Ulan Public School Annual Report

Ulan Public School Annual Report 2017 3300 Page 1 of 12 Ulan Public School 3300 (2017)

Introduction The Annual Report for 2017 is provided to the community of Ulan 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. Annette Riley Principal School contact details Ulan Public School Main St Ulan, 2850 www.ulan-p.schools.nsw.edu.au ulan-p.school@det.nsw.edu.au 6373 4625 Page 2 of 12 Ulan Public School 3300 (2017)

School background School vision statement Our school's vision is to enable each child to reach his or her potential. It aims to provide individual enrichment for students and comprehensive educational experiences which enhance and support the intellectual, physical, social and emotional development of all students. The school aims to provide quality learning opportunities for all stakeholders; students, staff and community. School context Ulan PS is a small well resourced K 6 school in the Cudgegong Valley, close to Gulgong and Mudgee. It is near to and supported by Moolarben, Ulan and Wilpinjong Coal Mines. The school has excellent facilities and resources. Staff are experienced and dedicated and have access to quality professional learning to meet both new and emerging needs. The school is part of the Mudgee Small Schools Network and the Cudgegong Learning Community which allows staff and students to access a variety of academic, sporting and cultural activities. This network provides support for all learners; staff, students and parents. Students enjoy a wide range of learning opportunities catering for individual learning styles and needs. The daily fitness and motor coordination program, along with the fruit program ensures that students are well prepared for learning. The school learning structure consists of small ability based stage groups for Literacy and Numeracy sessions to enable student learning to be maximised in a supportive and challenging environment. In class activities are facilitated by a teaching Principal, an additional part time teacher and a part time SLSO. Student welfare is based on development and promotion of responsibility, respect and rights. 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. Teaching In the domain of teaching, our school has primarily focused on the elements of effective classroom practice and learning and development. Importantly, our school identifies expertise within its staff and draws on this to further develop its professional community and teachers work together to improve teaching and learning through team teaching, participation in professional learning, and commitment to student support. Leading In the domain of leading, our school has primarily focused on the elements of Leadership and School Planning, Implementation and Reporting. The school s active acknowledgment and celebration of student, staff and community achievements have increased the positive school culture. Publishing the celebrations in our school newsletter and articles in the Gulgong Gossip has allowed for our community to share in our success and vision for the school. The valuable links with our communities of schools, educational providers and other organisations, including The Mudgee Small Schools Network, Greater Western Area Health, Galloping Gumnuts Mobile Children's Service, and Moolarben, Wilpinjong and Ulan Mines have supported the school s program and led to increased student welfare, engagement and the progression towards learning outcomes. This has resulted in a wider range of learning opportunities for each student and an ability to be responsive to emerging needs. Our self assessment process will assist the school to refine our school plan, leading to further improvements in the Page 3 of 12 Ulan Public School 3300 (2017)

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 12 Ulan Public School 3300 (2017)

Strategic Direction 1 Providing an environment that nurtures the wellbeing of the community Purpose To ensure that all students have fair and equitable access to the curriculum. To ensure that the school is able to support all the cognitive, emotional, social, physical and spiritual wellbeing of the community Overall summary of progress Ulan Public School is the hub of the community of Ulan. Parents and community members feel ownership of the school and all that happens there. In 2017, the school continued to provide an environment that nurtures the well being of the community and the community ensured that they were an integral part of the school's operation. In 2017 the school continued to be a place where parents were welcome and part of the learning journey of their children. Parents were invited and welcomed to Clean Up Australia Day, ANZAC Service, Mother's Day Morning Tea, Book Week and Men @ School Day activities. Parents also assisted and supported the school's vegetable garden and animal husbandry program with the school chickens. Weekly Playgroup sessions continued to operate in the Community Centre on site. On average 5 families attended these weekly sessions. This year saw the addition of fortnightly visits from Galloping Gumnuts staff who facilitated Playgroup sessions as well as liaised with parents about the learning needs of their child. The school continues to operate a successful Breakfast and Dental hygiene program each day. Students also have the benefit of a fruit break, supplied by Woolworths Mudgee each morning. All students have a sense of ownership and belonging at the school. In 2017, as part of the EAfS initiative and close examination of student learning data, the school identified the need for a Speech Therapist in Term 2 and 3 to work with a specific group of students. In 2017 we began to develop a comprehensive Transition to Highschool program. In Term 3, Year 6 students visited a larger Primary School one day a week to become familiar with their High School cohort for the following year. Students from Ulan Public used the opportunity to develop friendships and their own confidence with such a large group of students. Additional to this, students also participated in the High School transition programs which included visits to Ulan by High School staff and visits by the students to the High School sites. In the case of Mudgee High this also included Ulan Public students being involved in Rainbow Day activities. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) To improve student progress along the Literacy and Numeracy Continuums. Student data will be measured through individual targeted growth using PLAN data, relevant clusters of the Literacy and Numeracy Continuums and through syllabus outcomes Funds Expended (Resources) Yancoal Grant $3500.00 Progress achieved this year Tracking students on PLAN has provided information about where to next for student learning. Use of PLAN has provided evidence of the need for continuation of systematic and explicit teaching and learning programs. PLAN tracking shows some students are working towards, some are at and some are working above stage expected outcomes. Next Steps * Staff to continue to work with EAfS mentor to develop future teaching and learning opportunities. * Staff to engage in Professional Learning around Learning Progressions and continue to track student progress as well as use the Learning Progressions for future learning directions.. Page 5 of 12 Ulan Public School 3300 (2017)

* Staff maintain high level of parent engagement in school activities and further develop parent understanding of current curriculum and learning expectations. * Continue to refine and develop Individual Learning Plans using SMART goals, including parents and appropriate DOE support staff in the process. Page 6 of 12 Ulan Public School 3300 (2017)

Strategic Direction 2 Establish collaborative practices among the Mudgee Small Schools Network Purpose To manage systems, structures and processes for ongoing school improvement and the professional effectiveness of all school members. To provide enhanced opportunities for all students and staff. Overall summary of progress Students and staff of Ulan Public School maintained and improved collaborative practices among the Mudgee Small Schools Network. Staff attended Professional Learning opportunities such as L3 training, Staff Development Days looking at English Contextual Concepts and programming, School Planning and EAfS training as well as CPR and first aid. Staff also began to share resources and teaching ideas through the development of a Small Schools Facebook sharing page. Students at Ulan were given the opportunity to participate in a variety of activities as part of the Small Schools Network. These included participation in Swimming, Athletics, Sports and Cross Country Carnivals, CLC Cudgegong Learning Community Art Show, Aboriginal Education Day, Mudgee Small Schools Eisteddfod and registered interest in the proposed Health Day for Small Schools Stage 3 students and leadership opportunities in 2018. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) A framework is used to target effective professional learning across the MSSN and broader educational network Funds Expended (Resources) Staff participated in Staff Development Days with other MSSN colleagues (1,120.00) Progress achieved this year Staff identified a need for deeper understanding of the Contextual Concepts in the English syllabus. Planning began for staff meetings around the concepts as well as the sharing of programming templates. Next Steps * Further professional learning around the English Syllabus with MSSN colleagues. * Continue providing students with a range of opportunities to interact with other students from MSSN. Possible opportunities for 2018 include Young Leaders Day visit to Sydney, participation in MSSN Debating, Public Speaking and Small School Eisteddfod. * In line with Director suggestions as part of Teaching and Performance Cycle investigate visits to other Small School sites to provide staff with collaborative learning opportunities to develop mentoring opportunities to grow and develop understanding of current teaching and learning expectations. * Develop Scope and Sequence for all KLAs. Page 7 of 12 Ulan Public School 3300 (2017)

Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading $2,287.00 NAIDOC Week activities were supported by classroom activities. An Aboriginal Flag was sourced from the local member and displayed in the classroom. Students attended an Aboriginal Education Day at Lue Public School in Term 3. The engagement of a SLSO to support students. Low level adjustment for disability $11,344.00 All students identifying as needing adjustments to learning programs have an Individual Learning Plan and support from a SLSO. Socio economic background $19,721.00 Employment of SLSO to support targeted students within the classroom to support engagement levels and progress of individual learning goals. Page 8 of 12 Ulan Public School 3300 (2017)

Student information Student enrolment profile Enrolments Students 2014 2015 2016 2017 Boys 11 5 5 4 Girls 6 8 7 12 In 2017 there were 16 students at Ulan, 4 boys and 12 girls. Enrolment profile; Kinder 5 Year 1 1 Year 2 2 Year 3 2 Year 4 3 Year 5 1 Year 6 2 Student attendance profile School Year 2014 2015 2016 2017 K 93.2 99.3 92.5 96.8 1 95.1 94.5 96.8 85.5 2 97.2 97.8 93.6 95.7 3 94.9 94.5 94.1 93.5 4 92.4 96.7 96.8 91.9 5 91.3 96.2 95 83.9 6 89.1 90.1 95.7 91.4 All Years 93.6 96.5 94.8 91.8 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 Non attendance of students at Ulan Public School is explained by written note or verbal contact from parents. At present attendance is good. If issues of non attendance arise, appropriate steps are taken to support students and parents which include regular communication by phone. If this level of support is unsatisfactory in changing the attendance issue support is sort from the Home School Liaison Officer. Workforce information Workforce composition Position FTE* Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 0 Head Teacher(s) 0 Classroom Teacher(s) 0.24 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 0.7 Other Positions 0 *Full Time Equivalent In 2017 Ulan Public School was supported by a full time teaching principal, a part time teacher, one part time School Learning Support Officer, a School Administration Officer and a General Assistant. No teachers at Ulan during 2017 identified as ATSI. 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 Page 9 of 12 Ulan Public School 3300 (2017)

Professional learning and teacher accreditation Professional Learning undertaken by staff in 2017 was aligned to the School Plan and current Curriculum documents. Informal discussions about Professional Teaching standards were begun but not completed in necessary detail. Inclusion in Phase Two of the EAfS initiative saw the need for specific learning around the Early years, data tracking and more explicit and systematic programming. Staff participated in; * EAfS training * Autism Spectrum training with Sue Larkey * L3 Kinder training * High Impact School Leadership * Contextual Concepts English Syllabus * Road Safety * Emergency Care, CPR, Anaphylaxis Training, Child Protection * School Planning * PDP ( Personal Development Plan) training for non teaching staff 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 19,697 Global funds 74,789 Tied funds 43,264 School & community sources 4,287 Interest 470 Trust receipts 266 Canteen 0 Total Receipts 123,075 Payments Teaching & learning Key Learning Areas 13,668 Excursions 3,545 Extracurricular dissections 846 Library 390 Training & Development 1,121 Tied Funds Payments 21,613 Short Term Relief 0 Administration & Office 13,117 Canteen Payments 0 Utilities 6,225 Maintenance 834 Trust Payments 266 Capital Programs 0 Total Payments 61,625 Balance carried forward 81,146 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 10 of 12 Ulan Public School 3300 (2017)

2017 Actual ($) Opening Balance 0 Revenue 87,110 Appropriation 81,146 Sale of Goods and Services 0 Grants and Contributions 5,899 Gain and Loss 0 Other Revenue 0 Investment Income 64 Expenses -29,786 Recurrent Expenses -29,786 Employee Related -20,454 Operating Expenses -9,332 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 57,324 Balance Carried Forward 57,324 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 $0.00 because the Opening balance for the 2017 school financial year is reported in the OASIS table (as Balance brought forward). The amount displayed in the Appropriation category of the financial summary table is drawn from the Balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will not equal the OASIS Balance carried forward amount. 2017 Actual ($) Base Total 261,904 Base Per Capita 1,834 Base Location 6,930 Other Base 253,140 Equity Total 33,353 Equity Aboriginal 2,287 Equity Socio economic 19,721 Equity Language 0 Equity Disability 11,344 Targeted Total 11,510 Other Total 1,088 Grand Total 307,855 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. As there were fewer than ten candidates who sat the Year 3 and Year 5 NAPLAN Test in 2017, information regarding the percentage in skill bands cannot be shown due to privacy reasons. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. 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. Parent/caregiver, student, teacher satisfaction In 2017, the school sought the opinions of parents. students and teachers about the school. The survey Page 11 of 12 Ulan Public School 3300 (2017)

found mixed responses amongst the community. Policy requirements Aboriginal education Ulan Public School initiatives and programs are inclusive of all students. Aboriginal perspectives are incorporated in teaching programs. In 2017, students from Ulan Public School attended an Aboriginal Education Day at Lue Public School. Students investigated and experienced a range of learning opportunities around food, artefacts, art, Wiradjuri language and story telling. Through the local member, the school sourced an Aboriginal Flag to display on site. Multicultural and anti-racism education Tolerance and cultural diversity are promoted though the acknowledgement of special events and celebrations as well as through the use of quality learning activities. As part of the L3 guided writing practice in 2017, all students engaged in learning activities based on texts with Multicultural themes. Other school programs Music In 2017, the school purchased a set of African Djemebes and percussion instruments. Students were taught simple patterns and music pieces, culminating in a performance at the Mudgee Small Schools Eisteddfod. The Bi annual whole school excursion was to Canberra in 2017. Financial support for the excursion came from Yancoal when the school successfully applied for a grant to cover the cost of transport. $3,500.00 given by Yancoal covered the full cost of the bus hire. Page 12 of 12 Ulan Public School 3300 (2017)