Annual School Report 2014 [school code] 1682

Transcription

1 Cronulla Public School Annual School Report 2014 [school code] 1682

2 Principal s message This report gives information about the programs and performance of Cronulla Public School. It has been written for accountability purposes for both our community and the Department of Education and Communities (DEC). It is part of our process of self-evaluation, reporting and planning. Cronulla Public School operates under the banner Knowledge Is Strength. The school is set in park like grounds with large grass playing fields and beautiful views over the surrounding water ways. The staff of Cronulla is experienced, talented and committed to providing quality educational programs which meet student needs and develop the talents of each individual child. All staff members are active in pursuing professional development. The school provides a range of opportunities to explore and extend learning experiences so that children can achieve in a variety of academic, sporting, cultural and social activities. Success is celebrated by the school community. The school provides a happy, safe and tolerant learning environment for its students. The profile of the school has continued to be raised due to our exemplary and unique programs. The school s enrolment continues to grow rapidly. Cronulla Public is recognised in the wider community as being committed to continuous improvement and upholding standards of excellence. Cronulla Public School prides itself on the friendly, family atmosphere that has developed within our wonderfully supportive school community. I would like to thank our Parents and Citizens Association (P&C) and the wider community for their continued commitment to supporting school initiatives and the purchase of additional resources. 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. Peter Banks 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 Cronulla Public School is recognised within the wider community for a diverse range of outstanding programs. This has been a factor in increased student enrolments. Gender Male Female Student attendance profile Year K Total Management of non-attendance Regular attendance at school is essential to assist students to maximize their potential. Schools, in partnership with parents, are responsible for promoting the regular attendance of students. Encouraging regular attendance is a core school responsibility. Class rolls are marked daily and monitored regularly by the class teachers for patterns of students partial or non-attendance. The Learning Support Team monitors the attendance of students. If a concern is identified, the team works with the student, parent and class teacher to improve attendance. Parents are contacted by the school and informed of their responsibility to ensure children attend school regularly. The support of the Home School Liaison Office is sought if required. 1

3 School staff: provide a caring teaching and learning environment which fosters students sense of belonging to the school community recognise and reward excellent and improved student attendance maintain accurate records of student attendance implement programs and practices to address attendance issues when they arise provide clear information to students and parents regarding attendance requirements and the consequences of unsatisfactory attendance keep notes and records of verbal explanations for absences and retain these for two years from the date of receipt 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 Assistant Principal(s) 3 Classroom Teacher(s) 11 Part Time Teacher 0.4 Teacher RFF Teacher of Reading Recovery Learning and Support Teacher(s) 0.4 Teacher Librarian 0.6 Teacher of ESL 0.4 School Counsellor 28 days School Administrative & Support Staff The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. No staff members at Cronulla Public school identified as being indigenous. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Degree or Diploma 100 Professional learning and teacher accreditation The staff was involved in school, district and regional professional learning in The staff participated in the following courses: ESL meetings STLA meetings Reading Recovery Emergency Care Asthma Training ASCIA - Anaphylaxis training Disability framework PLAN updates AEDI Survey of statistical information Autism Training and Information session Junior and Senior Choir Premier s Sporting Challenge Premier s Dancesport Challenge Child Protection Classroom Management Strategies Sentral training Tiered Learning Package ESES TEDMED Mind Up Road Safety Public Speaking Operation Art Non Crisis Intervention Training Collaboration and Capacity Building with Steve Francis 2

4 Positive Partnerships Autism Training Australian curriculum including: NSW Syllabuses for the Australian Curriculum English: Creative and Critical thinking Speaking and Listening in English Visual Literacy Grammar in English Composing and Assessing in English Mathematics: Understanding the New Curriculum Embedding Learning Across the curriculum areas What s new: Number and Algebra What s new: Measurement and Geometry What s new: Probability and Statistics Working Mathematically: reasoning Making connections: Part A & B Key concepts with the Syllabus Science: Overview / Getting started Beginning Teachers Cronulla Public School had one newly appointed teacher in As per DEC guidelines this teacher was provided additional support through a combination of extra release from face to face teaching coupled with a senior staff member acting as their support person. Date of financial summary 30/11/2014 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 A full copy of the school s 2014 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. School performance 2014 Cronulla Public School is a high performing, inclusive school. The staff is dynamic and innovative. In addition to this Cronulla Public School has eight new scheme teachers working towards various levels of accreditation Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. 3

5 Academic achievements NAPLAN 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. Significant programs and initiatives Policy and equity funding Cronulla Public School has a diverse range of excellent programs that cater for a wide variety of interests and needs. These programs are embraced by the whole school community. Human Society & Its Environment, Creative and Performing Arts, and Science and Technology units allowed for the study, celebration, appreciation and understanding of Australian Aboriginal culture 5 staff travelled to Toomelah in North West NSW, to provide relief teaching for teachers to undertake cultural training linked with the local Aboriginal community Aboriginal education The school has continued to maintain a strong commitment to supporting Aboriginal students and embedding indigenous perspectives across the curriculum in Stage 3 students participated in a school exchange program with Wellington Public School which has a large indigenous population. Students and teachers shared cultures, customs and everyday life experiences Staff provide students with experiences to develop a deep understanding and knowledge of Aboriginal culture As a sign of respect, students commence assemblies with the traditional Acknowledgement of Country. Our National Anthem is sung in both Dharawal and English. Multicultural education and anti-racism Cronulla Public School continues to promote multicultural education through a range of initiatives. Teachers recognise and respond to the cultural needs of the school community Classroom teachers, librarians and English as a Second Language (ESL) teacher work cooperatively to develop strategies that best cater for student s individual needs Students were presented with inclusive teaching practices which recognised and valued the backgrounds and cultures of all students. Tolerant attitudes towards different cultures, religions and world views were promoted Teaching and learning programs supported the particular learning needs of targeted students from culturally and linguistically diverse backgrounds Expanding Horizons: Tasting China and India Calling units allowed for the study, celebration, appreciation and understanding of different cultures 4

6 Two staff members are currently trained as Anti-Racist Contact Officers. The school is committed to the elimination of racist discrimination through our school s curriculum, policies and working environment Staff increased students understanding of racism and discrimination and its impact through activity based teaching and learning programs The Learning Support Team provides holistic planning and programs to address identified student needs. External support and outside agencies are involved in all levels of planning. Ongoing tracking and support ensures students attain expected outcomes. English language proficiency Schools have the flexibility to decide how these resources will be best used to support students with additional learning needs associated with their English language proficiency. 68 students, 27%, had a language background other than English (LBOTE) and the school population consisted of 24 different cultural backgrounds. All teachers embed strategies to cater for English as an Additional Language or Dialect (EAL/D) and refugee students into their teaching with differentiated programs if required. Aboriginal background The level of funding and rate per student for each school is determined by the number of Aboriginal students in the school. Schools have the flexibility to decide how these resources will be best used to support the learning needs of Aboriginal students. Three students are identified as Indigenous background. Individual AEPs are written for each student. Additional resources are allocated as required. Students participate and are engaged in a variety of programs which improve the outcomes of all students. School based strategies monitor and support the regular attendance of students. The impact of our inclusive practices was demonstrated by the LBOTE students participating and being successful in all aspects of student life. EAL/D students also represented the school in all areas of sport and performing arts. CPS was allocated an EAL/D teacher for 2 days a week with supplemented teacher time for additional support. The teacher worked collaboratively with classroom teachers sharing professional knowledge, resources and teaching strategies. Extensive informal and formal assessments were used to determine areas of support. Improvement in student outcomes was recognised with EAL/D students attaining 50% of the highest academic awards. Socio-economic background The RAM equity loading for socio-economic background is calculated using information on parental level of school education, highest nonschool qualification and occupation category drawn from data collected on enrolment forms and recorded in the Enrolment Registration Number (ERN) system. Schools have the flexibility to decide how these resources will be best used to support students with additional learning needs associated with their socio- economic funding. 5

7 School planning and evaluation Low level adjustment for disability Schools have the flexibility to decide how these resources will be best used to support students with additional learning needs in accordance with their individual learning needs. The funding can be used for teacher time, school learning support officer time and teacher release eg. for related professional learning and program coordination. School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include: Professional dialogue to evaluate teaching practices and programs Student feedback on school programs and initiatives P&C discussion forums to evaluate programs Learning and Support in the Classroom and School Staff Survey Parental written feedback is received and evaluated The Reading Recovery Program continued for its fourth year of implementation in Eleven Year 1 students undertook this individualised program throughout the year, resulting in all students making considerable progress in both areas of reading and writing. The acquisition of skills gained in these lessons assist the student to better cope with the demands of the classroom. End of year monitoring of previous Reading Recovery students currently in Years 2 and 3, indicated continued significant progress in reading, spelling and writing by most students. The Reading Recovery Program will continue in 2015 targeting twenty percent of Year 1 students displaying the most significant needs in the areas of reading and writing. Additional SLSO support is provided for low level student adjustments. School planning : School priority 1: Literacy and Numeracy 1.1 Increased levels of literacy and numeracy for every student consistent with national, state and regional directions 1.2 Diminished gap in literacy and numeracy achievement between aboriginal students and all students 1.3 Strengthened literacy and numeracy learning through the effective use of the full range of diagnostic assessments 1.4 Improved outcomes through targeted strategic early intervention for students experiencing difficulty in literacy and numeracy at key transition points 6

8 Evidence of achievement of outcomes in 2014: Literacy Numeracy 95% of students in ES1 and 100% in S1 equal Regional targets in reading benchmarking Students in Years 3 & 5 NAPLAN. All students above NMS and 53% of cohort at or above proficient bands 65% of students in Year 5 will achieve expected growth 92% of students at or above NMS. 65% of students in Year 5 will achieve expected growth. Strategies to achieve these outcomes in 2014 Australian curriculum implementation with professional development, planning, programming, assessing and reporting included in the planning cycle School priority 2: Leadership & Management 2.1 Strengthened leadership and management capacity of school staff and executive to drive school improvement 2.2 Enhanced leadership innovation and increased staff capacity to meet the needs of a socially and culturally diverse and changing school environment Evidence of achieved outcomes in 2014: 100% of staff develop Professional Learning Plans New Scheme teachers meet individual requirements for accreditation and professional competence Leadership roles initiated and undertaken by staff Increase in staff applying for leadership roles Employment of additional Assistant Principal 100% of staff participated in internal and/or external Professional development Whole school focus on spelling/grammar with implementation of K-6 scope and sequence Development and implementation of K-6 Spelling and Grammar Program K-6 focus on daily instruction of writing and spelling Team of teachers participated in a series of professional development leadership sessions for aspiring leaders and executive presented by Steve Francis Professional development for leaders and aspiring leaders on Future directions and Whole school Vision by Steve Cooper, Principal Carlton PS GTIL session presented to leaders and aspiring leaders by Mark Barraket Relieving Director Public Schools NSW Port Hacking District Opportunities for all staff to take on leadership roles and responsibilities within the school Mentoring program with experienced executive members to assist aspiring leaders in developing leadership skills 7

9 School priority 3: Curriculum and Assessment 3.1 Clear alignment between the implementation of curriculum, professional learning and student learning needs 3.2 Appropriate assessment and reporting practices are embedded in all teaching and learning programs Evidence of achieved outcomes in 2014: Thorough records of student progress and achievement using Excel spreadsheets Scope and Sequences and teaching units developed for mandatory Australian Curriculum Areas Data regarding student achievement and learning requirements available to all staff through Sentral and PLAN New reporting format implemented to reflect the Australian Curriculum Excel Spreadsheets used to track student achievement K-6 reflecting Consistent Teacher Judgement using the Quality Teacher Framework Professional development aligned to Australian Curriculum implementation with all staff completing online courses Ongoing updates to student achievement and learning on Sentral and PLAN to monitor student progress and learning needs. Assessment and reporting practices aligned to Australian curriculum School priority 4: Aboriginal Education 4.1 Effective implementation of the Aboriginal Education & Training Policy and the Aboriginal Education Training Strategy is reflected in all priority areas. 4.2 Aboriginal students are supported by strong partnerships between schools, families and communities to increase engagement in education. Evidence of achieved outcomes in 2014: 100% of Aboriginal students have PLPs developed and receive additional support Working relationships with Toomelah Public School and Wellington Public School in which resources and support plans are shared Aboriginal perspectives are incorporated into Units of Inquiry Increase in staff understanding of Aboriginal culture and history Personalised Learning Plans completed online in Sentral database Staff members to provide ongoing support for teachers at Toomelah Public School to allow for professional development opportunities Indigenous perspective present in all KLAs, specifically aligned to HSIE curriculum School priority 5: Student Engagement & Attainment 5.1 Improve teacher competence as measured against Teacher Institute standards 5.2 Increase access to and integration of ICT across all years and Key Learning Areas including Netbooks / ipads 5.3 Revamp school in line with Positive Behaviour for Learning framework 5.4 Reduction in suspension data and students reported to LST for behavior 8

10 Evidence of achieved outcomes in 2014: 20% decrease in playground and classroom incidents due to Positive Behaviour for Learning Policy and Positive Play Everyday Initiative 30% of referrals to LST for social skills and emotional support Documented evidence of a reduction in suspension data Community awareness through class whole school signage for PBL and All students have daily access to netbooks and ipads, with all lessons having a digital overlay PBL lessons K-6 continued with positive language reflected in student s daily practice PBL awards including daily super surfer rewards, assembly rewards and end of term class celebrations to recognise positive behavior awards Implementation of Positive Play Everyday program on the playground to develop social skills and inclusivity Students welfare and academic progress K-2 and 3-6 monitored through closer liaison with parents/executive/lst/last Integrate ICT across all years and Key Learning Areas with installation of 30 new Netbooks, 20 ipads and 3 new IWB s School priority 6: Organisational Effectiveness 6.1 Clear goals and objectives for staff 6.2 Planning days built into year planner for staff 6.3 Digital Professional Learning plans for all staff Evidence of achieved outcomes in 2014: TARS and EARS processes reflect personalised professional development plans Planning days prioritised as integral to successful school management Enhanced school structures that engage and promote innovative educational programs to meet student needs All staff take part in planning days at the completion of each term Weekly stage and administration meetings where Executive staff communicate openly with teachers on future directions, goals and objectives Teachers work closely with executive staff and mentors to define achievable goals Staff take part in yearly review meeting with Principal to reflect on current practice and progress as well as future directions and goals Parent/caregiver, student, and teacher satisfaction In 2014, the school sought the opinions of parents, students and teachers about the school. Their responses are presented below. Parent: The school has seen a lot of growth which is surprising but also really reassuring. You can t get a school like this anywhere else, there s so much space. My child comes home happy. He loves his friends, loves his teacher, he loves playing here. The teachers are so clearly focused, they have a really clear direction of where they re going. Their structure seems exactly right. We are very happy here and would recommend the school. My son needed extra support and was given this. 9

11 Students: I like everything about Cronulla. I like the view and the chickens. I like the teachers and the students. I like the uniforms too. I like the freedom the school gives you to really explore what you like to do. There are countless opportunities here and the students are very nice everyday. 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. Peter Banks-Principal Sue Ross-Assistant Principal Joanne Williamson-Assistant Principal Lucas Gear-Assistant Principal Amy Page Teacher Teachers: Students are engaged, challenged and supported everyday in a friendly environment. A safe, happy, healthy environment for all students. I could not imagine working anywhere else. The staff here are dedicated, easy to get along with and aim to bring out the best in students everyday. It really is a great place to be. Future Directions School Plan NSW DEC is implementing a new school planning process for The new plan will be published on the school s website from the beginning of Term School contact information Cronulla Public school Burraneer Bay Rd Cronulla 2230 Ph: Fax: cronulla-p.school@det.nsw.edu.au Web: School Code: 1682 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: asr/index.php 10