Rockley Public School Annual Report

Rockley Public School Annual Report 2016 2974 Page 1 of 12 Rockley Public School 2974 (2016)

Introduction The Annual Report for 2016 is provided to the community of Rockley 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. Louise Francis Principal School contact details Rockley Public School Hill St Rockley, 2795 www.rockley-p.schools.nsw.edu.au rockley-p.school@det.nsw.edu.au 6337 9336 Page 2 of 12 Rockley Public School 2974 (2016)

School background School vision statement Rockley Public School aims to provide an engaging learning environment that is inclusive of all learners, facilitating life long learning for all ensuring it is flexible and responsive to the needs of individual learners to develop responsible, productive future citizens. School context Rockley Public School is a small rural school located about 35km from Bathurst. The school provides a family atmosphere for the students whereby all students feel supported in their learning. The school is well resourced both staffing wise and equipment. Rockley PS is working under the Early Action for Success initiative. Rockley PS has a strong focus on developing the whole child and actively engages in programs that develop the child beyond the classroom with students engaging in a range of exciting learning opportunities. There is an ongoing environmental focus and currently have a number of chickens and a fruit & vegetable garden. The school continues to hold high expectations for all students and places a strong emphasis on using quality teaching and learning programs to engage students in their learning. Data indicates that students at Rockley PS are working towards achieving expected benchmark levels within the expected timeframes. Through Early Action for Success, the school is provided with an Instructional Leader, an additional teacher allocation to deliver tailored interventions in literacy and numeracy, as well as a training allocation for teachers to strengthen personalised learning for K 2 students. The wider community of Rockley is supportive of the school. The school community wishes to continue to engage with the wider community to ensure their ongoing support in the delivery of quality educational programs for children within the village and surrounds. Page 3 of 12 Rockley Public School 2974 (2016)

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 and participated in an external validation. 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. During the external validation process, an independent panel of peer principals considered our evidence and assessment of the school s progress, aligned with the standards articulated in the School Excellence Framework. The results of this process indicated that in the School Excellence Framework domain of Learning, Rockley Public School is Sustaining and Growing. Staff at Rockley Public School are committed to the school learning priorities. They understand the connection between engagement and learning, with quality teaching and learning programs being implemented in all curriculum areas. In 2015, staff completed the first module of How2LEARN and are extremely mindful of the language that they use to support students through their learning. Through this careful choice of language, staff are able to foster the students development of a growth mindset which has resulted in a shift in the way students tackle tasks that they once thought were too difficult. Positive and respectful relationships are evident amongst students, staff and the broader community. This is promoted through a fair and consistent behaviour system, whereby students are explicitly taught what the behaviour expectations are. All students are expected to accept responsibility for their actions with staff using restorative practice style questions to talk through different behaviour choices with students. Staff are proactive in finding opportunities to share student successes with parents, fostering positive relationships between school and home. School programs are differentiated to support the individual learning needs of all students, such as those with a confirmed disability and those students for whom English is a second language. We utilise school resources to ensure that students are supported appropriately in their learning. By accessing the New Arrivals Program, students for whom English is a second language have been supported through 1:1 lessons and small group work within the classroom. Students with confirmed disabilities have their programs modified to suit their individual learning needs and are supported in all learning by an SLSO. Staff actively seek opportunities to broaden student learning through experiences such as the sporting schools initiative, ensuring that the students participate in a wide range of physical activities. Students in years 3 6 are encouraged to try out for PSSA sports with students from the other Bathurst Small Schools. There is a strong music program in place with students having access to a range of musical instruments. Performances at Bathurst Memorial Entertainment Centre are well attended, as are excursions to major centres such as Sydney, Canberra and Dubbo. Rockley Public School has a number of learning alliances to support curriculum provision. We are members of the Bathurst Small Schools Alliance, working together to develop our capacity as teachers of a multistage classroom through combined professional learning opportunities. We also work closely with professionals, such as speech pathologists, ensuring that students have access to programs aimed at developing speech and language. Partnerships have been established with other schools participating in Language, Literacy and Learning (L3), allowing teachers to engage in professional dialogue regarding effective practice in literacy. The results of this process indicated that in the School Excellence Framework domain of Teaching, Rockley Public School is Sustaining and Growing. At Rockley Public School, there is a particular focus on improving teaching methods in literacy and numeracy, with staff aligning their Performance Development Plans to the school s strategic directions. Professional learning within the school is targeted to developing teacher capacity in implementing quality literacy and numeracy programs. Through the Early Action for Success initiative, staff have engaged in Language, Literacy & Learning (L3) professional learning, drawing on evidence based research to build on effective teaching strategies in literacy. There is regular, on going professional dialogue about effective teaching practices and student performance amongst the staff. Opportunities to observe quality teaching practice are created, with teachers not only observing quality practice within the school, but also at other schools participating in L3. Within the school, we draw upon the expertise of our Instructional Leader to develop teacher capacity in numeracy. Lessons are planned around effective teaching practice to address student need, with the Instructional Leader both implementing lessons to demonstrate effective practice and providing feedback through observation. Teachers then have the opportunity to develop their practice in class between Instructional Leader visits. 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Teachers use performance data to drive their teaching and learning programs. Student performance data in both literacy and numeracy is updated on PLAN every 5 weeks. This enables staff to closely monitor student achievement and adjust teaching programs to suit needs, identifying any gaps in learning that need to be addressed. Teachers begin lessons with clear learning intentions and students are given specific feedback both individually and during small group lessons so that they know how to improve. Rockley Public School draw upon staff expertise to ensure students have access to quality education programs in other Key Learning Areas. We have a strong music and visual art program, which heavily support learning in science, history, geography and library. Our students have completed a number of projects which are now on display around the school, and keep an art portfolio, documenting key concepts learnt. The results of this process indicated that in the School Excellence Framework domain of Leading, Rockley Public School is Delivering. As a school, we are committed to providing an equitable education for all students. We draw upon the expertise of staff to ensure that students have access to high quality teaching and learning programs in all Key Learning Areas, such as our Creative Arts program. Financial and physical resources are effectively allocated within the budget to ensure that students are adequately supported in their learning. This year, we have employed a second teacher to support year 2 & 3 students in literacy and numeracy, employed an SLSO to implement speech & language and sight word programs, purchased a number of high quality resources as well as specific resources to support students with confirmed disabilities. A number of links to support school programs have been established. Staff at Rockley Public School regularly meet with staff from other small schools to engage inprofessional learning activities and build their capacity as teachers of multi stage classroom. Through L3 professional learning opportunities, we have established connections with larger schools so that teachers participating in L3 are able to visit and observe quality teaching practices. We have a speech pathologist visit the school 3 4 times a term and work with students with speech & language problems, and the support staff in implementing effective programs to help those students identified. The school acknowledges the contributions and achievements of all members of the school community. We use both our school newsletter and social media to celebrate student, staff and community achievements. Presentation Day and other ceremonies throughout the year are well attended by the parent community. Our self assessment and the external validation 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 5 of 12 Rockley Public School 2974 (2016)

Strategic Direction 1 Quality teaching & learning Purpose Improve achievement of Literacy and Numeracy outcomes through Quality Teaching & Learning programs that are data driven so that individual learning needs of all students are catered for. Overall summary of progress In 2016, 2 staff members engaged in professional learning in Language, Literacy and Learning (L3) under the Early Action for Success initiative. Through this program, staff were able to refine their teaching practices in literacy with the support of the Instructional Leader and L3 trainer, and delivery explicit learning programs that target the individual learning needs of each student. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Progress achieved this year Funds Expended (Resources) All students in K 2 achieving Early Action for Success benchmarks within expected timeframe 79% of students are either achieving expected milestones or just below expected milestones. 0.20 New Arrivals Program All staff attended professional learning on the implementation of new syllabus documents hosted by Bathurst Learning Alliance. 1 staff member successfully completed L3 professional learning in L3 Kindergarten. 1 staff member successfully completed L3 professional learning in L3 Stage 1. 0.20 RAM Socio economic background ($9540.32) 0.10 RAM Low level adjustment for disability 0.25 Early Action for Success ($23973.97) The employment of a second teacher enabled more consistent delivery of programs that supported the individual learning needs of all students. Next Steps Language, Literacy and Learning will continue to be implemented in all classrooms, with staff engaging in ongoing professional development. In 2017, staff will begin professional learning in Targeting Early Numeracy (TEN). Page 6 of 12 Rockley Public School 2974 (2016)

Strategic Direction 2 Engagement Purpose Build learning opportunities that engage students, staff and the community in local and global environments. Overall summary of progress In 2016, students had the opportunity to engage in a number of quality learning opportunities. Employment of a second teacher ensured that students had access to programs that targeted their individual learning needs on a regular basis. Language, Literacy and Learning (L3) has been successfully implemented across the school. Creative and Practical Arts continued to be a strong focus, with students completing a major artwork to be displayed around the school. Learning opportunities outside the classroom were sourced to allow the students to engage in the world beyond their local environment. The Transition program continued to be implemented weekly within the school. 2016 saw an increase in community volunteers, with two parents/caregivers supporting literacy lessons regularly in the classroom, and most families assisting with P&C fundraising events. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Improved student engagement in literacy and numeracy across KLAs as evidenced by achievement of student learning benchmarks within expected time frames. Progress achieved this year Successful implementation of L3 in the literacy classrooms, strong CAPA program & Fun Friends program in PDH. Successful engagement of parent helpers in a range of learning programs, including regular volunteers assisting literacy programs. Students participated in a range of activities with other members of the Bathurst Small Schools Alliance, fostering learning in the broader community. Funds Expended (Resources) 0.2 FTE Specialist CAPA teacher Next Steps L3 will continue to be implemented in all classrooms, with staff engaging in ongoing professional development. Staff will engage in professional learning in Targeting Early Numeracy (TEN). Continue to seek opportunities for students to engage in the world beyond their local environment, e.g. the Opera House Recorder Group. Page 7 of 12 Rockley Public School 2974 (2016)

Strategic Direction 3 Leadership Purpose To support a culture of high expectations resulting in sustained and measurable whole school improvement by building management systems, structures and processes for ongoing school improvement & the professional effectiveness of all school members. Overall summary of progress Staff engaged in a range of professional opportunities that addressed Professional Standard for Teachers. Mentoring beginning teachers through accreditation process continues to develop. In consultation with WHS consultant, a calendar was created to ensure all WHS obligations were met. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Staff engaged in ongoing professional development opportunities addressing Professional Standards for Teachers and Professional Standards for Principals. Progress achieved this year All staff completed Professional Learning Plans, aligning their goals to the NSW Professional Standards for Teachers. All staff attended professional learning opportunities targeting their specific professional development needs. 2 policies were reviewed through the A Z Policy Implementation Tool to ensure DoE policies and procedures are being implemented effectively. Funds Expended (Resources) $1025 Next Steps Develop processes to support the implementation of Professional Development Plans for all staff. Develop more formal processes to support beginning teachers through accreditation. Continue to update policies as necessary through the A Z Policy Implementation Tool. Page 8 of 12 Rockley Public School 2974 (2016)

Key Initiatives Impact achieved this year Resources (annual) Aboriginal background loading Low level adjustment for disability Socio economic background Early Action for Success As there are currently no students enrolled in the school identifying as Aboriginal or Torres Strait Islander, RAM Aboriginal background loading was not expended. The school plans to engage in another indigenous artwork in 2017, and plans to target funds towards this project. Second teacher employed to support implementation of individual learning programs for students in years 2 and 3. Employment of second teacher enabled students in year 2 and 3 to received targeted support in literacy and numeracy programs. Second teacher employed to deliver targeted literacy & numeracy programs to students in year 2 & 3. O.1 FTE Low level adjustment for disability 0.2 FTE $9 540.32 Socio economic background ($9 540.32) 0.25 FTE $20 749.26 Page 9 of 12 Rockley Public School 2974 (2016)

Student information Workforce information Student enrolment profile Enrolments Students 2013 2014 2015 2016 Boys 6 2 1 7 Girls 4 5 4 7 2016 saw an increase in student enrolments, with a large intake of kindergarten students. Over the course of the year, Rockley PS welcomed 5 new families and 10 new students. 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 0.9 Other Positions 0 Student attendance profile School Year 2013 2014 2015 2016 K 94.4 96 95.5 1 91.7 94.6 93.4 2 77.9 96.7 97.8 3 92.3 93.5 4 97.8 5 96.6 87 6 94.4 95.1 All Years 94.5 91.3 93.8 96.1 State DoE Year 2013 2014 2015 2016 K 95 95.2 94.4 1 94.5 94.7 93.8 2 94.9 94 94.1 3 94.1 94.2 4 94.7 5 94.5 94.8 6 94.1 94.2 All Years 94.7 94.8 94 94 Management of non-attendance Most parents inform the school verbally, either by telephone call on the day of absence, or on students return to school. Verbal absences are recorded in the front of the roll. Letters are sent home for unexplained absences. *Full Time Equivalent There are currently no employees identifying as Aboriginal or Torres Strait Islander. 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 33 Professional learning and teacher accreditation Staff members engaged in Language, Literacy and Learning (L3) Kindergarten and Stage 1. L3 is a research based literacy program that focuses on explicit teaching in reading and writing. This is an extensive program, spanning across 2016 with on going professional learning planned for 2017. Under Early Action for Success, staff members received in class support from an Instructional Leader. The Instructional Leader utilised time in the classroom to provide support and mentor beginning teachers in literacy and mathematics. Staff also had opportunities to visit other schools engaging in the Early Action for Success initiative where they were able to observe best practice and reflect on their own teaching. Page 10 of 12 Rockley Public School 2974 (2016)

Financial information (for schools using OASIS for the whole year) Financial information This summary offinancial information covers funds for operating costs to 30 November 2016 and does not involve expenditure areas such as permanent salaries, building and major maintenance. Income $ Balance brought forward 74 299.18 Global funds 44 565.96 Tied funds 83 709.57 School & community sources 5 213.65 Interest 0.00 Trust receipts 627.00 Canteen 0.00 Total income 208 415.36 Expenditure Teaching & learning Key learning areas 3 439.97 Excursions 4 325.77 Extracurricular dissections 1 760.11 Library 853.59 Training & development 3 600.20 Tied funds 83 117.90 Short term relief 3 326.38 Administration & office 14 321.00 School-operated canteen 0.00 Utilities 6 121.11 Maintenance 1 950.26 Trust accounts 518.50 Capital programs 0.00 Total expenditure 123 334.79 Balance carried forward 85 080.57 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 results should not be reported in a manner which enables the results of individual students to be identified. Accordingly, percentage in band, three year school average, and average progress information should not be reported if results are available for less than 10 students. Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below. Staff, students and parents reported that they: * appreciate individualised learning programs for all students * enjoy the wide range of learning opportunities made available for the students to engage in * appreciate the increase in student enrolments, allowing students to further develop their social skills. 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. Policy requirements Aboriginal education In 2016, students engaged in a visual art project inspired by Aboriginal artwork. Throughout the project, students were presented with numerous opportunities Page 11 of 12 Rockley Public School 2974 (2016)

to learn about aboriginal culture through art and music. Students researched symbols used in traditional indigenous artworks and looked at how the symbols used in aboriginal artwork tell a story. They consulted with local Wiradjuri elder, Dinawan Gerribang, on their vision for the mural, who shared tradition stories of the animals featured on the artwork and taught students how to pronounce the animal names in Wiradjuri. While completing the mural students also learnt a song about the biladurang, the platypus, that is often seen in waterways near Rockley. The biladurang is one of the animals featured on the mural and the school motto. The completed artwork was displayed at the Bathurst Small Schools Creative Arts Festival, with the biladurang song incorporated into student performances. A book was also created so that others may share the students journey in the making of the mural. The mural will be put on display in the school grounds in 2017. Multicultural and anti-racism education 2016 saw an increase in students from a language background other than English. Students from a language background other than English were given targeted 1:1 support with a teacher and with an SLSO through the delivery of Individual Learning Programs. Teaching staff engaged with online professional learning activities to assist them in meeting English language and literacy needs of students from a language background other than English. Page 12 of 12 Rockley Public School 2974 (2016)