Annual Report School Code 1573

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1 Annual Report 2015 School Code 1573

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3 Introduction The Annual Report for 2015 is provided to the community of Clovelly 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. Philippa Fox Principal School contact details: Clovelly Public School 1 Arden St Clovelly, NSW clovelly-p.school@det.nsw.edu.au (02) School background School vision statement To develop confident, successful and passionate learners who are respectful, resilient and motivated. School context Clovelly Public School is a large primary school situated in Sydney s Eastern Suburbs with an enrolment of 585 students. A dedicated and supportive staff with a range of experience and expertise deliver quality teaching and learning programs. The school offers a wide curriculum including band, debating, public speaking, dance, drama, languages and sport. We have an active, informed and supportive community which combines to form an extended family that supports its students in their learning, academically as well as socially and emotionally. Our Core Values are the foundations of our planning and programs. These values include: Respect Responsibility Learning We put all students at the centre of the decisions we make, and the actions we take as educators are based on the individual needs of the students in our care. Clovelly Public School has a dedicated and hard working team of teaching and non-teaching staff who offer a diversity of knowledge, experience and expertise ensuring that our students can Aim High through Challenge and Opportunity as our school logo and motto state. We are very proud of our students, their achievements, their high standards for learning and success and the fact that they are wonderful ambassadors for public education and for Clovelly Public School.

4 Self-assessment and School Achievements 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 area of Learning the school demonstrates commitment with the school and community to strengthen and deliver on school learning priorities. Positive, respectful relationships are evident among students and staff and school programs address the needs of identified student groups. Future directions relating to learning culture include developing consistent programs where expectations of behaviour are explicitly taught to students and attendance rates to be regularly monitored. In relation to wellbeing, the school implements a whole-school approach to wellbeing based on restorative practices and circle solutions and has identified aspects of, and factors contributing to wellbeing in the delivery of teaching and learning. The school would benefit from more consistency in the application of the whole school approach and teaching of behaviours expressed in the behaviour code. The school's curriculum delivery meets community needs, a range of extra-curricular activities are offered for student development including a quality and popular band program, high level engagement in sporting activities, drama and enrichment activities. Curriculum provision is enhanced by a learning alliance with Coogee PS and South Coogee PS with shared goals relating to staff professional learning and combined school development days. A goal for the school is to enhance curriculum delivery through evidence-based teaching practices and innovative delivery mechanisms. In the Teaching domain, teachers regularly review and revise teaching and learning programs and content is regularly reviewed through collaborative planning and stage meetings. The school regularly collects assessment data and programs should be enhanced through more regular analysis and evaluation of teaching practices using student performance data. Data analysis informs the school's learning goals. A focus on the effective use of data by the school leadership team and communication of student performance data, including NAPLAN results with the community has been included in the school plan. Meetings involving a range of teams across the school, including executive, staff and stage are used to review the curriculum and evaluate teaching and learning programs. Processes are in place to provide informal mentoring, including a beginning teachers mentoring program and the school is focussing on the provision of constructive feedback for teachers from peers, school leaders and students to improve practice. Teachers participate in professional learning targeted to school priorities and the school has effective professional learning for induction, teaching quality and leadership development. The school is developing processes for teachers' performance and development including the use of professional standards. An evaluation of school leadership revealed that parents and community members have the opportunity to engage in a wide range of school-related activities and the Clovelly school community is positive about educational provision. Further development of relationships with external agencies such as universities is an area to be explored in the future. The school's three-year plan has annual interactions focused on achieving identified improvements and aligns to local and system priorities. The school acknowledges and celebrates a wide diversity of student, staff and community achievements across all facets of the curriculum. The school is developing its communication with the community and the staff to ensure a commitment to and articulation of the purpose of each strategic direction in the school plan. School staffing ensures that full curriculum implementation and delivery requirements are met. The school's financial and physical resources are well maintained with a focus on the maintenance of school facilities. The use of school facilities is optimised within the local community, to best meet the needs of students and the local community. A range of activities including activities organised by the P&C are run in the school out of hours. The school's administrative practices effectively support school operations and staff are supported to develop skills for the successful operation of administrative systems, including SENTRAL. 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 Quality Teaching and Learning Purpose To develop creative, future focused learners who reach their potential, are passionate about learning and intrinsically motivated through teaching programs that are individualised and innovative. Overall summary of progress Our focus for the strategic direction of Quality Teaching and Learning is to involve the school in projects around the teaching of English and Mathematics. Teachers reported increased confidence teaching mathematics and the integration of more engaging strategies for teaching creative writing. We addressed this strategic direction through the following professional learning projects. Action learning project with Libby Gleeson related to narrative text writing including peer observations. Drama project with Sydney Theatre Company Differentiation in Mathematics with Anita Chin including the completing of a whole school scope and sequence. 21st century learning skills with Toni Simms with a focus on peer observations, feedback and reflection. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Improve the number of students in the top 2 bands in the Year 5 NAPLAN writing test from 17.1% to 35% by 2017 Year 5 NAPLAN data in the area of writing showed an increase from 17.1% to 38.6% achieving in the top two bands. $12000 Improve the number of students in the top 2 bands in the Year 5 NAPLAN numeracy test from 34.2% to 50% by 2017 Year 5 NAPLAN data in the area of numeracy showed an increase from 34.2% to 36.8% achieving in the top two bands. $5000 Student work samples demonstrate improved 21st century learning skills (creativity, problem solving, technology, feedback and reflection). Student work samples demonstrate improved 21st century learning skills including use of ipads in the classroom and improved use of technology for creativity. $15000 Next steps Further professional learning around the teaching of 21st century learning skills. Whole school focus on project-based learning with the integration of technology for 21st century learning. Teacher observations and feedback on teaching writing and planning for mathematics using the scope and sequence.

6 Strategic Direction 2 Quality Leadership Purpose To develop confident and successful individuals who are resilient and encouraged to take risks by building leadership capacity across the school in quality learning environments. Overall summary of progress Developing leadership opportunities across the school community was a key focus in We developed the leadership skills of our students through a student representative council across years 1-6 and leadership learning, specifically for years 5 and 6. The leadership capacity of our staff, including aspiring school leaders included professional learning focussed on coaching and mentoring skills. The leadership team met and developed goals for professional development and supported teachers with professional development plans. In addition to professional learning focussed on coaching, our leadership team worked collaboratively to develop a shared vision for the school that is focussed on quality teaching and learning. Committee teams met to give input in the school plan and aspiring leaders were invited to attend leadership team meetings. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Improved Business Intelligence and Centre for Educational Statistics and Evaluation results Performance of low SES students compared with high SES students showed an increase for both Year 3 and 5 NAPLAN results. $3700 Teachers and leaders provide explicit, specific and timely formative feedback to students and staff on how to improve All staff developed a Performance Development Plan with the support and coaching of their team leader. Time was allocated for coaching and mentoring of staff with team leaders and designated staff members. $1200 Improved leadership capacity for all groups within the school including staff, students, parents and the community. Committee members and leadership team all contributed to school planning and actively involved in milestone check-in meetings. SRC successfully introduced for students in years 1-6. $1500 Next steps Student leadership opportunities developed through school leaders and student representative council playing a more active role in school planning. Further opportunities for aspiring school leaders to lead projects from the school plan. Development of a structured leadership mentoring program.

7 Strategic Direction 3 Quality Relationships Purpose To develop active and informed citizens who are respectful, supportive, caring and act ethically with strong connections to their local and wider community. Overall summary of progress The school builds positive, respectful relationships and teaches students to take responsibility for own actions and maintains a focus on quality learning. A strong focus in the school is the circle solutions program and staffs are committed to wellbeing programs with goals on respectful relationships in their professional development plans. Existing programs were strengthened with the development of a scope of sequence by the wellbeing committee and regular refresher professional learning meetings focussed on restorative practices and circle solutions. Select staff were trained in the Common Sense Project and resources made available to all staff through ipads. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Improved community survey results on respectful relationships and connections with local and wider community In the 'Tell them from me' student survey, 80% of the girls and 88% of the boys reported a high sense of belonging where 85% was the NSW pilot norm for girls and 84% for boys. Positive, respectful relationships are evident among students, staff and community promoting student wellbeing and ensuring good conditions for student learning. Positive, respectful relationships are evident through regular positive feedback from students, staff and parents. $1500 Next steps A review of whole school behaviour management processes for consistency and to ensure a positive approach to behaviour management. The wellbeing committee and leadership team to research the PBL approach. Continued professional learning around circle solutions and restorative practices. Next Steps

8 Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding Targeted professional learning for Aboriginal liaison around Aboriginal Education policy which was then shared with whole staff. English language proficiency funding Employment of LaST support staff to meet the individual needs of EAL/D students. $1028 $9010 Targeted students support for refugees and new arrivals Employment of EAL/D teacher 2 days per week to increase EAL/D students' English language proficiency. $24000 Socio-economic funding Financial support provided for students to access all aspect of the curriculum including resources and excursions. $3648 Low level adjustment for disability funding Employment of two Teachers' Aide's to support students with a range of needs which resulted in increased participation and engagement in learning. $22987 Support for beginning teachers Employment of teachers to support beginning teachers professional learning requirements and reduced teaching load and participation in school mentoring program. $8431 Professional learning for beginning and early career teachers. Other school focus areas Impact achieved this year Resources (annual) LaST Programs Implementation of intensive individual Reading Program for students in Year 2 reading at the lowest reading levels. Enrichment Withdrawal and class support programs developed for students identified as Gifted and Talented and high achieving. Sport Participation in school PSSA competitions including gala days and speciality sports activities. Next Steps $18000 $16000 $1400

9 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 Student attendance profile Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Enrolments Year Male Female Year K Total K Total The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Clovelly Public School has one Aboriginal teacher. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications Undergraduate degree or diploma 90% Postgraduate degree 15% % of staff Professional learning and teacher accreditation In 2015 a substantial amount of school funds were spend on teacher professional learning. School focuses included teaching practices for 21st century learning, teaching writing and problem solving in mathematics. Staff individual professional learning goals were also supported by staff attending courses and grade teams set priorities to work on collaboratively. Beginning teachers' professional learning was supported through a school mentoring program and funding of professional learning courses by Department of Education and outside providers. In 2015 two teachers were working towards Board of Studies Teaching and Education Standards accreditation at the level of proficient and five beginning teachers were maintaining accreditation at proficient. The school's total expenditure on professional learning was $46000 which was an average of $1150 per staff member. Position Number Principal 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Head Teacher(s) 0 Classroom Teacher(s) 19 Teacher of Reading Recovery Learning and Support Teacher(s) 0.5 Teacher Librarian 1.2 Teacher of ESL 0 School Counsellor 0.4 School Administrative & Support Staff 4.06 Other positions Total

10 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 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. In 2015 the school used the 'Tell Them From Me' 'Focus on Learning' survey and 'Report on Student Outcomes and School Climate' to seek the opinions of the community. The surveys sought information related to social emotional outcomes, drivers of student outcomes and learning, demographic factors and dimensions of classroom and school practices. Strengths of the school relating to drivers of student learning that were reported included the following. Learning environments are established where high expectations are set, individual students' progress is monitored and effective strategies are implemented for students who have behavioural difficulties. Teaching strategies link new concepts to mastered skills and knowledge and teachers integrate a range of teaching strategies during lessons. The school's extra-curricular programs see a high level of participation and engagement from students Students are interested and motivated in the learning, with 94% of girls and 76% of boys reporting motivation towards school. Almost 100% of both girls and boys reported that they value schooling outcomes. Areas for further development and future school priorities include the following. In the area of leadership, a focus for school executive to observe others' teaching and provide feedback about teaching. Improved resourcing and student use of technology to track their progress and develop their technological skills. The development of clear rules and expectations for classroom behaviour and strategies to develop students' understanding of these. The school also sought the opinions of parents regarding sport programs. Common feedback included support for a balance between competitive and skill building sports activities, training sessions to be run by coaches to support competitive sports and non fee paying options for K-2 sport lessons.

11 Policy requirements Aboriginal education Increasing opportunities for Aboriginal students has been a key element of teacher professional learning. Multiple perspectives have also been incorporated into class programs. A review of the current Aboriginal Education Policy has begun including identification of the areas that maximize opportunities for students. Stage planning has incorporated Aboriginal and Torres Strait islander histories and cultures into teaching and learning programs Multicultural Education and Anti-racism Language programs for French, German, Hebrew and Mandarin are conducted before school and coordinated by a sub-committee of the P&C. Italian is taught in years 3-6. Multicultural perspectives are included in all teaching and learning programs. A visiting performance has been a regular feature of our annual Harmony Day celebrations.

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