Annual School Report 2013

Transcription

1 Batlow Technology School Annual School Report 13 to be reflective, resilient, resourceful, responsible and reciprocal since

2 School context Batlow Technology School (enrolment 17 students, including 66 primary students and 91 secondary students) is located 1 km east of Wagga Wagga in the Riverina Highlands. The school has dedicated staff, with a mixture of experiences who aim to deliver highly effective teaching and learning programs underpinned by the school s HOW2Learn values which are an integral part of the welfare, teaching and learning structure. The school offers a coeducational, comprehensive education to local students. The school is participating in the National Partnerships on Low Socio-economic Status School Communities initiative and has a close and positive working relationship with the local Batlow community and the Parents and Citizens' Association. Principal s message This Annual School Report provides a glimpse of what our school is all about. We are able to see and reflect on the many wonderful achievements of our students during the 13 academic year. These achievements have ranged over a wide variety of activities, including academic, intellectual, sporting and cultural. Throughout the year our students continued to display and build on their resourcefulness, resilience and responsibility and in doing so further enhanced their capacity to learn alone and to share in learning with others. Batlow Technology School continues to provide quality education for all students K-12 in a safe and caring environment. The natural beauty of Batlow and its surrounds places our school in unique location for students to learn and grow. Major programs have been implemented to further improve the school surrounds, technology facilities and the agriculture plot thus ensuring the provision of a quality learning environment for all students. The refurbishment of the library to create a contemporary 21 st century learning space and the creation of the Sheep Showing Team are further examples the expansion of learning opportunities. As the Principal of Batlow Technology School, I take pride in the fact that we are able to provide so many opportunities for our students to participate in appropriate learning. As a school, we are always looking for ways to ensure that every individual student is well catered for. Michael Rathborne, Principal I certify that the information in this report is the result of a rigorous school selfevaluation process and is a balanced and genuine account of the school s achievements and areas for development. P & C and/or School Council message It's great looking back at the end of the year at the changes and development that has occurred at Batlow Technology School. In 13 the P&C carried out a number of fundraising activities: Raffling a signed cricket bat donated by the Commonwealth Bank, two wood raffles and street stalls, and manning a gate at the Batlow Show. We financially support BTS in giving money to continue the Stephanie Alexander Garden Project and money for High School Debating and Public Speaking. P&C maintained our support of numerous awards at Presentation Night. And, with the donation for Ian Giles Estate, have been able to implement a new award in HSIE for primary and secondary students. The P&C had two parents complete the Selection Panel Training in 13. Thanks Michael Rathborne and David Crelley for giving of your time. P&C had representatives on selection panels for three positions in the school. We also had two parents sit with the budgeting team. Thank you to our Principal, Michael Rathborne, for your contribution at our monthly meetings, and for keeping us informed of challenges, changes and opportunities within the School and Department. Also for your dedication to improving our school and bettering our children's education. Thank you to all who helped and supported our fundraises, also parents and care givers who attended the P&C meetings. Thank you to our teachers and support staff who work to help our children's education. And thank you to P&C executive Kylie Boxsell, Brigid Bates, and Sharon Stuenkel. Sonia Kirkby, P&C President 1

3 State DEC Region School Student representative s message The aim of the Student Representative Council (SRC) at Batlow Technology School is to; help maintain and create a safe school environment promote a positive image of the school promote effective communication between the staff, students and community encourage positive behaviour, attendance and academic application be positive role models and demonstrate positive leadership represent and act upon the wishes of the school The past year has been a very rewarding year for all students involved in the SRC. Captains and Vice Captains have planned numerous fundraising opportunities including; Clean up Australia Day, Funky Hair Day, Harmony Day, St Patrick s Day, RSPCA Cupcake Day, Pink Ribbon Day and White Ribbon Day. All of these fundraisers were extremely successful and a big thank you needs to go to the Batlow Technology School community for their support. Fundraising for Batlow Technology School on behalf of the SRC has also been very successful and has seen students raise in excess of $. The money that the students raised has been placed in an account and will be used to fund resources and equipment for the students of Batlow Technology School. In addition to the fundraising in 13, members of the SRC have attended leadership conferences and planning days. These opportunities focused on team building, positive risk taking and developing leadership skills in students. This led to great morale and team spirit amongst members and provided students with an opportunity to interact with other SRC members from the district. The SRC has worked well as a team, collaborating effectively and reflecting on school life. It has been a very rewarding experience for all members of the SRC and a big congratulation must go to the leaders from 13! Gelske Vanderland and Lara McLennan Dye 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 Primary Gender Male Female Secondary Gender Male Female Student attendance profile K-6 Year K Total K Total K Total

4 State DEC Region School 7-12 Year Total Total Total Management of non-attendance Attendance of all students is monitored on a daily basis. All rolls are marked electronically by period or session. Non-attendance letters are mailed fortnightly seeking explanation for unexplained absences. Stage coordinators make parental contact by phone and referrals are made to the Learning and Support Team through the Executive. Referrals are then made to the Home School Liaison Officer for students with chronic attendance issues. Post-school destinations In 13 all students in Years, 11 and 12 returned to continue their studies. Destination % of Year 12 students University Entry TAFE Entry Employment 7 Year 12 students undertaking vocational or trade training 77% of Year 12 students undertook vocational training in 13. Year 12 students attaining HSC or equivalent Vocational educational qualification % of Year 12 students attained a HSC or equivalent vocational educational qualification in 13. Workforce information It is a requirement that the 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 Teachers 2 Classroom Teacher(s) 7.7 Teacher of Reading Recovery.2 Learning and Support Teacher(s).4 Teacher Librarian 1 Teacher of ESL - School Counsellor.2 School Administrative & Support Staff.8 Total The Australian Education Regulation, 13 requires schools to report on Aboriginal composition of their workforce. Currently, no staff at Batlow Technology identify as being Indigenous. 3

5 Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Degree or Diploma 8 Postgraduate NSW Institute of Teachers Accreditation 6 Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. Date of financial summary /11/13 Income $ Balance brought forward Global funds Tied funds School & community sources Interest Trust receipts Canteen Total income Expenditure Teaching & learning Key learning areas Excursions Extracurricular dissections Library 78.4 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 13 Academic achievements NAPLAN In the National Assessment Program, the results across the Years 3,, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3) Year : from Band 3 (lowest) to Band 8 (highest for Year ) Year 7: from Band 4 (lowest) to Band 9 (highest for Year 7) Year 9: from Band (lowest) to Band (highest for Year 9) The My School website provides detailed information and data for national literacy and numeracy testing (NAPLAN). Click on the link and enter the school name in the Find a school and select GO to access the school data. NAPLAN Year 3 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) 2 1 Year 3 Reading A full copy of the school s 13 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school Percentage in School Average 9-13 SSG % in 13 State DEC % in 13 4

6 4 Year 3 Writing NAPLAN Year 3 - Numeracy 4 Year 3 Numeracy Percentage in School Average SSG % in 13 State DEC % in 13 Year 3 Spelling Percentage in School Average 9-13 SSG % in 13 State DEC % in 13 NAPLAN Year - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) 4 Year Reading Percentage in School Average 9-13 SSG % in 13 State DEC % in 13 Year 3 Grammar & Punctuation Percentage in School Average 9-13 SSG % in 13 State DEC % in Year Writing Percentage in School Average 9-13 SSG % in 13 State DEC % in Percentage in School Average SSG % in 13 State DEC % in 13

7 4 Year Spelling Percentage in School Average 9-13 SSG % in 13 Year Grammar & Punctuation NAPLAN Year 7 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) 4 Year 7 Reading Percentage in School Average 9-13 SSG % in Band 13 State DEC % in Band Percentage in School Average 9-13 SSG % in 13 State DEC % in 13 NAPLAN Year - Numeracy Year Numeracy Percentage in School Average 9-13 SSG % in 13 State DEC % in Year 7 Writing Percentage in School Average SSG % in Band 13 State DEC % in Band 13 Year 7 Spelling Percentage in School Average 9-13 SSG % in Band 13 State DEC % in Band 13 6

8 3 Year 7 Grammar & Punctuation 3 Year 9 Writing Percentage in School Average 9-13 SSG % in Band 13 State DEC % in Band Percentage in School Average SSG % in Band 13 State DEC % in Band 13 NAPLAN Year 7 - Numeracy 4 Year 7 Numeracy Percentage in School Average 9-13 SSG % in Band 13 State DEC % in Band 13 NAPLAN Year 9 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation) Year 9 Spelling Percentage in School Average 9-13 SSG % in Band 13 State DEC % in Band 13 Year 9 Grammar & Punctuation Year 9 Reading Percentage in School Average 9-13 SSG % in Band 13 State DEC % in Band Percentage in School Average 9-13 SSG % in Band 13 State DEC % in Band 13 7

9 English (Advanced) Hospitality Examination Metal and Engineering Examination Relative performance 2 1 NAPLAN Year 9 - Numeracy Year 9 Numeracy Percentage in School Average 9-13 SSG % in Band 13 State DEC % in Band 13 Higher School Certificate (HSC) In the Higher School Certificate, the performance of students is reported in performance bands ranging from Performance Band 1 (lowest) to Performance Band 6 (highest). Small candidatures sitting the Higher School Certificate examinations preclude the results being commented upon as this may allow identification of individual students. Individual results have been analysed by teachers and distributed to parents. Other achievements Arts HSC: Relative performance from Year (value-added) Low Middle High School 13 School Average 9-13 SSG Average 13 The development of the arts and in particular the dramatic arts has been an ongoing feature of the school over the last twelve months. The annual Variety Night spectacular was an unqualified success with students across K-12 displaying their talents in singing, dance and drama School 13 School Average 9-13 SSG 13 State DEC 13 Students participated in the Riverina Drama camp and Drama and Music students performed at a special evening recital. Sports Students represented the school at zone, regional and state level across a number of sports; including swimming, athletics and cross country. Female students from the secondary school participated in the Central Schools Netball championships as the defending 12 champions but were unable to back up. 8

10 Other The staff and students under the leadership of the revitalised Student Representative Council participated in a range of awareness raising community programs; NAIDOC week, Harmony Day, Red Nose Day, Daffodil Day, White Ribbon Day, Clean up Australia Day, Pink Ribbon Day and Legacy Day. Our students continue to build a wider sense of understanding and compassion that equip them to be proactive future citizens. The Public speaking and debating programs continue to grow and develop with continued financial support from our P&C. Six Year students participated in the Federal member s writing competition and all were awarded certificates for their involvement. Boys and girls in the Primary school participated in the Trent Barrett Shield in rugby league and Oztag and in a Soccer Gala Day in Tumut. The school participated in the Mountains PSSA in 13. This re-organisation, supported by region, has provided more meaningful sporting experiences for all of the primary students. Jack Gould represented at State level in PSSA Cross Country and Athletics. Corey Whitmore, Zachary Love, Hannah Collins and Lilly Kirkby all represented at CHS State level as well in Cross Country and Athletics. In October Lilly Kirkby was one of twelve students in NSW awarded a prestigious Premier s ANZAC Memorial scholarship, which was presented by, now Governor-General of Australia, Sir Peter Cosgrove. Lilly travelled to the battlefields of the Western Front in France and the memorials in London during November. 9

11 Significant programs and initiatives The most significant program at the school remains the HOW2Learn initiative. Fortnightly assemblies and lessons address one of the five learning dispositions; Reflectiveness, Resilience, Reciprocity, Resourcefulness, and Responsibility. These dispositions are aimed at building the learning power of all our students and staff and aiding in creating a truly 21 st century learning environment. Over 8% of students report that they make use of one or more of the dispositions on a daily basis to assist them in their learning journey. The success of the program and its implementation at our school was recognized when staff were invited to make a number of regional events across the year. Aboriginal education Students from Batlow Technology School access a variety of performances to enhance curriculum learning. Participation in these performances is valuable in providing students with rich experiences in Aboriginal culture and provided a deeper understanding of cultural knowledge. A very successful cultural immersion day was held during NAIDOC week involving housing, sport and food. Individual syllabus documents also embed specific Aboriginal perspectives and content across KLAs. Individual learning plans are also constructed for all Aboriginal students. All Aboriginal students had attendance rates above 86% in 13. Multicultural education Students participated in a wide range of extracurricular activities to develop cultural understanding. Students attended local museums, campsites and the local preschool. Our staff actively encourages respect for all cultures integrating multicultural perspectives across all key learning areas. Led by the SRC the whole school is engaging at a higher level with events such as Harmony Day that promote diversity and multiculturalism. The Primary school conducted a very successful Multicultural Day that concluded in a multicultural feast that was very much enjoyed by all. Transitional Equity Funding The following initiatives were funded by the Transitional Equity funding: Technology enhancement across the school including the use of WIKIS and the Moodle server Literacy and Numeracy programs were supported with the purchase of quality resources and teacher development to enhance student learning. Stage 3 and 4 students participated in ongoing connected classroom activities and virtual excursions. The entire Primary school was supported on a trip to Canberra and the theatre. Stage and 6 students were supported to attend HSC study days held at Charles Sturt University. Stage 6 curriculum opportunities continue to be expanded through the implementation of the condensed curriculum model. Students were able to attend music, dance, gymnastics, tennis and drama workshops subsidised by the program.

12 National partnerships and significant Commonwealth initiatives In 13 the school continued on the NPLSES School Communities National Partnership. Participation enabled the following; the employment of an extra teacher in the Primary sector and therefore the formation of an extra Primary class. Continued staff development through targeted professional learning, specifically in the areas of literacy, numeracy and technology. Significant progress has been made towards set targets and many have been achieved. Attendance has improved with % of students achieving above 9% attendance. Suspensions have declined by 8% and negative behavior referrals are down by 4%. % of students reached Bronze level on the school merit system; 93% Silver and 76% Gold. 43% reached the Platinum level. School planning and evaluation School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include: Analysis of data in relation to traffic on various communication platforms Participation in a School Self-Evaluation of the Primary School School planning 12 14: progress in 13 School priority 1 Literacy and Numeracy Outcomes from To improve student performance in middle and upper skill bands in literacy and numeracy Evidence of progress towards outcomes in 13: Literacy achievement continues to outstrip numeracy achievement Parity or better with regional figures has been achieved in Years 3, 7 and 9 Reading SMART data clearly indicates movement out of bottom bands, particularly into middle bands. Percentage of Year 3 students achieving at or above minimum standard Reading. Writing. Spelling 8.7 Grammar & Punctuation 8.7 Numeracy 8.7 Percentage of Year students achieving at or above minimum standard Reading 91.7 Writing. Spelling. Grammar & Punctuation 91.7 Numeracy 83.3 Participation in the pilot Tell Them From Me survey on student outcomes and School climate Other staff, student and parent surveys conducted in relation to the HOW2Learn program and Primary Self-Evaluation. Percentage of Year 7 students achieving at or above minimum standard Reading. Writing 83.3 Spelling 88.9 Grammar & Punctuation 88.9 Numeracy

13 Percentage of Year 9 students achieving at or above minimum standard % of students attended for 9% of the time or better Reading 7. Writing. Spelling 87. Grammar & Punctuation 7. Numeracy 62. Strategies to achieve these outcomes in 14 Accurately assess and plot students K- and place on Literacy and Numeracy continuums Focus on staff use of data analysis to personalize learning experiences for all students to maximize their learning outcomes Embed HOW2Learn and literacy and Numeracy in all teaching and learning programs School priority 2 Student Engagement and Well-Being Outcomes from To reduce the suspension rates To increase retention rates To improve student engagement To improve enrolment numbers particularly in Junior Secondary To improve attendance and retention especially in Senior Secondary Evidence of progress towards outcomes in 13: Suspension rate has decreased by 8% since General decline in student numbers appears to have stabilized and signs indicate that there is a steady improvement in the growth of Primary numbers Retention has increased by nearly % since and is at levels not seen since 8 Negative behaviour referrals have decreased by 4% Strategies to achieve these outcomes in 14: Continue to embed HOW2Learn culture across school and in all subject areas Continue to familiarize staff with the Sentral welfare database and their responsibilities in line with newly implemented Welfare policy Investigate further expansion of the curriculum in Stages 4-6 and refine vertical delivery model in Stage Ensure the efficient and timely meeting of the Learning and Support Team School priority 3 School and Community Partnerships Outcomes from To meet Commonwealth and State requirements for NPLSES communities To develop closer links with Pre-Schools To have greater parent and community involvement in school activities Evidence of progress towards outcomes in 13: Contribution to funding of a regional position to support schools Increased Kindergarten enrolments being sustained Reciprocal visits with Pre-School Increased parent involvement at Principal s Assemblies, Sporting Carnivals, Variety Night and Presentation Night. Website visitation has nearly doubled; take up of the school phone App has been very successful Traffic on new school Facebook site has been growing exponentially Strategies to achieve these outcomes in 14: Continue to expand advertising and communication strategies Introduce specific Sporting Assembly Maintain Assembly structure but expand opportunity for student involvement 12

14 Professional learning During 13 a range of professional learning activities took place for staff. These encompassed individual classroom teacher, faculty, primary or secondary school and whole school activities. Specific programs included Focus on Reading, HOW2Learn, Beginning Teacher Induction, Head Teacher Network Days, RHLC training and Technology focused e.g. Use of Interactive Whiteboards, Connected classroom and DER laptops, Student well-being and Adolescent Mental Health. Average expenditure per teacher on professional learning was $161.. Total school expenditure was $ Six staff members achieved accreditation with the NSW Institute of Teachers and one was working towards maintenance of their accreditation. All staff participated in School Development Days, two of which were transferred from the end of the school year and held on Saturdays in June. Parent/caregiver, student, and teacher satisfaction In 13, the school sought the opinions of parents, students and teachers about the school. Their responses are presented below. 76% of students believe that staff emphasizes academic skills and hold high expectations for all students to succeed. 8% of students believe that their school and what it provides them will be of long term benefit to them. 9% of staff believe that school leaders encourage them to reflect on their practices. % of staff believe that what they do contributes to the achievement of school targets. Parents and caregivers continue to engage positively with e school and have positive attitudes towards the school and the opportunities it provides for their children. Parent attendance and involvement in the P&C steadily increased during 13 and 8% of parents surveyed indicated that they were pleased with directions being taken as a result of the review of the Welfare Policy within the school. Some parents have indicated that they would like to see more positive publicity about the school and its achievements in the local media but at the same time have indicated an understanding that the school has little control over what is or isn t printed. About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development. Michael Rathborne, Principal Sonia Kirkby, P&C President Fiona Cooper, School Administration Manager Amelia White, Relieving Assistant Principal Vicki Dodd, Assistant Principal Mark McDonell, Head Teacher Mathematics Gelske Vanderland, School Captain Lara McLennan-Dye, School Captain School contact information Batlow Technology School Pioneer Street BATLOW NSW 27 Ph: Fax: batlow-c.school@det.nsw.edu.au Web: School Code: 112 Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at: