13 Professional learning continued to support teachers in the development of individual educational plans for students requiring additional support or adjustments to learning in the classroom. The Learning and Support Team assisted staff through this process. All teaching staff who have been permanently appointed to the teaching service prior to 2004 are at Proficient accreditation and are working towards maintaining their accreditation at Proficient. 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 2016 Year 3 cohort demonstrated an increase in results for Reading. The number of students who achieved in bands 5 and 6 increased from 51.3% in 2015 to66.2% this year. This eclipsed the state results for the number of students in Bands 5 and 6 by 14%. Similarly, while 54.1% of students in the state achieved in the top two band in Writing, at Bexley North Public School, 77.3%of students performed in bands 5 and 6. The 2016 Year 5 cohort demonstrated a 10%increase in the number of students who achieved in the top two bands 7 and 8 in Reading, compared to the number in 2015; 59% of the students in year 5 compared to 39% of the state. This year s cohort showed 10% improvement of numbers in the top two bands compared to the 2015 cohort. In year 5 writing, 43.1% students performed in bands 7 and 8 compared to the state s 18.7%. 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. Parent/caregiver, student, teacher satisfaction In 2016, the staff was surveyed on the opportunities for professional learning and discussed the areas for future directions. Staff stated, overwhelmingly, that the benefit of funding one day of speech pathology showed improvement in students learning outcomes for targeted students. The introduction of synthetic phonics to Early Stage One made explicit the teaching of phonics as a part of the English syllabus. The professional learning sessions on Targeted Early Numeracy (TEN) was identified as providing vital strategies in the teaching of number and could be incorporated into all mathematics programs. Comment was also made to the benefit of integrating concepts to strands. Students were surveyed across domains, including what drives their success and their social emotional capabilities. 85% of students at Bexley North P.S. have a high sense of belonging, compared to the NSW Government norm of 81%. In respect to positive relationships, students at the school stated they have friends they can trust and who encourage them to make positive choices. At Bexley North P..S. 89% of students declared they have positive relationships. while the NSW Government norm is 85%. The TTFM was promoted and made available through the newsletter, however the response was limited and no accurate data could be analysed. In Numeracy, 53% of students in year 3 performed in the top bands of 5 and 6. This is in comparison to 38.7% in the state and compared to 42.5% in bands 5 and 6 at Bexley North Public School in Areas of strength, where the school percentage was 10 or more above the state population percentage included matching problems to number sentences, solving problems using division facts and writing 4 digit numbers. Year 5 student achievement in Numeracy showed 19.2% increase in students in band 8 compared to 2015, with 50% of students achieving in bands 7 and 8. Areas of strength, where the school percentage was 10 or more above the state population percentage included solving multi step problems using addition and subtraction, continuing a multiplication problem, and matching decimals to fractions. Page 13 of 14 Bexley North Public School 2308 (2016)

14 Policy requirements Aboriginal education Bexley North Public School has continued to maintain a strong commitment to supporting Aboriginal students and embedding indigenous perspectives across the curriculum in Staff provides students with experiences to develop a deep understanding and knowledge of Aboriginal culture. As a sign of respect, students commence assemblies with the traditional Acknowledgement of Country. Our National Anthem while sung in English, uses the didgeridoo as the accompaniment, and is sung by the entire school community every Monday morning. History, Creative and Performing Arts and Science and Technology units allowed for the study, celebration, appreciation and understanding of Australian Aboriginal culture. Multicultural and anti-racism education Bexley North Public School is committed to ensuring all students are aware of the diverse, multicultural nature of our society and are able to show empathy and understanding towards others. Multicultural perspectives are incorporated across a range of learning programs, particularly in Literature and History. The students are encouraged to express and share their individual cultural heritage within a cohesive and harmonious school with a commitment to the basic structures and values of Australian Democracy. Over 70%of students have a parent or grandparent who was born overseas, although almostall students have been born in Australia. The school has maintained a focus on multicultural education in all areas of the curriculum by providing programs which develop the knowledge, skills and attitudes required for a culturally diverse society. This year saw a decrease in the school s allocation of English as a Second Language (EAL/D), by three teaching days. The impact on all aspects of literacy has been profound. Despite this, teachers continued to target first phase and second phase learners of English to support small groups of identified students from each grade to develop their reading and writing skills in English. Equity funding has been used to compensate. The school Anti Racism Officer (ARCO) reported a small number of incidents with all being appropriately handled, using Restorative Practice. Harmony Day was celebrated with the wearing of orange and with the Parliamentarians addressing the values of acceptance and inclusivity through their Parliament assembly. Students in years 2 to 6 learn Italian as part of the community languages program. Page 14 of 14 Bexley North Public School 2308 (2016)