Attunga Public School Annual Report

Attunga Public School Annual Report 2016 1071 Page 1 of 10 Attunga Public School 1071 (2016)

Introduction The Annual Report for 2016 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 10 Attunga Public School 1071 (2016)

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 138, 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 For schools participating in external validation processes: This section of the Annual Report outlines the findings from self assessment using the School Excellence Framework, school achievements and the next steps to be pursued. This year, our school undertook self assessment using the School Excellence Framework 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 In the domains of Learning, Teaching and Leading, the school s self assessment is consistent with the evidence presented and is validated using the School Excellence Framework. 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. In the domain of LEARNING Attunga Public School will focus on: refining student learning goals linked to the relevant clusters on both the literacy and numeracy continuums; and exploring learning alliance opportunities in order to enhance the teaching of Mathematics in the primary grades. In the domain of TEACHING, Attunga Public School will focus on being more effective in the use of the literacy and numeracy continuums to drive programing and student goal setting in the primary grades. In the domain of LEADING, Attunga Public School will focus on expanding the role of student leaders and explore leadership development for Stage 3. 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 Attunga Public School 1071 (2016)

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 enhanced through regular assessment and data collection, implementation of strong pedagogical approaches and individual intervention strategies. Student well being was enhanced through implementation of the Chaplaincy program and sporting programs, formalising of welfare practices, and improving the physical environment. 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. Progress achieved this year Students outcomes were enhanced in English and Mathematics K 6 through the implementation of effective assessment and teaching strategies. Within EAfS, K 2 were tracked against the Literacy and Numeracy continuums every 5 weeks on PLAN. L3 Stage 1 was fully implemented in Term 3, with significant growth evident on PLAN data by the end of Term 4. Accelerated Literacy was fully implemented in 3 6, demonstrating significant growth for most students in Spelling, Writing and Comprehension. Multilit was implemented as an intervention program with targeted students, resulting in good growth in reading and spelling skills. Student well being was enhanced successfully through a systematic review of welfare systems, engagement of the school chaplain to regularly liaise and work with students and parents on welfare issues, moving the Primary classroom to a room conducive to learning, and implementing effective sporting programs. Funds Expended (Resources) Staffing allocations for EAfS Instructional Leader(0.4), LST(0.1), PT(0.168) and QTSS(0.01) EAfS $11,936: resources, Intervention teacher SLSOs for classroom support and Multilit, resources and equipment funded through Socio economic background $15,500; Aboriginal background loading $3,118; Low level adjustment for disability $1,826 School Chaplaincy Program $20,000 Next Steps In order to further enhance student outcomes, more specific assessing and tracking of Primary students on the Literacy and Numeracy continuums and PLAN will take place, in order to drive more effective and differentiated programs. This will include further training in arithmetic strategies and the extended implementation of these strategies across K 6. Student well being will be enhanced through refining the negotiation, display and regular monitoring of student centred goals for Reading, Writing, Maths and other areas, based on the Literacy and Numeracy continuums. Stage 3 students will be actively involved in leadership activities and courses such as GRIP. Page 4 of 10 Attunga Public School 1071 (2016)

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 and ancillary staff was undertaken, to build the capacity to implement the academic and welfare goals of the school strategic directions, and in partnership with our community of schools. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Teachers Professional Development Plan goals are achieved. Progress achieved this year Professional learning goals were further developed by matching to the teaching standards in order to develop teacher capacity. Instructional Leader and community of schools professional learning opportunities were fully utilised to enhance teacher and ancillary staff capacity in implementing syllabuses and continuums, and worked towards teacher professional goals that support effective differentiated teaching and learning. These included training in L3, TEN, Multilit, ASD, Spelling and the Small Schools Conference. Funds Expended (Resources) Instructional Leader 0.4 allocation Professional Learning: Professional Learning funds $7,592 Early Action for Success PL $2,000 Next Steps All staff will continue to work toward their professional goals that support effective differentiated teaching and learning. Focuses will include L3K and autism training to enhance differentiated strategies for all students. The principal and SAM will undergo LMBR finance training. Page 5 of 10 Attunga Public School 1071 (2016)

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 Substantial progress was made in establishing legitimate channels for community input into school decision making and activities, and also into working collaboratively with various communities of schools. 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. Progress achieved this year Regular meetings and activities were held with parents and community. School assemblies were held twice a term and special activities involving parents were conducted regularly. P&C was successfully reformed with strong ongoing attendance, collaborative decision making and numerous fundraising activities. Community involvement was strongly evident, such as joint ANZAC and church services. Staff were regularly involved in professional learning and students engaged in excursions, sporting and cultural activities with various communities of schools. Funds Expended (Resources) Funding to support excursions: Location Loading $2000 Next Steps The community and re established P&C will be involved in collaborative decision making, including the planning of playground projects to improve the physical environment: sandpit, totem pole garden and vegetable gardens. Staff and students will continue regular participation in community of schools training and activities. Page 6 of 10 Attunga Public School 1071 (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 Chaplaincy Program Early Action for Success Community of Schools Grant Eco Garden Grant Cultural activities were developed involving all students and community in NAIDOC Week and KLA perspectives throughout the year. SLSO intervention strategies and classroom support for Aboriginal students enhanced outcomes for Aboriginal students. Quality Aboriginal reading resources were purchased. SLSOs delivered Mulitlit and Maths intervention programs and classroom support to identified students, resulting in enhanced outcomes for these students. Teachers were released to work with specialist personnel to develop differentiated programs for all students. SLSOs delivered Multilit and Maths intervention programs and classroom support to identified students, resulting in enhanced outcomes for many students. Strategic support was given to ensure all students were able to attend major and minor excursions, sporting activities, and Life Education Van. Quality technological and curriculum resources were purchased to enhance classroom programs. School chaplain played a major role in collaboratively negotiating student, family and staff welfare issues; conducting welfare and transition programs within the school; and liaising with community groups. Outcomes for K 2 students have been significantly enhanced through the input of our Instructional Leader and intervention teacher, regular assessing and tracking of students, professional learning, implementation of L3 and TEN, and purchase of quality curriculum resources. Cultural performance enriched student understanding. Collaborative planning was begun for totem pole garden project. Vegetable gardens were grown by students with community input. Collaborative planning began for further vegetable garden project. $3,118 Aboriginal background loading ($3 118.00) $1,826 0.01 Staffing Entitlement Quality Teaching, Successful Students (QTSS) ($0.00) $15,500 $20,000 $13,936 Instructional Leader 2 days per week $300 $6,831 carried forward to 2017 for totem pole garden project $185 $3,315 carried forward to 2017 for garden project Page 7 of 10 Attunga Public School 1071 (2016)

Student information Workforce information Student enrolment profile Enrolments Students 2013 2014 2015 2016 Boys 13 17 15 22 Girls 14 12 10 15 Enrolment trends have shown a steady increase over the past years. Student attendance profile School Year 2013 2014 2015 2016 K 95.4 96 96.9 96.1 1 96.1 93.9 95.3 93.4 2 96.1 94.3 93.8 96 3 99.4 93 95.9 92 4 96.3 96.7 98.3 92.1 5 91.4 91.8 90.1 96 6 98.3 90 78.7 83.1 All Years 95.6 92.9 92.7 93.4 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 94.1 3 94.8 95 94.1 94.2 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 Workforce composition Position FTE* Principal 1 Classroom Teacher(s) 1.25 Learning and Support Teacher(s) 0.1 Teacher Librarian 0.08 School Administration & Support Staff 0.9 Other Positions 0.01 *Full Time Equivalent 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, both teaching and ancillary staff, continue to work toward their professional goals that support effective differentiated teaching and learning. Focuses have included L3, TEN arithmetic strategies, Multilit intervention strategies, Spelling, training in ASD and the Small Schools Conference. Management of non-attendance Strong support has been initiated for instances where attendance has fallen below state average. Page 8 of 10 Attunga Public School 1071 (2016)

Financial information (for schools using OASIS for the whole year) Financial information This summary financial information covers funds for operating costs to 30/11/2016 and does not involve expenditure areas such as permanent salaries, building and major maintenance. Income $ Balance brought forward 92 304.04 Global funds 66 619.42 Tied funds 104 285.06 School & community sources 14 189.38 Interest 2 091.01 Trust receipts 5 733.50 Canteen 0.00 Total income 285 222.41 Expenditure Teaching & learning Key learning areas 15 165.03 Excursions 5 075.00 Extracurricular dissections 6 792.47 Library 2 670.36 Training & development 1 135.34 Tied funds 106 767.51 Short term relief 4 234.26 Administration & office 13 387.17 School-operated canteen 0.00 Utilities 5 093.95 Maintenance 10 569.27 Trust accounts 2 293.84 Capital programs 760.00 Total expenditure 173 944.20 Balance carried forward 111 278.21 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. Notably, the Average Scaled Score Growth from Year 3 2014 to Year 5 2016 and from Year 5 2014 to Year 7 2016 was above state average in all areas. Areas for development were identified from this analysis and these are strongly reflected in the Strategic Directions of the School Plan. 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 school name in the Find a school and select GO to access the school data.> Parent/caregiver, student, teacher satisfaction Parent surveys and informal feedback demonstrate a high level of satisfaction with school programs, sporting opportunities, excursions, revamped uniform policy, and P&C involvement in school directions and activities. Suggestions put forward by parents are thoroughly taken into consideration when planning future directions. Student surveys and informal feedback from students indicate their interest in sport, excursions, 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. Page 9 of 10 Attunga Public School 1071 (2016)

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. In NAIDOC Week, a local Aboriginal elder and his son involved the students and community in a variety of cultural and language 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 presented an item for Harmony Day at a school assembly. Page 10 of 10 Attunga Public School 1071 (2016)