Bateau Bay Public School Annual Report 2015 4520
Introduction The Annual Report for 2015 is provided to the community of Bateau Bay 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. Michelle Dwyer Principal (Relieving) School contact details: Bateau Bay Public School 2A Waratah Street, Bateau Bay, 2261 Web: bateaubay-p.school@det.nsw.edu.au Email: bateaubay-p.schools@det.nsw.edu.au Ph: 43 328000
Message from the Principal This Annual Report is written in the context of 2015 being the first year in our current three year planning cycle. I am proud of the academic achievement of our students and the ongoing success of the strategies being implemented by the school to create high quality learning experiences for our students. Considerable time was dedicated to the analysis of evidence to validate our programs and to inform the directions we needed to take to build on our achievements, moving into a new planning cycle. The 2015-2017 school plan aims to transform the way we do business to ensure we meet the needs of our 21 st century learners and to continue to improve the learning, social and emotional outcomes of our students. This year we have continued to focus attention on building higher levels of performance in literacy and numeracy whilst ensuring all students achieve their potential. We have a highly dedicated staff who work together to provide an inclusive environment where all students are nurtured and encouraged to achieve their personal best. To this end, as a school we have focused attention on providing our teachers with extensive and ongoing professional learning to ensure they are delivering the best instruction to our students in the classroom. Our students are passionate, motivated and eager to learn and participate in the range of educational, cultural, creative and social opportunities provided to them at school. This report will highlight our efforts to ensure all students are provided with a balanced education and an opportunity to develop themselves as confident and creative individuals. Bateau Bay Public School enjoys tremendous support from our parent body, our P&C and our local community. We enjoy the benefits of many volunteers whose varied contributions enhance the richness of our school community. Our annual self-assessment and review meetings involving staff, members of the P&C and students, the following key features of our achievements in 2015 were identified: In 2015, our Year 3 students excelled in reading and writing in the National Assessment Program in Literacy and Numeracy (NAPLAN). Our school results were outstanding with 42% of our students in the top band, Band 6 for reading (compared with 30.5% for the state) and 27% of our students in Band 6 for writing (compared with 16% for the state). This indicates that our strategies to improve our student learning in literacy in the early years of schooling are having a great impact. All staff in K-2 were trained in or continued their ongoing professional learning in L3 (Literacy, Language and Learning), with all staff 3-6 completing Phase 1 of Focus On Reading (FoR) to support the implementation of the new English syllabus and quality teaching strategies. Our school s involvement in these programs highlights the innovation and professional excellence of our teaching staff. Advancement Via Individual Determination (AVID) was successfully introduced to Year 6. Strategies implemented continue to support our students in skills for life long learning and success in a global society. Seven teachers attended professional learning throughout the year, in preparation for introducing AVID to Stage 3 in 2016. The training of a core committee of eight teachers in Positive Behaviour for Learning (PBL) in Term 4 to begin the process of reviewing our Wellbeing Policy and implementing universal strategies to support the academic, social and emotional wellbeing of all of our students. I certify that the information provided in this report is the result of a rigorous school self-assessment and review process undertaken with staff, parent and students leaders and provides a balanced and genuine account of the school s achievements and areas for development. Michelle Dwyer Principal (Relieving)
School background School vision statement To provide all students with the skills to succeed in a complex, changing world. We aim in partnership with our school community to deliver a quality education that enables all students to reach their emotional, social and academic potential within a caring, secure environment. School context Bateau Bay Public School was established in 1980. It is a coastal community located in the Wyong Shire of NSW. Bateau Bay lies in the area known as Darkinjung to Indigenous Australians. Our school has a population of over 700 students and 40 staff. Approximately 5% of students have a Non-English speaking background and 6% are proud to acknowledge their Aboriginal cultural heritage. Parents and community members play an active role in school life. Staff and parents hold high expectations and this is reflected in student achievement, attitudes and behaviour. The school is a proud partner of the Tuggerah Lakes Learning Community. Our school has 36 permanent teacher positions, including; class teachers, Learning and Support Teachers, Teacher Librarian and computer teacher. All teaching staff meet the professional requirements for teaching in NSW public schools. The school continues to focus on the quality of student outcomes in English and Mathematics and caters for a broad range of abilities. Our school provides enriched programs supporting performing arts, cultural, leadership, sporting and academic pursuits. All staff strive to provide students with the skills, knowledge and values necessary for them to succeed in a complex and changing world. Our teachers continue to implement the L3 and Focus on Reading programs; is a member of the Dare to Lead coalition of schools; and a member of the Kuriwa Aboriginal Educational Consultative Group (AECG). Our school motto is En Avant which means go forward. The school works closely with its community to develop the potential of every child.
Self-assessment and school achievements Self-assessment using the School Excellence Framework This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. 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. This year, our school undertook self-assessment using the elements of the School Excellence Framework and its implications for informing, monitoring and validating our school s journey of excellence. Our self-assessment process will further 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, our efforts have focused primarily on student wellbeing, curriculum and learning. Through various forms of community consultation the fundamental importance of wellbeing providing an outstanding way to build a culture of trust, respect and valuing of each other was identified as a major priority. Our school has embarked on a process of review regarding the school s welfare policy and procedures to begin the journey of transforming our students capacity to become safe, responsible and respectful learners by examining current practices and moving towards the introduction of Positive Behaviour for Learning (PBL) as the umbrella in which all wellbeing policies and procedures will be developed to support our students to become the resourceful and independent thinkers who can collaborate with others, communicate and problem-solve. Attention to individual learning needs has been another component of our progress throughout the year. Students learning needs are being identified early. A team-approach is used to design and implement programs to support students at their point of learning need providing opportunities for them to achieve their personal goals. The school continues to build on the strong community partnerships with our Aboriginal community, working collaboratively to support our students at their point of learning need and provide opportunities for them to explore and participate in a variety of cultural experiences. Our major focus in the domain of Teaching has been the professional learning and development opportunities provided to our staff to strengthen and enhance their pedagogical practice by participation in the Focus on Reading (FoR) training for teachers in Years 3-6 and the Language, Learning and Literacy (L3) training for all teachers in Years K-2. Together, we utilised opportunities to focus on planning, teaching and reviewing our progress. The introduction of the Performance and Development Framework saw all teachers designing their own Performance and Development Plans (PDPs) to routinely review and evaluate their professional learning in line with the school s strategic directions and to participate in a process of timely feedback regarding their learning goals. In the domain of Leading, our priorities have been to progress leadership practices and processes. The effectiveness of our key strategic directions throughout the year has been due to a strong foundation, and a continuing development, of leadership capacity building across the school. This approach has been successful in leading the initiatives outlined in this report, building the capabilities of staff to create an innovative and creative school learning culture. The new approach to school planning, supported by the new funding model to schools, is making a major difference to our progress as a school. The achievements and identification of next steps are outlined in the following pages of this report. Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan leading to further improvements in the delivery of quality education to our students. In
Strategic Direction 1 Ensure every student has the capabilities to achieve in a complex changing world. Purpose Students are learning partners who have the opportunities to be creative, innovative, resourceful and independent thinkers who can collaborate with others, communicate and problem-solve. Overall summary of progress All teachers in K-2 have been trained in L3 (either as a new teacher or continuing ongoing professional learning) and all teachers in Years 3-6 have completed Phase 1 in FoR, with these initiatives having a significant impact on student learning, particularly for equity groups in the early years of schooling. Learning and support team processes have been enhanced to monitor and plan student progress in literacy and numeracy. This has strengthened our capacity for early identification and intervention to provide focused support to students in partnership with their parents. Adjustments for students were implemented based on the Nationally Consistent Collection of Data collection and analysis of student needs with appropriate adjustments being added to support students at their point of learning need as well as with social and emotional adjustments, where necessary. The number of students being supported with Individualised Learning Plans in 2015 was 70. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) >94% of students will demonstrate improvement against individual benchmark expectations. Progress achieved this year At the end of 2015 all students are showing growth on continuums in the areas of Literacy and Numeracy. In 2015, our Year 3 students excelled in reading and writing in the National Assessment Program in Literacy and Numeracy (NAPLAN). Our school results were outstanding with 42% of our students in the top band, Band 6 for reading (compared with 30.5% for the state) and 27% of our students in Band 6 for writing (compared with 16% for the state). Funds Expended $14,100.00 FoR $44,053.00 L3 $ 8,768.00 - AVID $66,921.00 - RAM Equity funds >80% of Year 5 students are achieving at or above expected growth in literacy and numeracy. No students in Year 5 were below minimum standards in numeracy. 48.9% of Year 5 students were in bands 6 & 7 for reading (compared with 42.3% for the state). 5.6% of Year 5 students were in band 8 (compared with 17.5% for the state). Next steps Move students in Years 5 and 7 from bands 5 & 6 into the top two bands to meet expected growth. Continue training teachers in the L3 and FoR pedagogy with a focus on student growth. Engage the whole staff in data collection and tracking systems to enhance our focus on impact and to better plan ongoing student learning at their point of educational need.
Strategic Direction 2 Ensure all staff have the skills and knowledge to provide students with the capabilities to achieve their potential in a complex, changing world. Purpose All teachers have the capacity to implement a curriculum that is rigorous, flexible and engaging to meet the needs of students. Teachers engage in individualised, team and shared professional learning to enhance all students learning experiences through explicit quality teaching practices and the implementation of the National Standards. All teachers are encouraged and enabled to seek opportunities for leadership at all levels. Overall summary of progress Our focus in 2015 was on quality teaching, assessment and the use of effective feedback to improve student outcomes. This was a key professional learning focus. Whilst significant professional learning was spent on staff engaging in pedagogical development considerable time was also spent developing the school s procedures to introduce the Performance and Development Framework. Each teacher designed their own Performance and Development Plan (PDP) and engaged in regular feedback regarding their professional learning goals and how these supported student learning and outcomes. This process has led to a much deeper reflective process which is guiding the ongoing development of staff. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) 100% of teachers have their PDPs aligned to the National Teaching Standards and School Plan. 100% of teaching programs show evidence of current curriculum implementation. Progress achieved this year All teachers developed their own PDP and engaged in individualised, team and shared professional learning to develop capacity to cater for diverse learning needs and new curriculum changes. All staff are contributing to school planning and actively participating in milestone meetings. The new English, Mathematics and Science Syllabi, linked to student outcomes, are evident in all teaching programs. Funds Expended $26,748.00 Teacher Professional Learning Next steps The introduction of the History and Geography Syllabi will commence in 2016. Professional learning in L3, FoR and AVID for staff will continue. Engage staff in the effective use of PLAN K-6 to chart students to enable teachers to effectively programme for and teach from students point of educational need to improve student growth. Engage whole staff in unpacking the School Excellence Framework to chart the school s progress and improvement strategies. blank
Strategic Direction 3 Engage all members of the school community to enhance our dynamic learning environment. Purpose To build inclusive collaborative teams and school networks through quality community partnerships which has students engagement, learning and wellbeing as a central focus; and builds relevant knowledge and skills which are reflective and adaptable to changing needs. Overall summary of progress Personalised Learning Plans were developed in consultation with students, parents and staff for every Aboriginal student, with teachers reviewing data regularly to ensure students continue to be taught from their learning point of need. The development of deeper understandings of Aboriginal culture has been supported through a range of cultural activities and teaching initiatives. School representation on the Kuriwa AECG and involvement and support of joint cultural activities has also contributed to consolidating a productive relationship with our community and a positive impact on our students. The Tuggerah Lakes Learning Community (TLLC) has successfully held regular professional learning activities for teachers, students and community. Participation in these has been strong with shared learning opportunities enriching the learning community in experience and the development of expertise. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year Sustained high levels of positive student, staff and parent satisfaction levels with school learning culture and environment being greater than 85%. 100% of Aboriginal students actively working towards achieving their goals as set out in their PLPs. Tell them From me surveys (2015), highlighted that 93% of students at our school had positive behaviour; 83% had positive relationships at school; 92% of students valued school outcomes; and 90% of students tried hard to succeed at school. 100% (97 surveys returned) of parent and carers feedback were satisfied with the school learning culture and environment. PLPs were based on SMART goals related to social, academic and cultural aspects. Our school s Dare to Lead team met throughout the year to plan Aboriginal Education initiatives in partnership with Kuriwa AECG. $11,080.00 RAM Equity Funding Next steps Next Steps Positive Behaviour for Learning (PBL) will be implemented K-6 and the Wellbeing Framework implemented. Our partnership with the TLLC will continue providing leadership, professional learning and network opportunities. Collaboration with Kuriwa AECG to sustain authentic relationships will continue. New staff to receive training and support in the design and implementation of PLPs provided by the Dare to Lead committee and Learning Support Team.
Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding English language proficiency funding Targeted students support for refugees and new arrivals Socio-economic funding Low level adjustment for disability funding All students are making progress across the literacy and numeracy continuums. 82% of Aboriginal students were above national literacy and numeracy standards. Identified students worked with SLSO support in areas of need. Two teachers were trained in the 8 Ways Pedagogy and another four teachers trained in Bro and Sis Speak. Aboriginal students in Stage 3 participated in workshops with Aboriginal leaders to write personalised Acknowledgement of Country for use at school and community events. An Early Intervention Language Program was implemented to support 13% of identified students in Kindergarten, requiring additional learning and support needs relating to expressive and receptive language concepts. No funding received in 2015. Additional resources to support student learning such as ipads and Lap Tops were bought and utilised. SLSOs were employed to support students with identified learning needs. Funds provided training in L3 and FoR evidenced in improved student outcomes. (Refer to Strategic Direction 1 and 2). All students requiring adjustments and learning support are catered for within class programs and other whole school strategies. 26% of students were referred to the Learning Support Team. 70 students were provided with ongoing assistance and individualised learning programs in consultation with class teachers, students and their families. SLSOs were employed to provide additional support to identified students. Additional resources to support student learning with adaptive technologies were bought and utilised. $ 22,160.00 $11,080.00 Strategic Direction 3 $11,080.00 Funds expended Norta Norta $2,767.79 Funds expended $2,584.00 Funds expended $48,000.00 $ 7,000.00 ICT Strategic Direction 1 $41,000.00 Funds expended $55,099.00 $29,278.00 SLSOs Strategic Direction 1 $25,821.00 Funds expended Support for beginning teachers Professional learning courses and support accessed. Beginning teachers continued to be supported through mentoring initiatives. $4,020.05 Funds expended Next St
State DoE School Students Student information It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies. Student enrolment profile Student Enrolment Gender 2009 2010 2011 2012 2013 2014 2015 Male 356 357 350 326 334 352 379 Female 359 344 330 328 337 349 370 800 600 400 200 0 Student attendance profile Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition Position Enrolments 2009 2010 2011 2012 2013 2014 2015 Year Male Female Year 2010 2011 2012 2013 2014 2015 K 95.0 94.5 95.3 95.9 96.1 93.8 1 94.2 93.7 93.3 94.6 95.7 93.3 2 94.6 93.6 92.7 94.3 94.4 94.4 3 93.7 94.0 93.7 94.4 94.0 93.8 4 93.5 92.8 92.9 95.2 93.9 92.8 5 93.7 93.5 92.6 93.5 94.7 92.8 6 94.2 91.5 93.0 93.4 94.1 92.9 Total 94.1 93.3 93.4 94.5 94.8 93.4 K 94.7 94.7 94.3 95.0 95.2 94.4 1 94.2 94.2 93.9 94.5 94.7 93.8 2 94.4 94.2 94.2 94.7 94.9 94.0 3 94.5 94.4 94.4 94.8 95.0 94.1 4 94.5 94.3 94.3 94.7 94.9 94.0 5 94.4 94.2 94.2 94.5 94.8 94.0 6 94 93.8 93.8 94.1 94.2 93.5 Total 94.4 94.3 94.2 94.7 94.8 94.0 Number Principal 1 Deputy Principal(s) 1 Assistant Principal(s) 4 Classroom Teacher(s) 25 Teacher of Reading Recovery.84 Learning and Support Teacher(s) 1.4 Teacher Librarian 1.2 School Counsellor 1 Position Number School Administrative & Support Staff 4.475 Student Learning & Support Officers 3 Total 42.915 The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Our school has four Aboriginal staff and we enjoy a close relationship with the Kuriwa Aboriginal Educational Consultative Group. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications Undergraduate degree or diploma 80% Postgraduate degree 20% % of staff Professional learning and teacher accreditation Eight teachers have successfully submitted their Proficiency reports to gain their accreditation this year. Financial informationfinancial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. Date of financial summary 30/11/2015 Income $ Balance brought forward 573,219.74 Global funds 437,996.75 Tied funds 345,367.56 School & community sources 262,586.81 Interest 16,494.50 Trust receipts 184,336.78 Canteen Total income 1,820,002.14 Expenditure Teaching & learning Key learning areas 52,141.07 Excursions 99,610.02 Extracurricular dissections 97,091.83 Library 9,945.07 Training & development 1,568.72 Tied funds 338,717.64 Casual relief teachers 162,071.38 Administration & office 88,216.85 School-operated canteen 0.00 Utilities 68,624.17 Maintenance 78,630.21 Trust accounts 186,105.77 Capital programs 0.00 Total expenditure 1,182,722.73 Balance carried forward 637,279.41
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. The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data. 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. A student survey completed in 2015, highlighted that 76% of students believed that teachers and students are what makes Bateau Bay Public School a happy place to be. In addition, 93% of students are happy with the management of unacceptable behaviour and 100% of students indicated their satisfaction with being part of the school environment. Feedback from parents surveyed during the year, indicated that 95% were pleased with the facilities, environment and opportunities available to their children. 100% of parents were satisfied with the opportunity to participate in Parent Information Evenings and Report Interviews, highlighting they were provided with useful information regarding classroom/school organisation and their child s progress. Policy requirements Aboriginal education In 2015, 5.8% of students were identified as Aboriginal or Torres Strait Islander, while 13.5% of classroom teaching staff were identified as Aboriginal. Planning for Aboriginal Education includes an active Dare to Lead committee, a close collaboration with Kuriwa AECG and the active involvement of Aboriginal parents, families and community members. This has contributed to a close partnership between the school, families and the community. The results of National Assessment Program Literacy and Numeracy (NAPLAN) indicated that 7% of Year 3 students and 4.5% of Year 5 students, were identified as Aboriginal or Torres Strait Islander. 82% of these students performed above national minimum standards in Literacy and Numeracy. Our school is dynamic in promoting and recognising culture, history and important annual events through initiatives such as: Ensuring each student has a Personalised Learning Pathway (PLP), developed in collaboration with the students, parents and teachers to drive individual learning programs. Whole school involvement in NAIDOC day and Reconciliation awareness to celebrate the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. Leadership opportunities at the Koori Workshop and Cultural Day resulted in the development of a new local Acknowledgment of Country. Acknowledging excellence in Aboriginal education at the Tuggerah Lakes Learning Community (TLLC) GulangFest to highlight and celebrate outstanding student achievement. Participating in the annual TLLC GulangFest Art Exhibtion in collaboration with Kuriwa AECG, resulting in 1 st place in 3-6 Primary category as well as second and third place in the Infants category. Performances of the TLLC Koori Choir allowed students to network with other students from the learning community and also provided opportunities to develop their cultural heritage. A lunch time art club was implemented to engage students with culture through art expression. Aboriginal families participated in a welcome meet and greet BBQ at the beginning of the year as well as coming together to celebrate PLP achievements in Term 4. We continue to embed Aboriginal perspectives in all curriculum areas to promote a better understanding of, and appreciation of Australian s cultural heritage. Ensuring our school follows Acknowledgement of Country protocols at
all formal gatherings to formally recognise and pay respect to Aboriginal traditions. Multicultural Education and Anti-racism Multicultural Education Bateau Bay Public School has 3.7% of students from Language Backgrounds other than English (LBOTE). As a result, the school maintains a focus on multicultural education across the curriculum by providing programs that develop knowledge, skills, values and attitudes vital for Australia s culturally diverse society. The school has continued to promote multicultural education through a range of initiatives: Teachers recognise and respond to the cultural needs of the school community. Classroom teachers, librarian, specialist and support teachers work collaboratively to develop strategies that best cater to student s individual needs. Intercultural understandings are embedded in units across the curriculum including Human Society and Its Environment and creative arts, allowing students to study, celebrate, appreciate and understand different cultures. To further value the variety of cultural backgrounds, the school celebrated Harmony Day, NAIDOC and entered the Multicultural Perspectives Public Speaking Competition. Community members have participated in delivering cultural understandings through enriching teaching and learning programs. Anti-racism Education Staff continue to increase students understandings of racism and discrimination and its impact on others through teaching and learning programs. Specific staff members are trained as Anti-Racist Contact Officers (ARCO) and the school is committed to the elimination of racial discrimination through our school s curriculum, policies and working environment. Other school programs Student Leadership Many students were given the opportunities to participate in school leadership roles throughout the year. Some of these leadership opportunities included: A student leadership team was elected to be the student voice in the decision making processes of the school and to represent the school in community events. This led to students building on their leadership capabilities. A Student Representative Council (SRC) elected by class peers, met regularly to discuss student matters important to their wellbeing. Stage 3 students participated in workshops and conferences, facilitated by the TLLC, to focus on improving student leadership qualities, resilience and self-esteem. Year 6 students were given roles and responsibilities within the school to further develop their mentor capabilities and pride in their school community. Participation in the ANZAC Day March and Ceremony at The Entrance Memorial Park, plus the attendance of over 100 students at the Gallipoli Centenary celebrations, provided students with the opportunity to acknowledge the significance of the role and importance ANZAC Day plays in Australia s history and the relevance of continuing that message to future generations. Stage 3 students participated in the TLLC GATs (Gifted and Talented) workshops at Tuggerah Lakes Secondary College, Tumbi Umbi and Berkeley Vale Campuses. In 2015, three minor incident matters were investigated and resolved through the ARCO complaints informal resolution handling process. Importantly, issues of racism are addressed on a regular basis through the use of themes in our units of work with teachers exploring intercultural understanding and anti-racism education with all students.