Kooringal Public School Annual Report 2017 4173 Page 1 of 17 Kooringal Public School 4173 (2017)
Introduction The Annual Report for 2017 is provided to the community of Kooringal 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. Grant Beard Principal School contact details Kooringal Public School Lake Albert Rd Wagga Wagga, 2650 www.kooringal-p.schools.nsw.edu.au kooringal-p.school@det.nsw.edu.au 6922 6443 Page 2 of 17 Kooringal Public School 4173 (2017)
School background School vision statement Encourage staff, parents, carers and the broader community to hold high expectations for student educational outcomes within a culture of excellence. School context Kooringal Public School is located in Wagga Wagga in the Riverina region. It provides learning opportunities for approximately 450 students. The school includes an IO/IS support class, 50 students who have parents in the Defence Services and 54 Aboriginal students. We have a relentless focus on the improvement of Literacy, Numeracy, the incorporation of 21st Century Learning and the seamless integration of technology with learning. A strong community focus is the development of the Kooringal Public School Performance Band. The Performance Band involves collaboration with the Riverina Conservatorium of Music and a strong commitment from the Friends of the Band Committee. As a school we continually strive to provide challenging and inspiring 21st Century learning with a strong focus on developing successful, confident and responsible students who strive to be creative and resilient. 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. Learning In the domain of Learning, our collective responsibility have focused on student learning with structures in place including a Learning and Support Team and Well Being Team supporting classroom teachers to maximize the learning for all students. A focus on 21st Century Learning has been introduced with the adoption of Science, Technology, Engineering and Mathematics (STEM) pedagogy aligned with project based learning. There is a culture of developing and maintaining positive relationships with students, parents and the wider community to ensure that student learning is strengthened and engagement is at the optimum level. In 2017 well being practices were reviewed with the implementation of Positive Behaviour for Learning (PBL) in line with the Well being Framework. The school provides curriculum delivery that integrates technology and information services. The understanding that Kooringal Public School can benefit from alliances with other schools was demonstrated in 2017 with linkages to Wagga Wagga Community of Public Schools (WWCoPS). While school assessment and monitoring practices are collegially designed, improving our data collection and specifically analysis of the data collected will continue to be a focus for 2018. Teaching In the domain of Teaching a focus has been on teachers regularly reviewing concepts covered in previous lessons to activate prior knowledge and introduce new content. Warm ups are used to facilitate the transfer of learning from short term to long term memory. This has been particularly evident in mathematics where students can consolidate counting skills and number and table facts. Our beginning teachers received extra support in the form of a mentor program, and teachers have participated in classroom observations, reflections and feedback with a focus on improving practice. Teachers have engaged in collaborative programming sessions to facilitate consistency and sharing of ideas. All teachers are involved in discussions and analysis of data during stage based meetings which then inform classroom practice and strategic planning. All professional development is aligned with school priorities and targets. All teachers develop Performance and Development Plans and beginning and early career teachers are provided with guidance and additional support. Teachers regularly share their professional knowledge with other staff. Page 3 of 17 Kooringal Public School 4173 (2017)
Leading In the domain of Leading there has been a priority on ensuring staff all know the priorities and directions from the strategic plan. School leaders have worked effectively with all staff to ensure a safe learning environment exists for everyone. The school is responsive to community feedback and this is evidenced through positive community surveys and our growing reputation in the wider community. Strategic partnerships are in place with outside agencies in order to provide resources and expertise so that we can provide improved learning opportunities for students and staff. School resources are used effectively and innovatively. A Speech Pathologist and up skilled School Learning Support Officer have been employed to provide an intervention program for students who have been identified with significant speech problems. All staff are members of curriculum and management committees which directly inform the school strategic directions and targets through careful analysis and evaluations. Processes are in place for regular student input through the Student Representative Council and for parents through the P&C. Generating a wider understanding of the school s strategic directions and purposes for engaging with each will be a continued focus in 2018. Resource management ensured that the full curriculum requirements were met, though longer term financial management is essential in order to maximise learning. Our self assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students. For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching and learning/school excellence and accountability/sef evidence guide Page 4 of 17 Kooringal Public School 4173 (2017)
Strategic Direction 1 Enhancing community engagement and participation. Purpose To build stronger, positive relationships as an educational community, inspiring a culture of collaboration, engaged communication, empowered leadership and organisational practices to ensure our student's learning outcomes will be achieved. Overall summary of progress The school was successful in implementing the TiqBiz phone application, upgrading the school s website and emailing the newsletterto parents to ensure multiple access points for communication dissemination. In Term 2 a group of parents and the Sports committee established a working party to collectively refine a policy and procedures document that outlines the steps for selection processes for the different sporting activities across the school. In Term 3 parents were introduced to our 21st Century learning approaches through an introduction to STEM evening for Stage 2 and Stage 3 parents. Over 80 families were present and at the culmination of the evening 100% of parents in attendance agreed that STEM and Project Based learning are important components in meeting our students needs for the future. We continued our Kindergarten transition program that invited parents in for informal gatherings to get to know teachers and the students to familiarise themselves with our school and their new peers. This was highly successful with a 92% attendance rate for our 2018 kindergarten students. This moved into six intensive morning sessions in Term 4 which allowed teachers to become familiar with students academic and social needs, and students to become familiar with separating from their parents and begin to learn about school expectations. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Consistently build community involvement in the school as a learning environment to achieve positive learning outcomes for all students. To improve parent participation in our school home partnerships by a 20% increase in parent attendance at all events. Funds Expended (Resources) Low Level Adjustment for Disability $20 000 Community consultation funding: $1000 Progress achieved this year Establish extension Stage 3 mathematics with a focus group attending lessons at Kooringal High School. STEM parent information evening. Kurrajong Early Intervention Speech pathologists and Occupational Therapists attend school to support identified students for in class programs, plus the employment of a private speech pathologist to support identified students In Stage 1. Stage 2 & 3 timetabling mathematics groups five times a week to cater for student ability and to promote improvement. The introduction of the GOT IT program run by mental health clinicians consisting of multi group, attachment based interventions for children and their parent/carer. This Supported parenting practices and strengthens family units to improve social skills, emotional resilience and self esteem in children. Variety of communication processes widely utilised to enable all parents to receive relevant information eg TiqBiz, regarding activities at school, the coordination of special events (Easter Hat Parade, Kindergarten orientation, ANZAC service, Teacher Parent Interviews) to encourage parent attendance and parent information evenings. Updated weekly school newsletter distributed to all Page 5 of 17 Kooringal Public School 4173 (2017)
Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) To improve parent participation in our school home partnerships by a 20% increase in parent attendance at all events. Funds Expended (Resources) Progress achieved this year parents, via email or in paper form. The regular updating of the school facebook page with regular positive updates has been highly successful. Next Steps Increase implementation of parent focus groups including showcasing student work in Term 3 through STEM and Project Based Learning showcases. Invite students to parent information sessions and promote the activities through the students. Teachers run separate activities at the parent information evening so that parents have time to engage in the information sessions run for them regarding the schools current and future directions.create and maintain flexible communication processes that support active, frequent collaboration between school and community. Parent workshops including building confidence and self esteem, maths and literacy curriculums. Increased inter school events involving schools in WWCoPS with particular reference to professional development. Build proactive learning transitions that promote successful transition to Wagga Wagga Schools Network, local high schools and preschools. Page 6 of 17 Kooringal Public School 4173 (2017)
Strategic Direction 2 Creating a dynamic learning school. Purpose To develop competent, creative and lifelong learners through the delivery of a diverse and dynamic curriculum with literacy, numeracy and ICT at its foundations. Overall summary of progress Introduction of professional development in STEM pedagogy through Sydney University. Students undertaking highly engaging and successful STEM projects in Terms 3 and 4. Explicit ongoing training provided for teaching in literacy and numeracy incorporating ICT and building best practice. This is mapped and assessed against internal and external school performance data to enhance individual student learning outcomes. Differentiation in programming is growing with collaborative planning and monitoring. Students gaining selection as State finalists in the Litlle Big Ideas national science program. Students were also selected as finalists in the State wide Paper Planes competion and the future schools program. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Comprehensive professional learning program designed to enhance teaching practice evaluated against student achievement on the continuums and sustain all student growth in NAPLAN by over 40% Professional development has improved teaching practice and skills across all stages in writing and embedding numeracy skills across the curriculum. Increase the proportion of students in the top two NAPLAN bands by 8%. Build an environment of collaborative planning and differentiation in programming that is underpinned by an extensive use of technology to reach and sustain 80% of student growth. Funds Expended (Resources) Socio economic funding $25 000 Socio economic funding $4500. QTSS funding $80 000.00 QTSS funding $1000 Socio economic funding $36 000. Progress achieved this year Introduction of STEM pedagogy to Stage 2 and 3 teachers.explicit ongoing training provided for teachers in literacy and numeracy and building best practice. This is mapped against internal and external school performance data to enhance individual student learning outcomes. Differentiation in programming is growing with collaborative planning and monitoring. The schools focus on lesson observations has also assisted the school gain improvement in differentiating learning through daily lessons and teachers programming. Intensive targeted literacy and numeracy programs implemented in that tracked students that were just below the top two bands. Termly stage collaborative planning days that reviewed data and targeted individuals to move them along both the literacy and numeracy continuums. Collaborative teaching ideas exchanged and implemented into classroom practice. Next Steps Embed Science, Technology, Engineering, Arts and Mathematics (STEAM) into Stage 2 and 3 through a grant received from Sydney University. Continue parent information session model that was highly successful in Page 7 of 17 Kooringal Public School 4173 (2017)
exhibiting student projects. Incorporate Project Based Learning activities for Early stage 1 and Stage 1 teachers to enhance 21st Century learning pedagogy and support STEAM approaches in stages 2 and 3. Valid teacher marking and analysis of writing samples. Continuation of the Oral Language and Speech Program. Evaluate in terms of NDIS scheme and parents opting for external speech and OT programs through direct use of NDIS funds (ie: Kurrajong Early Intervention Scheme direct involvement with school). Track student growth across the clusters in literacy and numeracy and target identified groups. Page 8 of 17 Kooringal Public School 4173 (2017)
Strategic Direction 3 Wellbeing for all. Purpose To support the social, emotional, cultural and physical wellbeing of all students, staff and community. Overall summary of progress All staff have been in serviced in the Well Being Framework and how to navigate and utilise the Well Being Web site. The Student Representative Council and student Leadership group have been assigned peer mentoring leadership roles throughout the school. Buddy Bench program has been implemented. School wide expectations targeting minor and major classification of behaviours have been established ready for further implementation in 2018. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) School engagement data from the "Tell Them From Me" survey will equal or exceed state norms. Funds Expended (Resources) Progress achieved this year Tell Them From Me survey completed by students in Years 4 and 6 indicated slightly below state in sense of belonging and positive relationships with above state norms in participation in sports and clubs. Institutional engagement had students above state norms in positive school behaviour while Intellectual engagement was slightly below. Expectations for success was above state norms. RISC data will reflect a reduction in the incidents of undesired student behaviour. Surveys will demonstrate an increase in student satisfaction and engagement. Absentee data will show an increase in student s attendance and there will be an observable increase in student engagement of students at risk. Socio economic $500.00 Data review has allowed for more targeted teaching of identified areas of concern. Including classrooms, timings and playground areas. Students awareness of expected behaviours in all the areas around the school has shown improvement and further explicit teaching will occur in line with "teachable behaviors" on a daily basis. Fortnightly monitoring of absentee data through the Well Being team has allowed for quick follow up with parents, students, teachers and Home School Liaison Officer where necessary. However will be a continued focus for 2018. The ongoing support from Red Cross to fund the breakfast club has assisted in providing students at risks with breakfast and some with lunch on a daily basis. Next Steps Establish a structured approach for teachers to respond to PBL data well in a supportive non judgemental approach. Implement daily 5 minute PBL "teachable moments" in response to PBL data. Establish a school wide PBL scope and sequence to guide teachers in programming lessons if required. Establish PBL signage across all settings. Establish regular consistent PBL fortnightly meetings and implement 2018 PBL action plan. Page 9 of 17 Kooringal Public School 4173 (2017)
Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading $51 000.00 All Aboriginal students have an Individualised Learning Pathways and are regularly plotted against the continuums in literacy and numeracy. Identified students are receiving in school speech therapy lessons and SLSO support. Aboriginal students have participated in Reading Recovery and Buddy Reading Program as required to meet identified needs. Aboriginal perspectives have been incorporated into teaching units and a NAIDOC celebration held. English language proficiency English Language Proficiency $6 500.00 Support for student learning provided through the employment of a teacher. Students participated in small group withdrawal programs as well as team teaching activities in classrooms. Low level adjustment for disability Low Level Adjustment $144 000.00 School Learning Support Officers are engaged to work in classrooms alongside targeted students requiring additional guidance and learning support. Teachers receive training in the formation of learning adjustments and participate in the National Consistent Collection of data on school students with disabilities. Quality Teaching, Successful Students (QTSS) Socio economic background QTSS $85 000.00 Socio Economic Background $35 000.00 Implementation of lesson observations, team teaching and lesson demonstrations were a key focus. Colleagues met regularly to discuss learning intentions, participate in classroom observations and gain feedback to improve practice. Teachers also collaborated with planning and team teaching to enhance teaching practice as well as the learning opportunities for the students. Enhancing student access to a wide range of educational experiences. Extra assistance was also provided in the class learning environment through Learning Support Officers. This resulted in increased student participation and engagement leading to an improvement in learning outcomes. Support for beginning teachers Beginning Teachers $6 000.00 Targeted student support for refugees and new arrivals Beginning teachers demonstrate professional knowledge, practice and engagement in line with the Australian Standards for Teachers and are supported by mentors in the achievement of professional accreditation with the Board of Studies Teaching and Educational Standards. Students were supported in the classroom by a Learning Support Officer and a teacher on a daily basis to assist with developing their English and building basic foundations with literacy and numeracy. Page 10 of 17 Kooringal Public School 4173 (2017)
Student information Student enrolment profile Enrolments Students 2014 2015 2016 2017 Boys 216 232 224 243 Girls 233 224 220 226 Student attendance profile School Year 2014 2015 2016 2017 K 95.8 95.1 95.4 94.9 1 94.1 95 93.4 92.8 2 94.1 94 95.1 93.7 3 94.5 94.8 92 94.2 4 96.2 96 93.3 92.2 5 92.3 95.3 93.3 93.5 6 91.7 91.3 92.7 91.9 All Years 94.1 94.5 93.5 93.3 State DoE Year 2014 2015 2016 2017 K 95.2 94.4 94.4 94.4 1 94.7 93.8 93.9 93.8 2 94.9 94 94.1 94 3 95 94.1 94.2 94.1 4 94.9 94 93.9 93.9 5 94.8 94 93.9 93.8 6 94.2 93.5 93.4 93.3 All Years 94.8 94 94 93.9 Management of non-attendance The Wellbeing team monitor attendance rates on a fortnightly basis and regular follow up with all students and parents is tracked. The Home School Liaison Officer and Aboriginal Liaison Officer attend regular meetings at the school to follow up on high absences and conduct meetings with parents and put in place support networks to assist the parents/guardians in getting students to school daily. Kooringal Public School in conjunction with our local Red Cross organisation, run a breakfast program that supports on average 15 20 students daily with cereal, toast and fruit. In addition to this learning support officers, on a needs basis, made lunches for targeted families. This has had a positive impact on student behaviour in the classroom. Workforce information Workforce composition Position FTE* Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 5 Head Teacher(s) 0 Classroom Teacher(s) 19.11 Teacher of Reading Recovery 0.53 Learning & Support Teacher(s) 1.1 Teacher Librarian 1 Teacher of ESL 0 School Counsellor 1.5 School Administration & Support Staff 4.29 Other Positions 0 *Full Time Equivalent In 2017, three members of the workforce identify as being of Aboriginal or Torres Islander descent. 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 The teaching staff at Kooringal Public School participated in a number of professional learning activities designed to build the capacity of staff to achieve the key priorities from our Strategic Plan. As well staff have been involved in professional learning programs that have built the capability of early career teachers, current teachers and aspiring and current school leaders. Kooringal PS has temporary new scheme teachers working towards Board of Studies Teaching and Page 11 of 17 Kooringal Public School 4173 (2017)
Education Standards (BoSTES) accreditation. Seven of our new scheme teachers are maintaining accreditation at Proficient Level. Financial information (for schools using both OASIS and SAP/SALM) Financial information The three financial summary tables cover 13 months (from 1 December 2016 to 31 December 2017). The financial summary consists of school income broken down by funding source and is derived from the school Annual Financial Statement. Receipts $ Balance brought forward 593,775 Global funds 200,451 Tied funds 221,099 School & community sources 74,418 Interest 3,383 Trust receipts 1,172 Canteen 0 Total Receipts 500,522 Payments Teaching & learning Key Learning Areas 36,217 Excursions 7,497 Extracurricular dissections 25,792 Library 2,631 Training & Development 21,849 Tied Funds Payments 328,289 Short Term Relief 53,625 Administration & Office 39,327 Canteen Payments 0 Utilities 36,414 Maintenance 13,297 Trust Payments 3,081 Capital Programs 66,344 Total Payments 634,363 Balance carried forward 459,934 Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. The information provided in the financial summary includes reporting from 1 January 2017 to 31 December 2017. Page 12 of 17 Kooringal Public School 4173 (2017)
2017 Actual ($) Opening Balance 0 Revenue 919,779 Appropriation 834,822 Sale of Goods and Services 0 Grants and Contributions 84,557 Gain and Loss 0 Other Revenue 0 Investment Income 400 Expenses -486,418 Recurrent Expenses -486,418 Employee Related -239,226 Operating Expenses -247,192 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 433,361 Balance Carried Forward 433,361 The Opening balance for the 2017 school financial year is displayed in the OASIS table as Balance brought forward. The financial summary table for the year ended 31 December 2017 shows the Opening balance as $0.00 because the Opening balance for the 2017 school financial year is reported in the OASIS table (as Balance brought forward). The amount displayed in the Appropriation category of the financial summary table is drawn from the Balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will not equal the OASIS Balance carried forward amount. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. 2017 Actual ($) Base Total 2,992,554 Base Per Capita 68,643 Base Location 3,554 Other Base 2,920,356 Equity Total 332,423 Equity Aboriginal 51,429 Equity Socio economic 129,704 Equity Language 6,875 Equity Disability 144,415 Targeted Total 257,728 Other Total 592,128 Grand Total 4,174,832 Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. 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. NAPLAN item analysis in reading for Year 3 students identified that an area of strength was their ability to link information across sentences in an information text. Year 3 reading data showed 46% of students in Year 3 were at proficiency, 11% above results from 2016. In writing 43% of students in Year 3 are in the top two bands. item analysis highlighted sentence punctuation as a strength. A focus in 2018 will be spelling with item analysis highlighted concentrating on spelling simple/common words as a focus. Growth was above state average between Years 3 and 5 in Spelling, Grammar and Punctuation and in Writing. Page 13 of 17 Kooringal Public School 4173 (2017)
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NAPLAN Numeracy data showed that 36% of Year 3 and 25% of Year 5 gained the top two bands. 74.5% of Year 5 students achieved greater than or equal to expected growth from Year 3 to Year 5 which was above state average. Individual item analysis highlighted interpreting the Page 15 of 17 Kooringal Public School 4173 (2017)
mass of an object and utilisng a scale to read the mass of two weights as a strength, whilst students ability to interpret money and count a small collection of notes is a focus in 2018. Improving Aboriginal education outcomes for students in the top two NAPLAN bands. An increase of 25% of aboriginal students attained a top two band result in Year 3 Writing, 37% of students in Spelling, 25% of students in Grammar and Punctuation and 12.5% in numeracy. An increase of 10% of students attained a top two band result in Year 5 Spelling. Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Parents support the direction of the school in focusing upon 21st Century Learning and the continued focus on Science, Technology, Engineering and Mathematics (STEM) project based learning. 100% of surveyed parents support the continued approaches to STEM and project based learning.a large majority of surveyed staff and parents believed that recognition is given to individuals or groups involved in activities that promote leadership and responsibility. Over 95% of staff indicated that consultation and collaboration are evident in the practices of the school. Over 85% of parents surveyed have confidence in the school and the teachers. Feedback from a range of students indicates that they enjoy their schooling and are proud of their achievements. There was a strong indication from parents and staff that the school s shared purposes and goals are continually evaluated in response to the changing educational and social context. Parents of Kindergarten children were very supportive of the school s Intensive Orientation Program and of the initiatives in place to assist their children to assimilate to formal schooling. Policy requirements Aboriginal education Our school has established an Aboriginal Education team that meets regularly and has at least one executive member on the team and includes members from the Aboriginal community. Members of the committee represent the school at regional Aboriginal Education Community Group (AECG) meetings twice a term. NAIDOC Week was recognised by each teacher selecting Indigenous literature that became the focus for a variety of activities throughout the week. Students participated in a NAIDOC week excursion celebrating indigenous culture. Students were introduced to the "Wiradjuri" language by an elder of the local community. in regards to the Premier's Priorities: Improving education results and State Priorities: Better services Aboriginal students from Stage 3 were involved in an Aboriginal Public Speaking competition between the schools in the Wagga Wagga network. Aboriginal students were involved in the "Proud and Deadly" awards ceremony from the Wagga Wagga Page 16 of 17 Kooringal Public School 4173 (2017)
network of schools. Multicultural and anti-racism education The role of the Anti Racism Contact Officer (ARCO) in schools is to be the contact between students, staff,parents and community members who wish to make a complaint regarding racism. In line with the Strategic Plan, the school has reviewed its teaching and learning programs to ensure that culturally inclusive classroom and school practices are embedded. Programs foster students understandings of culture, cultural diversity, racism and active citizenship within a multicultural society. Kooringal PS participated in the Multicultural Perspectives Public Speaking Competition (MCPPS) which enhanced students awareness of multicultural issues whilst fostering their skills and interest in public speaking. The school entered two students from Stage 2 and two students from Stage 3 into the regional final of the competition. Harmony Day was celebrated with students dressing in orange accessories. Students learnt about tolerance, differences and similarities of different cultures, and about life in different countries. Students in each class undertook a different activity to celebrate the day. A whole school assembly allowed students,staff and the community to come together to celebrate the diversity within our school. Page 17 of 17 Kooringal Public School 4173 (2017)