Attunga Public School Annual Report

Attunga Public School Annual Report 2017 1071 Page 1 of 11 Attunga Public School 1071 (2017)

Introduction The Annual Report for 2017 is provided to the community of Attunga 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. Susan O'Connor Principal School contact details Attunga Public School Railway St Attunga, 2345 www.attunga-p.schools.nsw.edu.au attunga-p.school@det.nsw.edu.au 6769 5554 Page 2 of 11 Attunga Public School 1071 (2017)

School background School vision statement To build strong student foundations and partnerships, and a dynamic future. School context Attunga is a small rural village 21 km north of Tamworth. Our motto is Our Best Always which underpins the school s purpose and values as identified in our Vision Statement. Our school community has high expectations and encourages respect, self discipline and a sense of responsibility. Our purpose is to cater for all students to enable them to be confident, creative, well informed, articulate and resilient individuals. Explicit teaching of literacy and numeracy, supported with individualised learning programs and 21st Century teaching perspectives, ensures our students achieve their Best Always. The NSW DEC measure of Family Occupation and Education Index (FOEI) is 128 which involves the school in the Early Action For Success initiative by receiving an Instructional Leader (0.5 days a week). 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. Our school is achieving at "Delivering" in all domains, and has progressed to "Sustaining and Growing" in the Professional Standards domain. 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 3 of 11 Attunga Public School 1071 (2017)

Strategic Direction 1 Strong Foundations for Students Purpose To ensure our students are successful, self directed 21st Century learners. To achieve this our students need to be literate, numerate, confident, creative, co operative and resilient. Overall summary of progress Student outcomes were strongly enhanced through regular assessment and data collection, implementation of strong pedagogical approaches, in class EAfS and SLSO support, and individual support programs for identified students. Student wellbeing was enhanced through the development of student centred goals, formalising of welfare practices, and enhancing the physical environment in the playground. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) With the exception of students on a specific individual learning plan, all students achieving to their grade appropriate cluster in all aspects of the Literacy and Numeracy continuums. All students achieving to at least national cohort average for growth from Year 3 2015 to Year 5 2017 and Year 5 2015 to Year 7 2017 NAPLAN results. Funds Expended (Resources) Staffing allocations for EAfS Instructional Leader(0.1), LaST(0.1), PT(0.168) and QTSS(0.024) EAfS $9,000: resources, Intervention teacher SLSOs for classroom support and Multilit, English and Maths resources and equipment funded through: Socio economic background; Aboriginal background loading; Low level adjustment for disability; Integration funding: total $57,000 School Chaplaincy Program $20,000 Sporting Schools $7,200 Sandpit materials: $3,600 Garden Project: $3,300 Progress achieved this year Regular assessing, tracking and reporting of all students K 6 was integral to teaching and learning programs, with positive gains evident by all students. In class support and individual support provided through EAfS and SLSOs, including implementation of Multilit for targeted students, resulted in significant gains in student outcomes. Student classroom goals have encouraged students to take more responsibility for their learning and become more self directed. Chaplaincy program has enhanced student and family welfare. The physical environment of the playground is more attractive and conducive to the development of social play, especially the addition of a large sandpit and totem pole garden. Chaplaincy programs and the vegetable garden has encouraged students' healthy eating habits. Next Steps In the 2018 2020 School Plan, enhancing Literacy and Numeracy outcomes for all students through regular assessment and tracking will continue to be a priority. The focus will be on collaborative assessments within the Winanga li Learning Alliance and placement of students on the learning progressions in order to drive differentiated teaching and learning programs.. Enhancement of student wellbeing will also be a strategic direction, with the focus on specific positive behaviour systems, the further development of social skills, and the strengthening of student understanding of health and safety concepts. Page 4 of 11 Attunga Public School 1071 (2017)

Strategic Direction 2 Build Teacher Capacity with Partnerships Purpose To ensure our students are successful, self directed 21st Century learners. To ensure this: Attunga PS staff will be engaged in ongoing, relevant and evidence based learning and practice at an individual and collective level. Staff will develop their understanding of the Australian Teacher Performance Framework and ability to set professional learning goals, and identify their PL needs. Attunga PS will build stronger relationships as an educational community by leading and inspiring a culture of collaboration, engaged communication, empowered leadership and organisational practices. Overall summary of progress Extensive training of teaching, support and administrative staff was undertaken to build the capacity to implement the academic and welfare goals of the school strategic directions and to enhance outcomes for all students. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Teachers Professional Development Plan goals are achieved. Funds Expended (Resources) Instructional Leader 0.1 staffing allocation Professional Learning: Professional Learning funds $7,000 Progress achieved this year Extensive professional learning with all staff has enabled them to meet their professional goals, differentiating teaching and learning programs and enhancing outcomes for all students, particularly in the areas of English and Mathematics. Major focuses for professional learning in 2017 included L3 Kindergarten, arithmetic strategies, 7 Steps Writing, ASD and LMBR. Next Steps In the 2018 2020 School Plan, drawing upon the collective expertise of the staff within the Winanga li Learning Alliance will be a focus in the implementation of professional learning, in order to differentiate teaching and learning programs and enhance outcomes for all students across the alliance. Page 5 of 11 Attunga Public School 1071 (2017)

Strategic Direction 3 A Dynamic Futures Focused School Purpose To create a dynamic, future focused school with a strong home school community partnership, which collectively develops the shared dynamic vision. To build a culture that recognises Attunga PS as a school of excellence that leads the way in individualised learning and 21st Century pedagogies. To recognise Attunga PS as the first school of choice. Overall summary of progress Community input into school decision making and activities was strengthened, with regular input from P&C. Parents were regularly involved in a variety of school activities. The staff worked collaboratively with various communities of schools for professional learning, sporting and cultural events, and excursions, and the Winanga li Learning Alliance was formed. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Increased input from parents and community into school policies, directions and activities. Students and staff participating regularly in community of schools activities. Funds Expended (Resources) RAM funding to support student inclusion on excursions and sporting events: $1500 Progress achieved this year Parents and community extensively involved in policy and decision making and fund raising at well attended P&C meetings twice a term. Strong parent involvement in school assemblies; community activities such as ANZAC Day and school church services; playground projects; sporting events and excursions. Strong attendance at network activities between small groups for a variety of purposes: professional learning, sport, cultural activities and excursions. Community of small schools evolved into the Winanga li learning alliance between 4 schools. Next Steps Focuses for 2018 will include the consolidation of the involvement of P&C in policy and decision making, and further enhancing the playground environment. Implementation of the objectives of the Winanga li alliance will form the focus of school development in enhancing English and Mathematics outcomes for all students, especially with regard to joint assessments and professional learning. Page 6 of 11 Attunga Public School 1071 (2017)

Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading Aboriginal background loading ($3 844.00) Low level adjustment for disability Low level adjustment for disability ($13 484.00) In class and individual SLSO and LaST support for Aboriginal students in English and Mathematics enhanced outcomes in these areas, as evidenced by school based and PLAN data. Created attractive and valued garden area, celebrating local Aboriginal culture. In class and individual SLSO and LaST support for students with an identified disability in English and Mathematics enhanced outcomes in these areas, as evidenced by school based and PLAN data. Quality Teaching, Successful Students (QTSS) Staffing allocation: 0.024 Differentiated teaching and learning programs resulted in enhanced outcomes for all students. Socio economic background Socio economic background ($25 274.00) Students from low socio economic backgrounds provided with many additional learning, welfare and cultural opportunities, such as in class and individual SLSO and LaST support, and support with excursions, cultural and sporting events. Quality technological and curriculum resources were purchased to enhance classroom programs. Chaplaincy Program $20,000 wages paid by Chaplaincy Board. Food for breakfast and play group. Enhanced liaison with parents and community, involvement of new families to the school, welfare support regularly provided to students, parents and staff. Sporting Schools $7,200 total Developed student's skills and confidence in new sports, developed health of students. Early Action for Success Community of Schools Grant Eco Garden Grant $9,000 remaining EAfS funding, Instructional Leader allocation of 0.1 ($0.00) $6,831 from Community Schools grant. $3,315 from Enviro Trust grant. Intervention teacher support and implementation of L3 in K 2 enhanced outcomes for all students significantly. Created attractive and valued totem pole garden area, celebrating local Aboriginal culture. Vegetable gardens and orchard successfully established, encouraging healthy eating habits. Page 7 of 11 Attunga Public School 1071 (2017)

Student information Workforce information Student enrolment profile Enrolments Students 2014 2015 2016 2017 Boys 17 15 22 18 Girls 12 10 15 16 Enrolment trends have been stable over the past two years. The school enrolment policy was updated in 2017 and is available on the school website. Student attendance profile School Year 2014 2015 2016 2017 K 96 96.9 96.1 76.3 1 93.9 95.3 93.4 95.5 2 94.3 93.8 96 95.1 3 93 95.9 92 96.8 4 96.7 98.3 92.1 92.7 5 91.8 90.1 96 82.4 6 90 78.7 83.1 93.8 All Years 92.9 92.7 93.4 91.3 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 Strong support has been initiated for instances where individual attendance has fallen below state average. The school attendance policy was updated in 2017. Workforce composition Position FTE* Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 0 Head Teacher(s) 0 Classroom Teacher(s) 1.28 Teacher of Reading Recovery 0 Learning & Support Teacher(s) 0.1 Teacher Librarian 0.08 Teacher of ESL 0 School Counsellor 0 School Administration & Support Staff 0.9 Other Positions 0 *Full Time Equivalent There are no staff who 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 A strong focus has been implemented on professional learning in order to ensure that all staff, including teaching, support and administrative staff, continue to work toward their professional goals that support effective differentiated teaching and learning and school operations. Focuses in 2017 have included L3 Kindergarten, arithmetic strategies, 7 Steps Writing, ASD and LMBR. Page 8 of 11 Attunga Public School 1071 (2017)

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. Significant funds were committed, not paid and/or journalled at the time of the AFS for: SLSO wages, casual teacher wages for professional learning, AC unit, reading resources, playground equipment repair and enhancement. Receipts $ Balance brought forward 111,438 Global funds 83,714 Tied funds 61,370 School & community sources 4,778 Interest 1,515 Trust receipts 880 Canteen 0 Total Receipts 152,257 Payments Teaching & learning Key Learning Areas 14,781 Excursions 4,156 Extracurricular dissections 12,984 Library 915 Training & Development 1,231 Tied Funds Payments 79,683 Short Term Relief 5,556 Administration & Office 15,318 Canteen Payments 0 Utilities 4,790 Maintenance 6,509 Trust Payments 874 Capital Programs 7,323 Total Payments 154,121 Balance carried forward 109,574 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. 2017 Actual ($) Opening Balance 0 Revenue 115,455 Appropriation 109,574 Sale of Goods and Services 269 Grants and Contributions 5,612 Gain and Loss 0 Other Revenue 0 Investment Income 0 Expenses -42,898 Recurrent Expenses -42,898 Employee Related -27,365 Operating Expenses -15,533 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 72,558 Balance Carried Forward 72,558 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. The budget determining major expenses, such as staffing, SLSOs, resources, and planned capital expenditure is calculated at the end of each year for the following year, based on projected allocations and available funds. The principal and SAM consult regularly to monitor expenditure and available funds. Accommodations are made for possible staff leave or illness, urgent maintenance and planned capital expenditure on replacement of major items such as the photocopier and ride on mower. Page 9 of 11 Attunga Public School 1071 (2017)

Significant funds currently available have been committed to the purchase of IT equipment, particularly robotics, and the upgrade of the playground equipment due to safety issues. 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 426,088 Base Per Capita 5,655 Base Location 9,916 Other Base 410,518 Equity Total 42,602 Equity Aboriginal 3,844 Equity Socio economic 25,274 Equity Language 0 Equity Disability 13,484 Targeted Total 14,240 Other Total 55,679 Grand Total 538,610 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. Due to the privacy and personal information policy relating to schools with a small cohort of Year 3 and Year 5 students, graphs and information cannot be published. The school has conducted a thorough analysis of NAPLAN data. Areas of strength and areas for development were identified from this analysis and these are strongly reflected in the Strategic Directions of the 2018 2020 School Plan. The My School website provides detailed information and data for national literacy and numeracy testing. Go to http://www.myschool.edu.au to access the school data. Due to the privacy and personal information policy relating to schools with a small cohort of Year 3 and Year 5 students, information cannot be published. Parent/caregiver, student, teacher satisfaction Parent surveys and informal feedback demonstrate a high level of satisfaction with school programs, sporting opportunities, excursions, uniform policy, and P&C involvement in school directions and activities. Future directions were discussed with P&C and other parents when formulating the School Plan 2018 2020. Milestones for each term are regularly discussed with P&C and suggestions incorporated when possible. Student surveys and informal feedback from students indicate their interest in sport, excursions, computers, the creative arts and construction materials. Their preferences and suggestions are regularly incorporated into school planning processes. Staff feedback indicated the high priority placed on professional learning in order to continually develop toward their professional learning goals that support effective differentiated teaching and learning. Informal feedback indicates that staff feel supported and valued, with a high level of collegiality and teamwork evident across the school. Staff are also extensively involved in Page 10 of 11 Attunga Public School 1071 (2017)

Policy requirements Aboriginal education Educational outcomes for Aboriginal students at the school have been enhanced through additional SLSO staffing and enriched classroom and intervention programs that provide support in identified areas for these students. The school has encouraged an inclusive culture and maintained strong links with parents and community through regular communication and events within the school. An extensive Aboriginal totem pole garden area was developed in a prominent area of the school in order to celebrate Aboriginal culture within the school. A local Aboriginal elder was engaged to design the totem pole paintings, with many students and staff involved in the painting, and all students and staff printing their hands onto the poles as part of our NAIDOC activities. Quality resources with an Aboriginal perspective have been purchased. Multicultural and anti-racism education Multicultural perspectives are integrated across the curriculum and are incorporated into all teaching programs. Students learnt about a variety of cultures and developed their appreciation for the diversity of our Australian culture in a number of curriculum areas. The students celebrated Harmony Day with an Orange Day, involving cultural craft activities, kite making and songs sung at a school assembly. P&C provided a luncheon which allowed students to sample foods from around the world. Page 11 of 11 Attunga Public School 1071 (2017)