Fairfax Public School Annual Report Fairfax Public School School Code 1894

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1 Fairfax Public School Annual Report Fairfax Public School School Code Harparary Road MAULES CREEK NSW 2382 Phone: Fax: URL: Fairfax-p.schools.nsw.edu.au 2015

2 Introduction The Annual Report for 2015 is provided to the community of Fairfax 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. Rebecca Smith Principal School contact details: Fairfax Public School 2227 Harparary Road MAULES CREEK, NSW Fairfax-p.school@det.nsw.edu.au Message from the Principal 2015 has been a year of high success for Fairfax Public School across all areas of the curriculum. All of which is attributed to a dedicated staff, supportive parent body, wider school community and to motivated and well supported students. The school carries the proud tradition of community involvement and for this support I would like to express my thanks to all those who have assisted our school throughout 2015 on our various projects. I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school s achievements and areas for development. This report forms a part of the ongoing process of evaluation and planning for the development of our school. It seeks to inform parents and community members of work that has been done in schools this year. School background School vision statement At Fairfax Public School we provide our students with the educational experiences to intrinsically motivate them to become respectful, involved, confident and successful learners and leaders. School context Our School is a proud member of the Narrabri Shire encompassing Narrabri and Boggabri. Situated at the foot of the Nandewar Ranges approximately 43 Kilometres South East of Narrabri and 39 Kilometres North East of Boggabri this unique learning environment caters for the diverse learning needs of the Primary School aged

3 children of the Maules Creek Community. We are a small school, with an enrolment of 10 students ranging from Kindergarten to year 4 in Our school is well supported by an innovative and dedicated staff providing a child centred learning environment focussed on individual learning needs. The staffing consists of a full time Teaching Principal, a part time Classroom and support teacher (2.5 days per week spread over a two week period) a part time School Administration Manager (4 days per week) and a part time General Assistant (1 day per week). The students and staff of Fairfax are well supported by a committed parent body and the wider Maules Creek community. Fairfax is a member of Narrabri PSSA Zone, Mooki, Gunnedah Small Schools Cluster and works collaboratively with the Maules Creek and Boggabri communities to access experiences and resources accessible to larger numbers. Involvement in these networks, groups and communities gives our students perspective and opportunity to socialise in a variety of settings whilst enhancing their learning outcomes. Our classroom and school is well resourced. Self-assessment and school achievements This section of the Annual Report outlines the finding from self-assessment using the School Excellence Framework. Our school achievements and the next steps to be pursued. The Frameworks supports public school through NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. In 2015 Fairfax Public School worked diligently towards understanding the School Excellence Framework and its implications for informing, monitoring and validating our journey towards achieving Excellence. This was done through extensive Professional Learning through Principal s Network Meetings, at our newly formed Community of Schools Network Meetings and during meetings with our school staff. After careful consideration and consultation, we have undergone a self-assessment using the School Excellence Framework. This Self-assessment is supported by evidence from a variety of sources including: teaching and learning programs, student assessment, external data reports, parent and community satisfaction surveys and feedback, work health and safety compliance and school financial and administration procedures as well as ongoing school evaluation and monitoring of School Strategic Directions and progress monitoring. Self-assessment using the School Excellence Framework This year, our school undertook self-assessment using the elements of the School Excellence Framework. 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 high quality and purposeful education to our students. In the domain of Learning, our focus has been on curriculum and learning. All of our staff members understand that student engagement and learning are related and have high expectations of behaviour in the classroom and the playground. Our program focus this year has been on differentiated learning program for students requiring support. This year we have focused on delivering the Mini Lit and MultiLit programs as a part of our Learning and Support Program. This focus has seen improvement in student learning, understanding and confidence. In the domain of Teaching we have focused on new curriculum planning and delivery. We have spent time looking and learning about the newly embedded NSW Syllabus in Science & Technology and History, with our Network of Schools. Our focus has been on working together and utilising a pool of shared resources and developing a scope and sequence for science that can be shared across all schools. This has resulted in our network, looking at various professional development opportunities to assist with the development of a whole school scope and sequence, we have taken on board Primary Connections training for our science teacher to assist our whole school understanding of the new curriculum in our multistage context.

4 Strategic Direction 1 High quality teaching practices by quality staff to engage all students Purpose To give students access to a purposeful and equitable learning environment that will enhance their learning outcomes across all Key Learning Areas. To engage students in all teaching and learning activities and promote and encourage students to achieve success and reach their learning potential whilst instilling pride in their own learning and ownership over their own learning behaviour and environment. Provide students with differentiated and individualised learning that is based on their individual learning needs and improve student learning outcomes through quality teaching and learning across all Key Learning Areas. Overall summary of progress In 2015 our focus was on developing a community of schools network that works together to implement the new Science and Technology syllabus and develop a scope and sequence that is better suited to small schools. This network is ongoing with all schools developing a resource list of shared science and technology resources from across the network that can be accessed by all schools. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Student achievement and demonstrated growth and development. Fully developed and implemented whole school, multi grade scope and sequences for all New Curriculums including resources lists Developed and sustained community of schools network to support the needs of students and sharing of resources and equipment. Progress achieved this year Collaboratively develop a scope and sequence to implement new curriculums saw a focus on implementing new Science Curriculum and to develop a new scope and sequence for the new syllabus with a whole school multi grade approach Developed a Community of Schools: Involving Fairfax Public School; Bellata Public School; Boggabri Public School and Curlewis Public School Worked with alliance schools to access Primary Connections Science programs to develop a comprehensive scope and sequence with a multistage school focus specific to the needs of the students from Fairfax Public School Principals Release All staff Developed Processional Development Plans/ Professional Learning Plans and Teaching Staff engage in or complete Teaching Accreditation Processes In 2015 we have completed initial training and development on new performance and development framework as mew NSW Department of Education Policy. Staff have continued to work on refining and understanding the PDP Process to better suit the needs of individual teaching staff members as well as fit with in and reflect our strategic directions and include Teaching Standards. All staff have completed online Work Health and safety compliance training including Anaphylaxis and e- emergency Care

5 Next steps 2016 will see our school continuing our Community Consultation, an improved effort in developing and sustaining a Community of Schools Network as well as continued focus on Differentiated Learning and Individual Learning Plans for our Students. We will do this by: Continuing to build on the improved student learning and Support Process and strengthen the support for students with Learning Difficulties as well as continued support for Gifted and Talented Students. Developing Individual Education Plans for all students to ensure all students are working in a high quality learning environment that is differentiated to suit student learning needs by providing scaffolded support, challenging learning activities and is personalised to suit individual student needs. Development of a whole school, multigrade approach to teaching and learning History and Geography Including Scope and Sequence and resource lists. Continued development of Community of Schools Network/Cluster Schools to share resources and expertise to better suit the need of our students. Strategic Direction 2 Active and positive learning culture through, home, school and community partnerships Purpose To develop a wider school community that fosters inclusivity and learning for all. To develop and sustain partnerships that give our students access to partnerships, experiences and resources that provide students with a productive, positive and purposeful learning environment. Plan for and implement units of work that access the wider community giving our students the opportunities to access the experiences and skills to build and foster responsible and global citizens. Encourage and build sustainable community partnerships, access shared and community resources and build teacher capacity. Overall summary of progress In 2015 our focus was on encouraging community support and partnerships. Through the implementation and integration of the Stephanie Alexander Kitchen Garden Program we have built and developed a network of support along with provided an opportunity for our wider community to engage in our curriculum. Throughout 2015 we sought the ideas and opinions of our school community on the positive promotion of our school and will continue to work on these ideas and opportunities throughout Our Community Consultation has opened doors of communication between the school, home and the wider community, enabling us all to work together to ensure high quality teaching and learning and improved student learning outcomes. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year Increased school partnerships and networks with increased community involvement in curriculum activities. In 2015 we had a high level of community consultation regarding our school strategic directions, this has continued throughout the year where our school community has remained

6 Demonstrated achievement through the School Excellence Framework Consistent positive or constructive survey results from wider community along with mapped change using National School Improvement Tool and School Excellence Framework informed of school progress, successes and innovations. Our school community worked together to develop our school strategic directions with all stake holders having a valid impact on the planning. The full implementation and integration of our Stephanie Alexander Kitchen Garden Program has increased our parent and community involvement in curriculum activities, with our school activities appealing to a wider audience and demonstrating lifelong learning and curriculum integration. Implementation of our Reading Buddies Program targeting Early Childhood Education and increasing our Leadership capacity and confidence of older students. Positive school promotion has seen an increase in community members inquiring about and attending school events. Next steps In 2016 our school will continue to foster and encourage community relationships with like schools along with our wider community. We will do this by: Developing and fostering relationships and encouraging partnerships with interagency personnel and working towards regular interactions with local expertise in areas to suit our curriculum needs and focus. Continuing to build upon community relationships and ensure an understanding of 21st century learning through community activities and learning days, continued school positive school promotion, utilising community expertise to increase our Kitchen and Garden program and foster community relationships. Development of our Reading Buddies Program and increased opportunities for outreach programs to work with in partnership with our school and provided outreach services to our community. Continued development of Community of Schools Network/Cluster Schools to share resources and expertise to better suit the needs of our students.

7 Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding No funding received in 2015 $0 English language proficiency funding No funding received in 2015 $0 Targeted students support for refugees and new arrivals No funding received in 2015 $0 Socio-economic funding Strategic Direction 1 Low level adjustment for disability funding To employ staff to suit and support Student Learning LaST 3 days per week in addition to 1 support teacher 1 day per week for term 4. Strategic Direction 1 Students requiring low level adjustments and learning support were catered for with in class programs and through the implementation of MultiLit (Individual Support) and MiniLit programs (Small Groups Support) this funding was used to cover the cost of a Learning and Support Teacher (LaST) 3 mornings per week $ LST Principal s Release time $ Support for beginning teachers No funding received in 2015 $0 Other school focus areas Impact achieved this year Resources (annual) Other, including Early Action for Success Not Applicable in 2015 Next Steps

8 Students Mandatory and optional reporting requirements t Attendance State DoE School 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 Enrolments Year Male Female Student attendance profile Year K na na na na na na na na 6 na 97.6 na na Total K Total Note: Attendance rates for central schools are for K-6. Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition and retention The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. There were no Indigenous staff employed at Fairfax Public School in Fairfax staff composition for 2015 has been made up of a combination of permanent and temporary, full time and part time staff. Teaching staff for 2015 has been made up of 1 full time permanent teaching Principal and 1 temporary part time classroom teacher, (2.5 days per week). School Administration Staff has been comprised of 1 Permanent part time Office Administrator (3 days per week) and 1 Permanent part time General Assistant (1 day per week). Staffing has remained as in 2014; Mrs Rebecca Smith, Teaching Principal, Mr Graeme Wood teaches Science and Technology and Personal Development and Health Programs, as well as coordinates the Learning and Support Program. Mrs Lynnette Maio joined our teaching staff for term 4, teaching PDH/PE and Creative and Performing Arts. Mrs Sharon Shields, School Administrative Manager and Student Learning Support Officer, Mr Dave Whan, General Assistant. Annual School Report in order to meet the requirements of the National Education Reform Agreement (2013) Teacher qualifications All teaching staff at Fairfax Public School meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 100% Postgraduate degree 50% Professional learning and teacher accreditation In 2015 our school staff participated in various professional learning opportunities including mandatory WHS Compliance: Child Protection, Senior First Aid; Administration of Medication as well as the completion of Stephanie Alexander Kitchen Garden Advanced Training.. Position Number Principal 1 Classroom Teacher(s) Learning and Support Teacher(s) 0.2 Teacher Librarian School Administrative & Support Staff 1 Total 2.41

9 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. Statement of Receipts and Payments 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 0.00 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 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 to see further information regarding our NAPLAN data. NAPLAN - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) All students in year participated in NAPLAN Literacy. There were no students in year 5 at Fairfax Public School in NAPLAN - Numeracy All students in year 3 participated in NAPLAN Numeracy in There were no students in year 5 at Fairfax Public School in 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, our school undertook extensive feedback throughout our consultation stage of developing our Strategic Directions as well as parent and community satisfaction. Our surveyed responses demonstrated: A high level of support for our students and our school from parents and the wider community. The wider school community feel welcome and encouraged attend presentations and special days throughout the year, and indicated that there should be more opportunities for formal interactions with in the community. Staff and parents all hope to see the development of student leadership and that all students are encouraged to be intrinsically motivated to learn and reach personal potential. Encouragement of integrated learning and projects to support the NSW Curriculum requirements Policy requirements Aboriginal education In 2015 here at Fairfax we have continued to plan and teach units of work that incorporate aspects of Aboriginal history and knowledge into the learning outcomes and emphasize the relevance of these to a deeper understanding and culture. Students enjoyed learning about local Aboriginal history and culture. We have completed and celebrated significant days and occasions such as NAIDOC Week. We have also focused our learning of traditional Aboriginal Art works, Drama and Dance.

10 Multicultural Education and Anti-racism Multicultural elements are embedded into teaching and learning programs throughout all Key Learning Areas to ensure student understanding of culture, cultural diversity and active citizenship within our democratic and multicultural society. In addition to embedded multicultural perspectives and elements in our teaching and learning programs, our students participated in Harmony Day activities, celebrating cultural diversity, CWA International day studying Italy, as well as contributing to and working in our integrated Kitchen and Garden program with a focus on cultural diversity.

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