East Maitland Public School Annual Report

Transcription

1 East Maitland Public School Annual Report

2 Introduction The Annual Report for 2015 is provided to the community of East Maitland 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. Ian Foulstone Principal School contact details: East Maitland Public School William Street East Maitland maitlande-p.school@det.nsw.edu.au School background School vision statement East Maitland Public School is a place where exploration, creatively, and imagination make learning exciting and where all learners aspire to reach their potential. We shall work together as a whole school community to prepare, engage and inspire out students to be their best in a quickly changing global society. School context East Maitland Public School has a long history of providing education in East Maitland for over 150 years and is held in high regard by the local community. The school is situated in the Maitland City Council area in the suburb of East Maitland. East Maitland Public School has an enrolment of 625 students across 27 classes. Three of these classes make up our multi-categorical support classes, catering for 22 students with a diverse range of special education needs. East Maitland Public School has a mixture of experienced and new teachers; classroom, library, Reading Recovery, and Learning and Support. Teachers work together to foster a quality learning environment that reflects our school values of Respect, Cooperation, Responsibility, Participation and Learning. Our school facilities include; a connected classroom, computer lab, a well-resourced library with a technology focus, large playground areas with play equipment, cricket nets, a multi-purpose hall, and two large covered outdoor learning areas. Our students have the opportunity to engage in a variety of curricular activities, with specific programs for sport, debating and public speaking. The school band is well-developed by the school community and students also enjoy opportunities to be involved in choir, dance, ukulele and gardening club. All school programs and initiatives are well-supported by an active parent community and P&C.

3 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. Self-assessment indicated that: In the domain of learning there have been a number of initiatives undertaken with a focus on developing quality systems and processes to foster, facilitate and enhance quality teaching practices supported by targeted professional learning. Systems were put in place to provide ongoing support to staff to aid in the delivery of effective learning experiences based on teaching and learning cycles. Programs were driven by the national curriculum, and English K-6 and Numeracy K-10 continuums were used to track progress, identify areas for development and determine the way forward for students. Processes were established to ensure the early identification of students with high learning needs and a more focussed approach to individual learning was reflected in teaching and learning programs. In the area of teacher professional learning, a clear and systematic approach to identifying teacher learning needs, through coaching and mentoring sessions, was developed. Teacher professional learning undertaken has also become specifically aligned with school strategic directions. There was a demonstrated commitment to the professional development of staff in the delivery of the national curriculum and the use of PLAN data. The major focus, in the domain of teaching, has been on collaborative practice to enhance quality assessment, planning and delivery practices relating to teaching and learning programs, supported by professional learning and the growth of a school culture positive towards collaboration and open to self-reflection. Staff undertook opportunities to participate in the enhancement of quality teaching practice through the development of standard programming proformas reflective of collaborative planning; demonstrated differentiation in response to PLAN data; national curriculum; best practice pedagogy such as TEN, L3 and Focus on Reading strategies; and assessment for learning. Teachers participated in classroom observations, provided feedback and engaged in shared reflection. Through collaboration and engaging in professional discussion, teachers not only gained insight into their own practice as well as others, resulting in opportunities for professional development, but were able to build on productive and positive professional relationships to enhance consistency and collaboration moving forward. Staff developed a deeper understanding of the value of collaborative practice. Managing systems across the school to enable the implementation of quality systems to support professional learning, quality teaching, staff and student wellbeing and the creation of a positive environment, has been the focus in the domain of leading. Developing practices and processes has facilitated the enhancement of a school culture expectant of collaboration, consistency and high standards of teaching practice. The establishment of a distributed leadership team aided the whole school development and enhancement of such expectations and built the leadership capacity within the school. Through all staff being members of strategic teams, formed to support the achievement of strategic directions, all staff were informed about school priorities and were enabled to engage in developing processes towards their achievement. 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.

4 Strategic Direction 1 Consistent, collaborative, current and high standard educational practices across the school. Purpose To ensure learning for all students is continuous and is based on quality educational delivery and consistent high standard and professional practices. Overall summary of progress Our focus on regular, collaborative educational practices across the school has enabled us to make progress towards the consistent delivery of quality educational programs of a high standard. Regular and structured supervision and consultation, and the development of Personal Development Plans (PDPs), has provided direction and support for all teachers and established program expectations, which supported the utilisation of PLAN data to inform teaching and the individualisation of learning for students. The development of processes and practices to guide participation in external professional learning has resulted in experiences tailored to both individual teacher need and to support achievement of strategic directions. The development of structured internal professional learning increased teacher competence and assisted the development of a culture of collegiality and collaboration. All staff were supported in their understanding and application of current pedagogy through the development of PDPs and targeted professional learning. Structured program and PDP reviews allowed for continued pedagogical support on an individual level, further enhancing the teaching and learning process and enhancing teacher capacity. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Increased number of students reaching benchmarks. Teaching and learning cycle implemented and driven by K-6 continuums, common assessment tasks for data analysis incorporating PLAN and future planning with regards to pedagogy and programming in literacy, numeracy. Baseline data in reading collected. L3 and Accelerated Literacy Training for target teachers. Key processes put in place to support; data collection and analysis, targeted professional development in best practice pedagogies, establishment of classroom observations and feedback loops, the use of PLAN to track student progress and determine learning needs. All classroom teachers participated in peer observation and feedback loops. An expectation of collaboration and corporate programming as a process for teaching support and effective programming practice was established. Most teachers engaged in collaborative practices. $ Aboriginal education funding $ Socio-economic funding $ Socio-economic funding Next steps Professional development in observations and providing feedback, linked to the Australian Professional Standards for Teachers. Develop programming criteria to facilitate the inclusion of quality and embedded teaching practice. A focus on increasing teacher understanding and effective practice of differentiation.

5 Strategic Direction 2 Connecting learning for all students in a dynamic, integrated, holistic and current way. Purpose To design a learning provision which is personalised for each student in a way that is purposeful and engaging, as well as differentiated, to ensure it is directly related to each student s stage of learning development. Overall summary of progress Our focus on teacher professional learning enabled us to achieve enhanced teacher understanding of student tracking against the K-6 English and numeracy continuums and assessment for learning. Teachers entered data on PLAN, based on the use of common assessment strategies and engagement in professional discussions. Embedding programming practices reflective of assessment for learning is ongoing. The effective use of PLAN enables the development of differentiated and targeted learning experiences for students. To augment individual learning experiences, systems were established to enable students to develop and work towards individual learning goals. Student goal setting practices were embedded in some parts of the school. The development of programing expectations and proformas has contributed to increased consistency across the school in relation to the development of effective teaching and learning programs reflective of current pedagogies and practices. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> All students working towards their goals within the framework of the National Curriculum. K-6 continuums used, common assessment tasks for data analysis and future planning with regards to pedagogy and programming. At the end of 2015 the majority of students were working toward their goals within the framework of the national curriculum. This was supported by staff developing a clearer understanding of how PLAN data and analysis drives and supports individualised student learning goals. 26/27 class teachers recorded student progress using PLAN. All grades are assessing students using common, criteria-based and pre-determined assessment strategies. Professional learning and collaboration in relation to placing students and using PLAN tracking to determine future teaching and learning activities is ongoing. $ Aboriginal educational funding $8 000 Socio-economic funding $ Low level adjustment for disability funding Next steps Orientate and implement NSW Syllabus for the Australian Curriculum History, orientate NSW Syllabus for the Australian Curriculum Geography. Continued professional learning related to understanding and application of all aspects of NSW Syllabus for the Australian Curriculum documents. Understanding of using PLAN data to move students through English and mathematics curriculums. blank

6 Strategic Direction 3 Student success as learners, leaders and responsible productive citizens. Purpose To develop an approach that builds the capabilities for all students so that they are prepared, engaged and inspired to manage their journey into an ever-changing global community. Overall summary of progress A school-wide framework of processes to identify and manage students requiring support is being developed. Individual Education Programs and Personalised Learning Plans were completed and accommodations and adjustments made accordingly. As a result home-school relationships have been enhanced and staff has developed plans and strategies to meet individual needs. Framework evaluation will be ongoing and appropriate adjustments made. Guidelines were re-established to consistently and effectively use positive reinforcement systems across the school. The use of such resulted in improved understanding and consistent expectations from both teaching staff and students. School expectations were, hence, reinforced. Through participation in teacher professional learning such as by Bill Rogers and relating to Kids Matter, East Maitland P.S. staff increased their behaviour management strategies and gained a greater understanding of the significance of student s social and emotional wellbeing. As a result, East Maitland P.S. is working towards developing a positive, cooperative and productive school learning community. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Formal system utilised to identify student needs. Processes to complete, develop and review PLPs and IEPs were reviewed. PLAN data used to track student progress and determine learning needs. $ Low level adjustment for disability funding K-6 expectations identified and published to promote school value. Reduction in the number of students in Planning Room. Increase in accurate record-keeping of behaviour related data. An increase in students receiving whole school merit awards such as certificates, banners, etc. $0 Next steps Re-establish Positive Behaviour for Learning process across the school. Revise and re-establish consistent whole-school behaviour expectations and management systems. Refine and continue Kids Matter initiative. Reinforce systems to identify and assist students requiring welfare support and management. Next Steps

7 Key initiatives and other school focus areas Key initiatives (annual) Aboriginal background funding Aboriginal students are identified and outcomes developed and met in consultation between the school, teachers and parents. Identify areas of need within Aboriginal cohort. Aboriginal Education Team to develop PLPs for identified students in consultation with classroom teachers. Parent consultation for PLPs. Identify structures to support Aboriginal students not meeting benchmarks. Professional learning and support for teachers to meet pedagogical guidelines to cater for Aboriginal students. Tutoring opportunities through Norta Norta. Resources (annual) $ $ $ English language proficiency funding No funds for English language proficiency funding was received this year. $0 Targeted students support for refugees and new arrivals No funds for targeted students support for refugees and new arrivals was received this year. $0 Socio-economic funding Students from low socio-economic backgrounds are effectively targeted and catered for to ensure equity of outcome achievement. Implementation of staffing to support teachers in catering for students from low socio-economic backgrounds. Consultation between teachers and the leadership group to target cohorts for specific support. Implementation of specific teaching and learning activities directed by the deputy principal established through low socioeconomic funding. $ $ $8 000 Low level adjustment for disability funding All students become: successful learners; confident and creative and individuals; and active and informed citizens. Collect data to identify students to be supported through low level adjustment for disability funding. Analysis of data leading to individual adjustments and plans. Design adjustment based on the assessed educational needs of individual students. Identify professional learning to support teachers in making adjustments to support students. $6 000 $0 $ $12 000

8 Mentoring teachers in the support of students funded under low level adjustment for disability by deputy principal. $ Support for beginning teachers To support beginning teachers adjust to their new roles in NSW public schools. Induction the experiences and professional learning provided to beginning teachers to assist them to obtain information, understanding, and skills relating to the teaching profession and teaching. Beginning teachers mentors established with initial meetings completed and areas for support negotiated, planned and developed. All permanent beginning teachers in their first year of teaching are supported with the equivalent of two hours release time and one hour of mentoring support each week. Professional learning. $ $14, 800 $ $ Other school focus areas Impact achieved this year Resources (annual) Other, including Early Action for Success Next Steps East Maitland Public School is not an Early Action for Success school and receives no other additional funding for other school focus areas. $0

9 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 Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1 Student attendance profile Deputy Principal(s) 1 Assistant Principal(s) 5 Head Teacher(s) 0 Classroom Teacher(s) 22 Teacher of Reading Recovery 0.8 Learning and Support Teacher(s) 1.2 Teacher Librarian 1 Teacher of ESL 0 School Counsellor 0.5 School Administrative & Support Staff 7 Other positions 1 Total 40.5 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The teaching staff for 2015 included two identified indigenous classroom teachers and two school administrative and support staff. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 89 Postgraduate degree 11 Professional learning and teacher accreditation Please see Strategic Direction 1 for information outlining professional learning relating to pedagogy, Strategic Direction 2 for practices developing from professional learning, and Strategic Direction 3 describing professional learning pertaining to student well-being. In addition, all teachers completed Professional Learning Plans based on Professional Teaching Standards and the Professional Development Framework.

10 Financial information Financial summary for 229 (SAP) schools The information provided in the Financial summary is current at the date shown. This summary includes reporting from 1 January 2015 to 31 December Funds received through the Resource Allocation Model (Maitland East Public School) Component Base 3,790,911 Location - Other Base 3,790,911 The RAM data is the main component of the Appropriation section of the Financial summary above. 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. 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 RAM Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below: Equity 303,258 The majority of students, parents and teachers Aboriginal 32,673 expressed a level of agreement that East Socio-Economic 46,561 Maitland Public School: Language 4,629 - meets the learning needs of students; Disability 219,396 - provides behaviour management (positive Equity Transition - and negative - behaviour) approaches that Targeted Total 683,627 work; Other Total 201,477 - has teachers who demonstrate care and concern for students; Total 4,979,273 - students feel a sense of belonging; - provides an overall satisfactory experience for students; - is preparing students for their future education. Policy requirements Aboriginal education Please see Key Initiatives for an outline of specific programs and initiatives undertaken in relation to Aboriginal education. In addition, we also undertook a number of cultural activities during NAIDOC Week celebrations.

11 Multicultural Education and Anti-racism Multicultural perspectives are embedded in all class teaching and learning programs across the curriculum. East Maitland Public School celebrated Harmony Day by participating in targeted in-class activities designed to recognise and celebrate inclusiveness, respect and a sense of belonging for everyone. The school was also greatly involved in the multi-cultural public speaking competition at school and regional levels. East Maitland Public School has a trained Anti-Racism Contact Officer. No significant issues were raised in 2015.