Tambar Springs Public School Annual Report

Tambar Springs Public School Annual Report 2016 3156 Page 1 of 10 Tambar Springs Public School 3156 (2016)

Introduction The Annual Report for 2016 is provided to the community of Tambar Springs 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. Mrs Kelly Sipple Relieving Principal School contact details Tambar Springs Public School Mullaley-Coolah Rd Tambar Springs, 2381 www.tambarspr-p.schools.nsw.edu.au tambarspr-p.school@det.nsw.edu.au 6744 2343 Page 2 of 10 Tambar Springs Public School 3156 (2016)

School background School vision statement Tambar Springs Public School is a forward thinking school, enhancing and empowering the minds of our students, equipping them with the critical thinking skills, global perspective and respect for the core values of honesty, respect and compassion, inspiring a combined passion for knowledge. School context Tambar Springs Public School is a progressive learning community for 9 students from diverse and low socio economic backgrounds. The school has a 57% Aboriginal enrolment and the majority of the students live within the town limits. The school is an isolated school 72km south west of Gunnedah overlooking the Liverpool plains. Tambar Springs is committed to: Catering for the individual learning needs of all students Strong academic and socio cultural platforms that are enhanced by high quality relationships between staff students and the wider community Embracing learning technologies Providing quality and diverse learning experiences Involving and informing the wider community in school decisions and events, to instil a love of learning Being an active participant within the Mooki Network of Small Schools and the Namoi Valley Partners in Learning group. Self-assessment and school achievement Self-assessment using the School Excellence Framework 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 focused on Wellbeing and Curriculum and Learning. Teaching staff understand that student engagement and learning are related and the school communicates priorities for strengthening both. Attendance rates are regularly monitored and school processes are implemented promptly to address issues with individual students. Students, staff and the wider school community understand the behaviours, attitudes and expectations that enhance wellbeing and lead to improved student outcomes. In regard to Curriculum and Learning, the school provides a range of extra curricular activities for student development and teachers differentiate curriculum delivery to meet the needs of individual students. In the domain of Teaching we focused on Effective Classroom Practice and Collaborative Practice. Collaboratively, teachers regularly reviewed and revised teaching and learning programs to improve teaching and learning. The school has processes in place for teachers' performance and development and there is a focus on improved teaching methods in literacy and numeracy, with professional learning activities targeting effective teaching strategies in these areas. In the domain of Leading the school focused on providing the parents and community with opportunity to engage in a wide range of school related activities and to grow the community's positive attitude toward educational provision. The school continued to encourage all students to participate in leadership opportunities and provided students in the later stages with access to leadership training. 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 3 of 10 Tambar Springs Public School 3156 (2016)

Strategic Direction 1 Building teacher and leader capacity Purpose The focus of Strategic Direction 1 is a clear focus on teacher and leadership learning. Its purpose is to: Ensure ongoing improvement in student outcomes through continuous development of a skilled, effective and professional teaching workforce. Overall summary of progress The procedures, as set out in the mid term and end of term milestone tracking, were implemented successfully with staff. This involved the writing and evaluating of goals (mid term and end of year Assessment Review) in consultation with supervisors. Teachers began using the AITSL Classroom Practice Continuum and the Professional Teaching Standards to reflect on their own practice and set personal goals. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) By 2017, all staff meet or exceed the proficient level of Australian Teaching Standards. Progress achieved this year All teaching staff engaged cooperatively in the Performance and Development Framework, including collaboratively developing professional goals, negotiating with their supervisors, participating in classroom observations and reflective practice. All staff were provided with written feedback from their supervisor. Staff aligned their goals to the new curriculum, school and Early Action for Success priorities. Funds Expended (Resources) Teaching staff were well supported in developing and achieving their professional learning goals, aligned to the school direction. Funds were used to attend face to face and online professional learning in literacy and numeracy teaching strategies, Geography and History curriculum implementation, ipad management and leadership. Total funds expended were $5060.48. Next Steps Develop and implement Professional Development Plan for all teachers including Casual and Temporary teachers and non teaching staff. Initiate and provide Teacher Professional Learning in the PDP procedures, Australian Professional Teaching Standards at Proficient. Coordinate Classroom/Peer Observations with timely feedback and reflection sessions. Page 4 of 10 Tambar Springs Public School 3156 (2016)

Strategic Direction 2 Teaching and learning Purpose The focus of Strategic Direction 2 is differentiating the curriculum for all learners. Its purpose is to: Maximise each student s personalised learning by developing deep knowledge across the curriculum. Differentiate programming and assessment in response to students strengths, needs and prior learning Adapt the learning environment to enhance the 21st century learner. Overall summary of progress Teaching staff were provided with fortnightly professional learning meetings which covered literacy, numeracy and information and technology skills and strategies. Teachers also attended Early Action for Success forums and training in Google Docs. The relieving principal attended the Principal Induction Conference and enrolled in the Leadership and Management Credential through the Department of Education's website. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) The school utilises leading edge technology to promote collaborative, innovative and flexible learning. All Year 3 students in 2015 meet or exceed state average growth in Year 5, 2015 NAPLAN. All Year 5students in 2015 meet or exceed state average growth in Year 7, 2017 NAPLAN. Progress achieved this year The purchase of additional technology equipment supported the implementation of effective teaching and learning practices which supported students to engage in collaborative, flexible learning. Students were well supported through individual learning plans, which provided a high level of differentiated teaching and learning. All students in K 2 achieved or exceeded the expected cluster in Early Arithmetical Strategies, Comprehension, Aspects of Writing and Reading Texts. Funds Expended (Resources) School funds were effectively used to purchase additional quality texts, guided reading resources and mathematical learning resources, along with multimedia resources, additional applications and a secure charging and syncing storage unit, totalling $3952.91 All students meet or exceed their grade appropriate cluster in K 6 PLAN. Next Steps Engage EAfS Instructional leader to assist in improving the learning outcomes for all students. Provide training for teachers so they can build their capacity to improve literacy and numeracy outcomes for kindergarten students using the L3K training program. Embed What works best:evidence based practices into classroom practice to deliver increased student learning including Authentic Learning, STEM and 21st Century Skills. Develop the capacity of the school leaders to improve educational outcomes. Page 5 of 10 Tambar Springs Public School 3156 (2016)

Strategic Direction 3 Build strong community involvement Purpose The focus of Strategic Direction 3 is on enhancing community involvement. Its purpose is to: Foster a cohesive school learning community that supports and enhances the well being of every student. Further strengthen communication and partnerships with parents and the wider community. Overall summary of progress In 2016, Tambar Springs Public School hosted several events to increase community involvement at the school. This saw the continuation of the Luscious Lunches program, which was well supported by families and community members from local villages. Two larger events with local small schools attending included, the Community Day, highlighting the services available for residents within the area, with over 100 people attendance, and the Robyn Moore Day which again saw large numbers in attendance. All of these events were well publicised in the school's newsletter, on several school's Facebook pages and at the local shop on the notice board. Tambar Springs Public School, continued to support community involvement through distribution of the newsletter to the local shop and with some letter box drops to notify community members of events. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) >60% or greater attendance at workshops and Parent and Citizen meetings 100%of new families within the village choose to send their children to Tambar Springs Public School Progress achieved this year 75% of families attended school functions on a regular basis. The parents and families supported the school through volunteering in fund raising activities such as the AgQuip cake stall and Charity Golf Day. Over 75% of families attended all Luscious Lunches celebrations and end of term activity days. A large number of community and family members attended the special days throughout the year including the Community Services Day, Robyn Moore event and Mill to Mill Bike Ride. Funds Expended (Resources) Funds were used to attract and engage the local community including collaborating with other small schools in the area to share the cost of hosting Robyn Moore, the Australian Communicator of the Year, Local agencies such as Winanga Li, GoCo and the local emergency services attended school events and provided workshops for the students and families. Total funds expended were $2575.32. Next Steps Lead innovative practices to connect and build strong relationships with the school and wider community by initiating fortnightly Playgroup in the school hall. Represent the school in community based events to develop strong relationships with the wider community. Increase communications with key stakeholders, all members of the school community and beyond using various modes of media platforms, meetings and newsletters. Increase visitors to the school by hosting and/or initiating authentic school events to build lasting relationships between communities and schools. Page 6 of 10 Tambar Springs Public School 3156 (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 Stronger relationships with the local Aboriginal community and improved student understanding of the local Aboriginal ways of life were developed through partnerships with services such as Winanga Li and other significant Aboriginal community members. The school hosted an Aboriginal Education excursion to a local significant sight, which was guided by two Aboriginal Elders. An invitation was extended to the local community. Mullaley Preschool and several community members joined us for this informative excursion. A local Aboriginal artist was consulted on school beautification, which would highlight the stories of the local area. The students were supported in improving their speech, language and motor planning thought individual assessments by an Occupational Therapist and Speech Pathologist. These assessments were the catalyst for the development of a specific program which was implemented on a daily basis. QTSS funds were utilised to support staff in improving their understanding of effective evidenced based strategies, through the provision of professional learning focused on Visible Learning. Students were provided with weekly engagement in a variety of cultural and sporting lessons. This included weekly travel to Gunnedah to dance, music, tennis and swimming lessons. These opportunities improved the students coordination, fundamental movement skills, confidence and provided them with opportunities to develop new friendships and skills within a variety of settings. Total funds expended amounted to $772.70. Funds were utilised to employ therapists and to purchase goods to support the students in improving their motor planning and speech. total funds utilised were $4839.70. Funds were expended on casual relief and professional learning, totalling $1661.60. Additional funding from the Sporting Schools program supported the school to participate in the sporting component of this initiative. Page 7 of 10 Tambar Springs Public School 3156 (2016)

Student information Workforce information Student enrolment profile Enrolments Students 2013 2014 2015 2016 Boys 8 5 5 4 Girls 1 2 4 2 The number of students enrolling in Kindergarten each year has been equal to the number of students leaving year 6. Workforce composition Position FTE* Principal 1 Classroom Teacher(s) 0.13 Learning and Support Teacher(s) 0.2 Teacher Librarian 0.08 School Administration & Support Staff 0.8 Other Positions 0.1 Student attendance profile School Year 2013 2014 2015 2016 K 98.9 94.6 92.3 98.9 1 97.8 100 86.8 90.3 2 94.4 94.6 97.8 3 98.9 93.5 90.1 4 94.8 97.8 92.3 96.8 5 96.6 94.5 94.5 98.9 6 96.6 100 93.4 87.1 All Years 96.4 95.9 91.3 95 State DoE Year 2013 2014 2015 2016 K 95 95.2 94.4 94.4 1 94.5 94.7 93.8 93.9 2 94.7 94.9 94.1 3 94.8 95 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 attendance is regularly monitored by teachers and the DoE Home School Liaison Officer. If a child is absent for two days without the school being notified, parents are contacted by phone to seek an explanation for the absence. *Full Time Equivalent Tambar Springs public School is fortunate to have a dedicated staff with a wide range of teaching abilities. The school has engaged professional personnel to deliver Aboriginal awareness across the school, however no staff identify as Aboriginal. 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 0 Professional learning and teacher accreditation In 2016 staff undertook a range of professional learning activities. These included mandatory training in response to the teaching and learning needs of the students at Tambar Springs Public School. These professional learning activities included: Child Protection update Code of Conduct training e emergency care Anaphylaxis training Google Suite for Education Implementing Geography and History Syllabus L3 (Language, learning and Literacy) Master class Early Action for Success Forum Visible Learning and Leadership Should there be no improvement to a student s attendance then a referral is made to the Home School Liaison Officer. Page 8 of 10 Tambar Springs Public School 3156 (2016)

Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to 30th of November, 2016 and does not involve expenditure areas such as permanent salaries, building and major maintenance. Income $ Balance brought forward 22 768.00 Global funds 44 313.00 Tied funds 63 058.00 School & community sources 9 334.00 Interest 693.00 Trust receipts 0.00 Canteen 0.00 Total income 140 166.00 Expenditure Teaching & learning Key learning areas 6 903.00 Excursions 1 718.00 Extracurricular dissections 3 856.00 Library 1 823.00 Training & development 213.00 Tied funds 64 124.00 Short term relief 3 384.00 Administration & office 22 426.00 School-operated canteen 0.00 Utilities 11 211.00 Maintenance 4 360.00 Trust accounts 0.00 Capital programs 0.00 Total expenditure 120 018.00 Balance carried forward 20 148.00 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. Tambar Springs Public School is unable to report on our literacy results for the 2016 NAPLAN, as we had a low number of students in the NAPLAN years to complete the literacy section of the NAPLAN assessment. Due to a low number of students in Year 3 and 5 to complete the numeracy section of the NAPLAN assessment, we are unable to report on our 2016 numeracy results. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link http://www.myschool.edu.au and insert the Tambar Springs in the Find a school and select GO to access the school information. Due to a low number of Aboriginal students completing NAPLAN we are unable to report on school results. Parent/caregiver, student, teacher satisfaction Three surveys were used to obtain responses from staff, students and parents at the school. Students were given a school culture survey. The other 2 surveys were a parent satisfaction survey and a teacher satisfaction survey. 80% of parents surveyed,agreed or strongly agreed that the school is attractive and well resourced school. 60% agreed that students are the schools main concern. 80% of surveyed students indicated that the school almost always encourages students to achieve their best. The other 20% indicated that sometimes this is the case. 100% of students stated that they were usually proud of their school. When asked if they thought the school was continually finding ways to improve what it does, 80% of the students indicated that they thought that almost always or usually this was the case. 60% of staff surveyed believe that the school has a supportive welfare program in place and that a wide range of extra curricula activities are offered at the school. Page 9 of 10 Tambar Springs Public School 3156 (2016)

All teachers agree that the school is connected to its community, welcomes community involvement and is a friendly school that is tolerant and accepting of all students. All teachers agree that the school has competent teachers who set high standards of achievement. Policy requirements Aboriginal education In 2016, 50% of students at Tambar Springs Public School identify as having Aboriginal heritage. The school appreciates values and respects student identity and Aboriginal culture as an intrinsic part of the culture of the whole school. School programs are designed to educate all students about Aboriginal history, culture and contemporary Aboriginal Australia. School assemblies begin with a Welcome to Country delivered by students. Our school continues to provide support for Aboriginal students. During the year the school celebrated Aboriginal Culture and ensured that Aboriginal perspectives were embedded within the curriculum and lesson content so that students are confident that the school is a place where they are valued and respected. Teachers were in regular contact with parents of Aboriginal students throughout the year to negotiate Personalised Learning Plans (PLP's). The school participated in an Aboriginal Culture Awareness day that involved visiting the Pine Ridge Aboriginal heritage site and listening to talks by Aboriginal leaders and historians. Multicultural and anti-racism education The school continues to maintain its focus on Multicultural Education in all areas of the curriculum by providing programs that raise student awareness of a national and global society. We celebrate the diversity of cultures in many ways, but mainly through a focus on multicultural education in the curriculum particularly in History and Geography and by providing learning programs that develop the knowledge, skills and attitudes required for a culturally diverse society. Any behaviour involving racist comments or actions, is dealt with appropriately and promptly by the anti racism officer (ARCO). Page 10 of 10 Tambar Springs Public School 3156 (2016)