Bullarah Public School Annual Report

Bullarah Public School Annual Report 2016 4228 Page 1 of 10 Bullarah Public School 4228 (2016)

Introduction The Annual Report for 2016 is provided to the community of Bullarah 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. Kathryn Weston Principal School contact details Bullarah Public School 6915 Gwydir Highway Bullarah, 2400 www.bullarah-p.schools.nsw.edu.au bullarah-p.school@det.nsw.edu.au 6753 3111 Page 2 of 10 Bullarah Public School 4228 (2016)

School background School vision statement Bullarah Public School is committed to providing quality 21st Century educational experiences and opportunities in a respectful and nurturing environment that enables our students to become successful learners, confident and creative individuals and global citizens of the future. This will be achieved by the delivery of quality teaching and learning and the setting of high expectations of students and staff. School context Bullarah Public School is a small school (TP1) in the Barwon Network. The school is located 70 kilometres west of Moree and 70 kilometres east of Collarenabri. The school is isolated and is surrounded by farming land; as a result it is central to the residents of the local community Bullarah. The school offers a range of quality educational programs and experiences individually tailored to meet the needs of all students. In 2016 there were nine families with a total of twelve students enrolled. The school s FOEI (family occupation and employment index) was 101. Bullarah Public School s motto is: Towards a Better World. All teaching and learning programs are aimed at fostering student academic and social development in order to achieve this motto. The school runs a transition program one day a week in Semester 2 to promote the school and to prepare students for Kindergarten. Other programs in the school include Live Life Well, Targeting Early Numeracy, Jolly Phonics, a Garden Program and a whole school excursion each year. Bullarah Public School has a small but dedicated P&C which is committed to enhancing the academic, social and sporting development of our students. Self-assessment and school achievement Self-assessment using the School Excellence Framework For all schools (except those participating in external validation processes): This section of the Annual Report outlines the findings from self assessment using the School Excellence Framework, school achievements and the next steps to be pursued. This year, our school undertook self assessment using the School Excellence Framework. 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. In the domain of Learning, we have primarily focused on wellbeing, curriculum and learning and assessment and reporting. The school has in place a framework to support the wellbeing of students which aims to improve individual and collective wellbeing. The Australian flag is raised each day and the school pledge recited. This reinforces the values that the school promotes in all areas of learning. Students are actively taught to accept responsibility for actions and to be respectful of all community members. Curriculum programs and teaching practices effectively develop the knowledge, understanding and skills of all students, using evidence based teaching practices and innovative delivery mechanisms where appropriate. Curriculum delivery is differentiated to meet the needs of individual students. The focus of assessment and reporting has been on consistent teacher judgement and the development of internal assessment measures. Student reports are written collaboratively and include descriptions of the student's strengths and areas of growth. To aid in this process a portfolio of work samples and assessment tasks is collected for each student. In the domain of Teaching we have focused on effective classroom practice and data skills. Page 3 of 10 Bullarah Public School 4228 (2016)

All teaching and learning programs are aimed at fostering student academic and social development. The classroom is well managed and lessons are meticulously planned. Teaching and learning programs are evaluated and modified as necessary. Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching practices. The use of in school assessments informs future teaching and learning programs. In the domain of Leading we have determined that the professional standards are central to improving school capacity. By continuing our professional learning of the Australian Standards for Teachers and Principals we are ensuring that staff are qualified and are performing at a higher level to deliver curriculum requirements. Teachers at Bullarah Public School are committed to their ongoing development as members of the teaching profession. Our self assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students. For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about the department/our reforms/school excellence framework Page 4 of 10 Bullarah Public School 4228 (2016)

Strategic Direction 1 Engaged, confident, creative and high performing students Purpose To develop our students for the future as successful global citizens by equipping them with the skills to be confident, critical and creative individuals who strive for academic and social excellence. Overall summary of progress During 2016, the school has focused on developing teaching and learning programs and the classroom environment to ensure that all students are actively engaged in the learning process and are performing at a high level. Infants students have been plotted against all areas of the Numeracy and Literacy continuums. Progress of Primary students along the continuums has been plotted in some areas. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Students show progress against the numeracy and literacy continuums Students have a portfolio of work samples showing evidence of their development around syllabus outcomes and General Capabilities reflecting 21st Century Learning Skills Progress achieved this year Teachers used data to reflect on teaching practices and as a result all students demonstrated progress against the Literacy and Numeracy Continuums. Teachers developed their understanding of the continuums and professional development was centred around developing marking criteria to ensure consistent teacher judgement. Two days of release was used so that teachers worked collaboratively to analyse the data and write end of year student reports. A teacher was employed 1 day a week in Term 4 to give one on one support for half an hour to primary students. The support specifically addressed areas of need in literacy and numeracy. Students have a portfolio of work samples in English, mathematics, HSIE and PD/H/PE. This portfolio also includes internal mathematics assessment tasks, running records and Reading Box assessments. Teachers knowledge and understanding of the syllabus General Capabilities is demonstrated in teaching programs and improved student outcomes. They include the explicit teaching of Literacy and Numeracy in all subjects. Funds Expended (Resources) 2 days of casual release (data collection & report writing) $967.40 8 days of casual learning support (one on one targeted teaching primary students) $3869.60 $0 Next Steps In 2017 the following steps are recommended in order to fulfil the goals of the current 2015 2017 School Plan: Use internal and external assessment tasks to regularly plot Primary students progress in all areas of the Literacy and Numeracy continuums and use the data to further develop individual learning goals. Ensuring portfolio samples include evidence around the development of General Capabilities. Establishment of Positive Behaviour for Learning (PBL) values and full implementation of program to ensure students demonstrate global citizenship. Page 5 of 10 Bullarah Public School 4228 (2016)

Strategic Direction 2 Innovative, responsive and dynamic teachers of 21st Century pedagogy Purpose To build a dynamic culture of innovation and best practice through quality, evidence based teaching and professional learning. Teachers will be responsive to student needs and learning styles through appropriate curriculum differentiation. Teachers will have high expectations of themselves and their students in order to foster continued growth and improvement. Overall summary of progress In 2016, teachers focused on further developing their understanding of the Australian Professional Standards for Teachers and the School Excellence Framework. Teacher Professional Development Plans (PDP's) aligned with the standards and with the strategic directions in the school plan. A collaborative and consistent approach to teaching literacy and numeracy was maintained. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) All teachers have a Professional Learning Plan based on the priorities in the school plan and self assessment against the Australian Professional Standards for Teachers All staff will demonstrate an understanding of the School Excellence Framework and Australian Professional Standards for Teachers Progress achieved this year Professional learning goals were created based on the standards and priorities in the school plan. This has ensured that all teachers are becoming expert teachers in relation to delivery of syllabus content. At regular intervals teachers have studied the School Excellence Framework and where the school sits in each of the domains. Discussion on types of evidence we have to support our decision also took place. Funds Expended (Resources) $0 $0 Next Steps In 2017 the following steps are recommended in order to fulfil the goals of the current 2015 2017 School Plan: Continue to ensure that Professional Development Plans are aligned with the Australian Professional Standards and the strategic directions in the school plan. Continue to develop understanding of the School Excellence Framework and develop strategies to move from Delivering to Sustaining and Growing in the domains. Develop a bank of evidence to support self assessment against the School Excellence Framework. Page 6 of 10 Bullarah Public School 4228 (2016)

Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading Low level adjustment for disability Quality Teaching, Successful Students (QTSS) Socio economic background Aboriginal background loading, low level adjustment for disability, quality teaching successful students and socio economic background funding were combined to employ an SLSO two days per week. The SLSO worked individually with students and in small groups to assist with literacy and numeracy concepts. The impact achieved was students demonstrating improved literacy and numeracy results. Low level adjustment for disability, Aboriginal background loading, quality teaching successful students and socio economic background funding were combined to employ an SLSO two days per week. The SLSO worked individually with students and in small groups to assist with literacy and numeracy concepts. The impact achieved was students demonstrating improved literacy and numeracy results. Quality teaching successful students, Aboriginal background loading, low level adjustment for disability and socio economic background funding were combined to employ an SLSO two days per week. The SLSO worked individually with students and in small groups to assist with literacy and numeracy concepts. The impact achieved was students demonstrating improved literacy and numeracy results. Socio economic background, Aboriginal background loading, low level adjustment for disability and quality teaching successful students funding were combined to employ an SLSO two days per week. The SLSO worked individually with students and in small groups to assist with literacy and numeracy concepts. The impact achieved was students demonstrating improved literacy and numeracy results. $3152 $1294 $1016 $11274 Page 7 of 10 Bullarah Public School 4228 (2016)

Student information Workforce information Student enrolment profile Enrolments Students 2013 2014 2015 2016 Boys 6 5 8 8 Girls 4 6 8 5 Student attendance profile School Year 2013 2014 2015 2016 K 91 86.2 82.6 83.5 1 85.1 97.7 82.6 2 91.7 86.8 95.5 3 94 79.5 4 93.5 87.9 77.9 83.9 5 94.3 93.5 83.3 77.3 6 78.6 90.8 88.1 91.4 All Years 89.9 90.5 82.6 85.2 State DoE Year 2013 2014 2015 2016 K 95 95.2 94.4 94.4 1 94.5 94.7 93.8 2 94.7 94.9 94.1 3 94.8 94.1 4 94.7 94.9 94 93.9 5 94.5 94.8 94 93.9 6 94.1 94.2 93.5 93.4 All Years 94.7 94.8 94 94 Management of non-attendance Student absences over the last two years have been of concern. Most absences are explained as sick, family leave or wet weather. Extended family holidays also lowered the school attendance figure. The local HSLO was informed and monitoring continues to take place. Workforce composition Position FTE* Principal 1 Classroom Teacher(s) 0.13 Learning and Support Teacher(s) 0.1 Teacher Librarian 0.08 School Administration & Support Staff 0.7 Other Positions 0 *Full Time Equivalent The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The current Aboriginal composition of our workforce is 0%. Under an arrangement for small schools staffing Bullarah Public School has supplementary staffing needs to ensure that two adults are present at all times. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 100 Postgraduate degree Professional learning and teacher accreditation Bullarah Public School teachers have a Professional Development Plan that outlines areas in which the teacher is seeking to demonstrate growth across the school year. This plan is implemented through peer to peer observations, programming meetings with the Principal and attending internal (school based) as well as external professional development opportunities. Over 2016, teachers participated in: Teacher Professional Development Plan Anaphylaxis Training (Face to Face) Asthma Management Cardio Pulmonary Resuscitation (CPR) Child Protection Awareness(CPAT) Code of Conduct Emergency Care. All staff also had the opportunity to attend the Small Schools Conference in Tamworth. There are currently no beginning teachers working towards Board of Studies Teaching and Education Standards (BoSTES) accreditation at Proficient. Page 8 of 10 Bullarah Public School 4228 (2016)

Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to 30/11/2016 and does not involve expenditure areas such as permanent salaries, building and major maintenance. Income $ Balance brought forward 103 113.44 Global funds 45 917.44 Tied funds 37 071.87 School & community sources 5 117.06 Interest 2 108.13 Trust receipts 0.00 Canteen 0.00 Total income 193 327.94 Expenditure Teaching & learning Key learning areas 0.00 Excursions 2 000.01 Extracurricular dissections 0.00 Library 0.00 Training & development 627.71 Tied funds 54 806.76 Short term relief 0.00 Administration & office 10 357.95 School-operated canteen 0.00 Utilities 7 811.38 Maintenance 5 014.13 Trust accounts 0.00 Capital programs 12 500.00 Total expenditure 93 117.94 Balance carried forward 100 210.00 A full copy of the school s 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. Bullarah Public School's 2016 Year 3 and Year 5 cohort was too small to report on. Parent/caregiver, student, teacher satisfaction Bullarah Public School students, staff and community were consulted to gain their opinion about their satisfaction of the school. Comments included: My child is happy to come to school My child comes home and retells what they have learnt each day My child feels involved in everything The school teaches the children to be respectful towards others Our school is a happy environment We need more class awards for good behaviour and doing well We need more projects I want to learn more I like to play with my friends and help them I like learning new things Staff are always pleasant I enjoy coming to work and helping the children to learn Page 9 of 10 Bullarah Public School 4228 (2016)

Policy requirements Aboriginal education Aboriginal Education has continued to be integrated in all subjects. This a priority in the school plan to ensure that teaching and learning programs include syllabus outcomes and General Capabilities. At the beginning of all functions an Acknowledgement to Country is given and the students understand what this acknowledgement means. In 2016, Bullarah Public School students also attended NAIDOC Celebrations at Moree Public School. This allowed the children to interact with students from a larger school and participate in activities. They particularly enjoyed watching the dance and musical performance by local and interstate Aboriginal performers. Multicultural and anti-racism education The school includes multicultural and anti racism education across all key learning areas. Teachers programs include a 21st Century focus in the following areas: Asia and Australia s engagement with Asia Difference and Diversity Ethical Understanding Intercultural Understanding The major activity for 2016 was in Term 3 where students looked at the Country Women's Association Country of Study Mongolia. The students had the opportunity to work in small groups to research housing, climate, diet, clothing, animals and famous Mongolian people. They particularly enjoyed building a small replica of a traditional Mongolian house (ger or yurt). The school also maintains an Anti Racism Contact Officer Page 10 of 10 Bullarah Public School 4228 (2016)