Bourke Walgett School of Distance Education Annual Report

Transcription

1 Bourke Walgett School of Distance Education Annual Report rt photo> Annual School Report BWSODE 1

2 Introduction The Annual Report for 2015 is provided to the community of Bourke Walgett School of Distance Education 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. The Annual School Report describes the school s high quality practices across the three domains of the School Excellence Framework of learning, teaching and leading. For more information about the School Excellence Framework please visit: Wendy Hay Principal Message from the Principal School contact details: Bourke Walgett School of Distance Education Walgett Centre Warrena Street Walgett Bourke Centre Green Street Bourke Walgett 2832 Bourke 2840 walgett-d.school@det.nsw.edu.au bourkwalg-d.school@det.nsw.edu.au Walgett or Bourke I am proud of the academic and sporting achievements of our students and the ongoing success of the teaching and learning strategies being implemented by the school to create a supportive, high quality, safe learning environment for our students. We have a dedicated staff who work together to provide an inclusive environment where all students are nurtured and encouraged to achieve their personal best. Our students are motivated to learn and participate in a wide range of educational opportunities provided for them by the school. Bourke Walgett School of Distance Education enjoys tremendous support from our parents and the surrounding communities. At our annual self-assessment and milestone, monitoring meeting, staff, parents and senior students analysed evidence and identified the following key features of our achievements for Bourke Walgett School of Distance Education in The introduction of an out reach program to connect and support students and families with complex needs, saw an improvement in student engagement in learning and attendance at school field services and activities. The writing for success focus on satellite saw the implementation of quality teaching strategies in the classroom. This program was highly successful, with students enjoying and being fully engaged in the writing process. The development of quality teaching and learning units supporting the Australian Curriculum has seen positive growth in student achievement in literacy and numeracy. This indicates that our strategies to improve students learning in literacy and numeracy are having a great impact. I certify that the information provided in this report is the result of school self-assessment and review process and provides a genuine account of the school s achievements and areas for development. Wendy Hay Principal Annual School Report BWSODE 2

3 School background School vision statement Bourke Walgett School of Distance Education (BWSODE) will provide every child with a high quality education designed between staff, students, families and the community in caring and collaborative partnerships. At Bourke Walgett School of Distance Education, we will develop our learners to: be creative thinkers, to solve problems, innovatively, collaboratively and resourcefully, achieve their personal best and become respectful, positive life-long learners, be independent and critically literate and engage in enjoyable learning experiences. A strong partnership with the small schools in the Western Plains Network and Primary Distance Schools will be maintained to provide, social, academic and professional and social learning opportunities for students, staff, supervisors and parents. School context Bourke Walgett School of Distance Education is a split site school with centres in the small rural townships of Bourke and Walgett, the Centres are located 264 kilometres apart. Our unique school offers educational services to students who are primarily geographically isolated from, or unable to attend, face-to-face schooling. Our students live in a wide range of environments and communities across the North West and Upper Western areas of NSW and can include students travelling within Australia who are usually enrolled for between three and 12 months. Our school also caters for students with medical conditions, extraordinary circumstances, additional learning and support needs and significant support needs in transition. Geographically isolated students participate in the Satellite Education Program that is delivered by staff at our school and allows daily interaction between staff, students and families. Our school also works collaboratively with other satellite education schools to deliver across school programs. We offer a comprehensive field service program that is supported through our equity funding and we have linked with other Primary DE schools to collaborate in the production of quality learning materials. Our school is an active member of PSSA sport and assists in the running of local small schools carnival in swimming and athletics and support our student s participation in this area. Annual School Report BWSODE 3

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. The results of the process indicated that: In the domain of learning our focus has been on wellbeing, curriculum and learning. The positive and active participation of staff, students and families in creating a nurturing and productive learning culture has been a feature of our progress. The setting of individual student goals, the feedback and self -evaluation process undertaken by students has soundly impacted on involving students and parents increasing their involvement in planning and learning directions. The importance of Wellbeing is to provide and build a culture of trust, respect and valuing of all school members. Strong progress has been evident in the increased engagement in learning. A stronger more focused approach to individual learning needs and the development of our outreach program to support students and families with high learning needs has dramatically increased involvement, connection, success and positive teaching and learning environment. Our major focus in the domain of teaching has been to enhance and build upon alliances with other distance education schools and on collaborative practice for staff members. The collaboration with other schools has established the production of quality teaching and learning materials to ensure continuity of learning for students. Staff also actively collaborates across Centres working together to improve teaching and learning across all stages using planned constructive feedback to improve teaching practice. The importance of data analysis to inform planning and the development of expertise in new syllabus and literacy and numeracy continuums have assisted in moving student learning and provided successful student transitions. In the domain of Leading our priorities have been to progress school planning and implementation and reporting. Inservicing of staff has meant that there is a broad understanding and support of aspirations to improve student learning and that staff are committed to and can articulate our strategic directions 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. Annual School Report BWSODE 4

5 Strategic Direction 1 Purposeful Student Learning Purpose It is critical that we create opportunities for students to be highly engaged, independent learners and thinkers through personalised learning, while supporting their emotional, social, physical and spiritual wellbeing. Overall summary of progress The first phase of the writing alliance project stage 2 Maths - was successfully completed, with work on the remaining stages well underway. Centre based writing projects in Science, Geography and English have seen the development and teaching of quality teaching units throughout This project will continue for the flowing two years. Positive feedback has been received about all units especially the focus on writing, which occurred on satellite during term 4. Teachers have also seen marked improvement in the effectiveness of student writing and time management when writing within a limited timeframe. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years). Quality Teaching Units produced for new curriculum as released. Students improve two cluster markers on the Literacy and Numeracy continuums Progress achieved this year Quality Science Units to be embedded in teaching programs. Quality stage 2 Mathematics units to be embedded in the teaching programs Teaching program to reflect adjustments and all students have learning goals incorporated into their programs. All students plotted on the literacy and Numeracy Continuums. Focus On Reading Phase one training completed at the end of 2015 Technology needs discussed and planned for Funds Expended $ $ Teacher relief $ Professional learning Next steps Writing alliance project to continue until all stages of Maths has been completed, plus across Centre based writing in Science to continue in to complete the school based scope and sequence. Writing will also expand to Geography and continue in English. Mobile maker space developed for field services as well as a weekly science enrichment satellite session for selected students from BWSODE as well as Hay and Broken Hill SOTA and Queanbeyan Distance Education Centre. Phase Two training in Focus on Reading to be undertaken in 2016 as well as training more staff in Phase One and How 2 Learn training. Annual School Report BWSODE 5

6 Strategic Direction 2 Creating a dynamic and high performing school. Purpose It is essential to have inspired staff, supervisors and students who actively challenge and critically analyse their teaching and learning to continually improve. We must develop high expectations to achieve success which is motivated by peer evaluation and selfreflection Overall summary of progress Student goals are incorporated into their programs and are part of the feedback conversations with students and supervisors, which has seen a more focused approach by students to their learning. Training completed in Focus on Reading Phase One by staff and supervisors and these strategies have been included in satellite sessions in Library and satellite years 3-6 reading groups. Supervisor feedback has been positive especially when applying these strategies within the new teaching units. Scope and sequences reflect new curriculum. This has impacted on the development of Quality teaching and learning cross curricular units focusing on Science / English / History rather than subject specific. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Scope and Sequences developed for new curriculums as released Units written to reflect new syllabus. Supervisor and staff growth in the areas of support packages developed for new curriculums. Progress achieved this year Cross curricula Scope and sequences developed reflecting the new syllabus All staff and supervisors trained in Literacy strategies and supplied with resources and training. Selected staff engaged in Professional Development in Science, Focus on Reading, Seven Steps to writing, Writing in the Middle and cross school writing alliance in Maths. Funds Expended $ Teacher Relief $ Professional Learning Next steps Continued and re- current training for supervisors is required plus the development of a literacy resources and home supervisor support in the areas of literacy and numeracy Engage the whole staff in data collection and tracking to better plan ongoing student learning growth and transitions. Staff continue to collaboratively develop School based quality teaching units and provide opportunities for collaboration, modelling and effective feedback via satellite to drive and sustain student outcomes. Annual School Report BWSODE 6

7 Strategic Direction 3 Strong Community and Engagement Partnerships Purpose It is essential to develop and foster relationships, engage in collaboration with all stakeholders. We will improve student engagement and develop more effective partnerships with families. Overall summary of progress The development of the weekly out reach program has developed and fostered relationships and greatly improved the engagement of these students and their families in school activities and work returns. Specific teaching, assessment and effective feedback have been key to drive student engagement and relationships with students and families. Management meetings and our comprehensive field service program have also provided important contact with families and students to progress relationships and engagement. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) All students to maintain an attendance rate of 90% or above Higher level of parental satisfaction with school operations Progress achieved this year Student survey completed on all activities. Staff are developing an understanding of how best to drive their teaching and learning and to continue to actively seek feedback. Management meeting held every term, field survey policy agreed and end of year surveys completed. All staff contributing and actively participating in milestone meetings and reporting on impact to parents and supervisors. Informal and Formal contact with some supervisors and parents at the field service programs and out reach sessions. Funds Expended $ Teacher Relief $ Community Consultation Funding Next steps Participation in the Tell them from me survey in Management meeting to be held every term at each centre with a whole school meeting trailed for term to set priorities for 2017 and evaluate programs from 2016 either face to face or via satellite. Continue outreach program for Continue to provide opportunities to develop parental skills in areas of need. Continue to develop and inclusive framework to support the wellbeing of students and families. Steps Annual School Report BWSODE 7

8 Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding Outreach Program Socio-economic funding Outreach program Increased engagement in daily lessons and school activities with a faster rate of work returns. Increased confidence developed in supervisors with more positive contact with staff and school. Increased engagement in daily lessons and school activities with a faster rate of work returns. Increased confidence developed in supervisors with more positive contact with staff and school. $ Teacher relief $ Teacher relief Low level adjustment for disability funding Field Service Program/ Outreach/Specific Teaching Increased participation in school activities such as mini-schools and the purchase of learning tools to assist student programs. $ Teacher relief Other school focus areas Impact achieved this year Resources (annual) Student Leadership Quality Teaching successful students Across Distance Education Alliance projects Next Steps Year 6 students attended the Young Leaders conference held in Sydney in Term 1 and participated in the action leadership activities throughout the year. Senior students also ran several school fund raising activities in BWSODE has created collaborative practises, which allow teachers to jointly plan and develop units of work and assessments tasks. Teachers reported this assisted them in improving student learning. All teachers received support with the accreditation processes and the new performance and development and School self assessment framework. Bourke Walgett School of Distance Education is a member of the Mathematics writing alliance project. In 2015 the stage 2 teaching and learning units plus video support were completed and the majority of stage 3 units are at the final editing stage. Along with financial support our school staff were involved in producing teaching videos. Staff involved with sharing and developing learning materials across Centre and with Hay Distance Education and the purchase of materials to assist with teaching. $ Strategic Direction 1 $ Strategic Direction 1 $ Strategic Direction 2 Annual School Report BWSODE 8

9 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 BWSODE is a Distance Education School providing Educational opportunities for Primary students Across the North West and upper Western area of the state. BWSODE programmed and packed work for 80 students in Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Number Principal 1 Deputy Principal(s) Assistant Principal(s) 2 Head Teacher(s) Classroom Teacher(s) 4 Teacher of Reading Recovery Learning and Support Teacher(s) 0.2 Teacher Librarian 0.2 Teacher of ESL School Counsellor School Administrative & Support Staff 2 Other positions Enrolments Year Male Female Total 9.4 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. At present there are no indigenous members in our school s workforce. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications Undergraduate degree or diploma 80% Postgraduate degree 20% % of staff Professional learning and teacher accreditation In 2015 the school trained one staff member in Focus on Reading Phase One. As part of this training they inserviced all staff and supervisors in the Focus on Reading strategies and advised and assisted staff on implementing these strategies into their teaching and learning program and written units. One staff member received Best Start training and four staff and two supervisors completed the Seven Steps to Writing training. These steps were implemented and taught via satellite in Term 4. Three staff members attending PETAA- writing on picture booksconference and two staff completed the writing in the middle years training to further develop writing across the school. Five staff members attended an autism spectrum workshop and individual members of staff attend L3, Musica Vivia and Grammar online workshops as well as adobe connect sessions on the new syllabus implementation in Key Learning Areas. During the year three casual members of staff begun working towards Board of Studies Teaching and Education Standards accreditation, with two completing this process and attaining accreditation in Term 4. School staff development days focused on mandatory training in the following: Anaphlaxysis, e- emergency care, Cardio Pulmonary Resuscitation training, Work Place Health and Safety, Child Protection, Code of Conduct, Private and Secondary Employment. In conjunction with mandatory training staff undertook training and development in: Accredited Four Wheel Drive course, Focus on Reading, literacy and numeracy continuum, unit writing and development, assessment practises, writing in the middle years presentation, spelling mastery, scope and sequence update to reflect the new syllabus. All teaching and administration staff attends these days. The total school expenditure on teacher professional learning was $ The average expenditure per teacher on professional learning at the school level was $2914. Annual School Report BWSODE 9

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 0.00 Utilities Maintenance Trust accounts Capital programs Total expenditure Balance carried forward 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. All parents/ carers/ students/ teachers, valued the comprehensive Field Service program and Satellite Education program offered by the school and felt it supported and developed a positive school environment and great teaching and learning opportunities. The majority of parents/ carers supported the Specific teaching program and saw it as a valuable support for both supervisors and students. All parents/ carers support the continuous acknowledgement of all achievements, academic or otherwise. They support the collaboration with other distance education schools in developing and writing quality teaching and learning units. Policy requirements Aboriginal education In keeping with the Department of Education Policy, Indigenous cultures, history and contemporary issues are integral to the curriculum for all students. While the school s current enrolment of Aboriginal students is less than 2%, staff includes best practice strategies in education programs to assist these students to achieve outcomes comparable to their cohort. Multicultural Education and Anti-racism 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 All teachers work with families to ensure inclusive teaching practices, which recognize and value diversity of student s backgrounds. Programs promote open tolerant attitudes toward different cultures, religions and worldviews. Other school programs Student leadership Our school continues to provide our senior students with the opportunity to participate in the Young Leaders Conference held in Sydney and combine with Hay Distance Education Leaders to participate in the Action Leadership course.

11 Achievements - Premiers Spelling Bee In 2015 two students from our school made the final of the Premiers Spelling Bee. John Robinson represented in the junior division and was eliminated in round 7 the first round of the unsighted words. Millie Fisher represented in the senior division and was eliminated in round 5 also the beginning of the unsighted words. This was Millie s second year at the Spelling Bee having represented in the junior division in WriteOn Harriet Morris Year 6 was awarded a Bronze Medal in the Board of Studies Teaching and Educational Standards annual writing competition WriteOn. Sport Students from or school participated in a variety of PSSA sports in The highlights were both Walgett and Bourke Centre representing their regions in the State Athletics Carnival. Both Centres qualified in the small schools relay Bourke Centre made the finals and finished 10 th. Walgett students finished 13 th overall. However, Walgett students had success at the State Swimming carnival representing North West region, where they won the Earl McGee shield for the small school s relay, a historic moment for our school. Ted Tonkin also made the North West team in Rugby League and Rugby Union Family and Community Programs Our school has a proud connection to ANZAC services within its communities. With our school families spread across the North West and Western areas of NSW our students support their local district services with pride. BWSODE students who marched in the Walgett district ANZAC parade. Walgett Centre Swimming Relay team winners of the Earl McGee trophy. Successful Bourke Centre Athletic Relay team at Homebush. Annual School Report BWSODE 11