Ellalong Public School Annual Report 2016 1826 Page 1 of 11 Ellalong Public School 1826 (2016)
Introduction The Annual Report for 2016 is provided to the community of Ellalong 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 Sims Principal School contact details Ellalong Public School Helena Street Ellalong, 2325 www.ellalong-p.schools.nsw.edu.au ellalong-p.school@det.nsw.edu.au 4998 1360 Message from the Principal Thank you for taking the time to read the 2016 Annual School Report. 2016 has been another busy and productive year. Our hard working, professional and dedicated staff has enabled us to continue to provide outstanding educational programs for all students. We enjoy a strong partnership with the community and I encourage parents and friends to continue being involved in our activities. Our P&C has made generous donations to the school through a variety of fund raisers. Money raised not only buys useful classroom resources but helps fund excursions, visiting shows and sporting programs for all students. The development of literacy and numeracy skills for all students is our core business. We are committed to providing the best learning experiences for our students through quality teaching programs. As well as comprehensive classroom teaching programs, intervention programs for Mathematics and Reading are delivered on a needs basis to identified students. These have made a significant positive impact on student learning. At Ellalong Public School we are very proud of the diverse range of opportunities we offer students. Students continue to enjoy participation and success in numerous sports. Throughout 2016 we have seen outstanding sporting achievements by individuals and teams at school, local and regional levels, including soccer, netball, rugby league, athletics, swimming and horse sports. I look forward to taking our successes into 2017 and building on them. Thank you to our dedicated staff, our hard working Parents and Citizens Association, the students and the community for helping make great things happen at Ellalong Public School. Susan Sims Principal Page 2 of 11 Ellalong Public School 1826 (2016)
School background School vision statement Our vision is for all Ellalong PS students to become: successful learners confident and creative individuals active and informed citizens. We strive to provide a supportive learning environment where students are challenged to reach their academic, civic and social potential. Our core PBL (Positive Behaviour for Learning) values of being 'Safe, Respectful, Learners' and our goals of promoting equity and excellence underpin our strategic directions developed by staff, community and students. School context Ellalong Public School, a small rural school, has a dedicated staff committed to providing quality learning programs and opportunities that meet the diverse needs of our students. Our school population has increased to 130 students, 10% identifying as Aboriginal. The staff consists of a teaching Principal, qualified classroom teachers for each of our 6 classes, part time Librarian and Learning and Support Teacher (LaST), 3 School LearningSupport Officers, a Senior Administration Manager and a part time School Administration Officer. The School Counsellor attends 1 morning per week.. Our focus is on delivering quality learning programs, with explicit teaching of numeracy and literacy being a high priority across all curriculum areas. A strong emphasisis also placed on integrating relevant technology into the classroom. We demonstrate a strong commitment to student wellbeing. We value and encourage self discipline, mutual respect and a sense of responsibility through the PBL program (PositiveBehaviour for Learning). Participation in a variety of student leadership opportunities, the Kindergarten buddy program and our structured Peer Support program fosters respect for others and the development of responsible citizens. Promoting a healthy lifestyle and participating in a range of sports are also key features of our programs. The school is an active member of the Cessnock Communityof Great Public Schools where, in a partnership of fifteen local public schools, we promote the values of public education, collaborate to meet shared needs and provide a wider range of learning opportunities for students and staff. Our successful transition programs to both Kindergarten and high school utilise the links established in this alliance. All staff are committed to delivery of an engaging and differentiated curriculum in all classrooms to ensure success for every student. 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 in the School Excellence Framework domain of Learning, Ellalong Public School provides a happy, safe learning environment that fosters and strives to develop a positive learning culture for all students. The highly committed staff promotes positive relationships based on respect and high expectations for student Page 3 of 11 Ellalong Public School 1826 (2016)
behaviour and learning outcomes. This is evident through our successful student wellbeing practices and processes such as our Peer Support and PBL programs. Students learning and wellbeing needs are constantly monitored, analysed and evaluated within the classroom and playground. Extra curricular activities in the Creative Arts have been implemented to enhance student learning opportunities. The teachers actively engage in providing students with equitable academic opportunities through program differentiation. The school actively supports students transitioning from Preschool to Kinder, between years and stages and from Primary school to High school. Our assessment and reporting processes are routinely reflected upon and updated in line with current curriculum requirements. Ellalong Public School has also implemented and embraced the use of student self assessments and success criteria, particularly in writing. Our school is currently 'delivering' in value added results however, 2016 Naplan analysis demonstrates above state average growth in most areas of literacy from years 3 5 and 5 7 in 2016. Our student Naplan trends show steady improvement towards state average. The results of this process indicated that in the School Excellence Framework domain of Teaching, our teachers regularly enter and use student performance data to inform their teaching and learning programs. Observations, research and analysis of effective evidence based practices have enabled teachers to improve their own teaching and leadership skills to provide quality programs K 6, with particular emphasis on literacy. Data skils and use has been identified as 'delivering', however improvement has already been made due to the regular entering of PLAN data. This has been used to inform teaching and the school leadership team of target areas and identify students who need additional support. PLAN and Naplan data analysis has driven the K 6 writing initiative, as outlined in the School Plan. Professional learning experiences around consistency of teacher judgement have also enhanced teachers skills and confidence. The teachers at Ellalong Public School collaborate in an effective and professional manner, working together in team teaching, whole school and across stages to improve their pedagogy. The school successfully identifies the expertise and strengths of staff members to further develop their professional learning community and network and to share professional learning experiences to build teaching capacity across the school. The results of this process indicated that in the School Excellence Framework domain of Leading, our school is proactive and committed to building leadership capacity across the school. Tell Them from Me Student, Parent and Teacher surveys were rigorously analysed in Term 4 to inform future planning, resources allocation and professional learning. The teaching staff value feedback from these surveys and this process of analysing, monitoring and reviewing will become embedded routinely to improve our SEF level of 'Delivering' in the School Management, Implementationand Reporting element. Efficient financial management is implemented to maximise our resources. At Ellalong Public School, embedded management practices and processes enable the smooth operation of routine administrative and accountability operations. The leadership team communicates effectively to ensure the organisational structures continue to function effectively and meet legislative requirements and obligations. 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 4 of 11 Ellalong Public School 1826 (2016)
Strategic Direction 1 Deliver quality teaching and learning programs to equip students with necessary skills to be successful 21st century learners Purpose To provide students with differentiated, engaging and multimodal learning programs and experiences to support them in achieving success in literacy and numeracy. Overall summary of progress Improvement in Writing has been a focus in 2016. Measured improvement in this area has been noted. Students taking responsibility for their own learning has also been a focus with all classes using self reflection on learning and guiding students in self assessment as a tool to improve outcomes has also being used. 'I Can' statements highlighting how to progress to the next target on the writing continuum are extensively used by students and displayed in classrooms. High level teacher collaboration to maintain consistency in assessment and approach has been fostered during weekly staff meetings and professional learning sessions. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Growth for all students in NAPLAN results from Year 3 to Year 5. All students achieving at least 1 year s growth on the literacy and numeracy continuum each year. Progress achieved this year Reading: All students showed some growth with 60% equal to or greater than expected. Numeracy: 90% showed growth with 50% showing equal to or better than expected. At the end of 2016 all students showed growth on continuums. Writing was a focus area and pleasing growth in this area was achieved across al stages. Student reporting to parents used continuum indicators. Targeted students participated in special programs: Quicksmart, MultiLit and tutor reading to support successful growth. SLSOs assigned to classrooms on needs basis. Funds Expended (Resources) SLSOs: 18hrs pw to deliver pograms, 75 hrs pw in classrooms Low level adjustment disability($10000) Integration Funding ($90000) Socio economic background ($30000) Next Steps Our school will be included in Early Action for Success (EAfS) strategy for 2017. This attracts significant funding for an Instructional Leader to develop staff through targeted professional learning and to monitor and improve student progress. Use of assessment data to monitor achievements and gaps in student learning will be used extensively to inform planning for student groups and individual students. SLSOs and parent tutors will be trained and utilised in the delivery of EAfS programs. Programs including QuickSmart will be used, where matched to student needs, as well as intervention and differentiation strategies tailored to individuals developed by classroom teachers in collaboration with the LaST. Students will continue to use reflection and self assessment for improvement. Page 5 of 11 Ellalong Public School 1826 (2016)
Strategic Direction 2 Develop and enhance quality teaching and leadership Purpose To promote, build and sustain professional learning of all teachers and leaders through accessing current pedagogy and collegial consultation and feedback. To develop each teacher's skills to promote and ensure high quality, effective teacher performance that improves student learning outcomes. Overall summary of progress Workshops to develop consistency of teacher judgement and on collecting, recording and analysing data to drive improvement led to focussed collaboration between teachers, increased confidence and deeper understanding of the learning continuums. All teachers developed skills in using PLAN. Development of writing strategies such as Power Writing and Seven Steps was the focus of extensive professional development during terms 2 and 3, leading to pleasing improvement in student achievement of outcomes. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence based practice. Professional dialogue, programs, assessment tasks and rubrics reflect changes to pedagogy and curriculum Progress achieved this year Extensive workshops and in class demonstrations and modelling were delivered by school leaders. Sessions on data collection, recording, analysis and use were also effectively delivered. Funds Expended (Resources) PL $4500 Next Steps In 2017 our school will be part of the Early Action for Success straegy. Professional learning will be driven by school and individual teacher needs identified by the Instructional Leader (IL) in consultation with Principal and staff. Skills developed in 2016 in data collection, analysis and use will be built on. All teachers will have training in TEN (Targeted Early Numeracy). The IL will undertake L3 training to further Kindergarten and Stage 1 classes. Page 6 of 11 Ellalong Public School 1826 (2016)
Strategic Direction 3 Develop strategic community learning partnerships Purpose To improve community engagement that builds and enhances a positive school culture resulting in effective communication and partnerships. Overall summary of progress Early in the year class information meetings were held as an opportunity for parents to meet class teachers and find out about class expectations. Attendance was disappointing but following informal discussions with parents, it was indicated that many parents felt they already had good rapport with staff, felt welcomed at the school and understood expectations and so felt it not necessary to attend the meetings. As part of the Kinder orientation program, parents attend information sessions with guest speakers which cover aspects of school life, attendance, healthy lunchboxes, road safety and getting involved in school. These were well attended and the feedback positive. Fortnightly newsletters are still distributed, the website kept up to date and the notice board utilised but the preferred method of communication indicated on surveys is the P&C Facebook page. Tell Them from Me "Partners in Learning" Parent Survey Report indicated very positive responses. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) School rating improves to building or sustaining on all seven dimensions of the School Assessment Tool Reflection Matrix Increased number of parents attending parent/teacher interviews, P&C, assembly and communityevents/fundraisers. Progress achieved this year Positive responses in the Tell Them from Me "Partners in Learning" parent survey report indicated parents/carers felt welcome at school, were pleased about the expectations for positive behaviour and well being, felt the school had high expectations, was inclusive and had clear and timely communication about their child's learning and behaviour. Parents and the wider school community show very strong support with attendance at events and fundraisers. Funds Expended (Resources) $1200 Next Steps A meeting to explain Early Action for Success initiative and provide parents with strategies to support their child's Literacy and Numeracy learning at home will be held early in 2017. Parent workshops on a variety of topics are also planned. The PaTCH is being explored. Parents as teachers and classroom helpers (PaTCH) is a program to train and accredit volunteers to support children in developing literacy and numeracy in classrooms. PaTCH provides parents and community volunteers with the skills to work in supporting the teaching of reading, writing and early number To foster greater collaboration with parents of students identified as needing Personal Learning Plans (PLPs) or a higher degree of curriculum differentiation (e.g. special needs, Aboriginal, disability, learning difficulty, behaviour disorder). Timetable more regular meetings for greater parent/carer involvement. Involving parents in the formulating of the next cycle of school planning and determining our strategic directions will be a push in second semester. Page 7 of 11 Ellalong Public School 1826 (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 Meetings with parents around the formulation of goals for PLPs and regular communication through informal teacher meetings has aided home support of learning. Targeted intervention programs have helped progress for identified students. SLSOs have helped deliver intervention and support programs such as QuickSmart and MultiLit and have provided valuable in class support to targeted groups and individuals ensuring access to the curriculum and progress for all. Releasing executive and leaders to develop and deliver quality professional learning and demonstrate best practice instruction has resulted in raising achievement in writing and data analysis. Differentiated teaching programs, planned interventions, special programs and employment of SLSOs has aided student progress on continuums and improvement in student engagement as indicated by anecdotal observations, student reflection journals. Parent meetings 3X teacher days= $1400 SLSOs $7500 $15000 $8500 $62000 Support for beginning teachers N/A in 2016 N/A in 2016 Page 8 of 11 Ellalong Public School 1826 (2016)
Student information Workforce information Student enrolment profile Enrolments Students 2013 2014 2015 2016 Boys 56 56 61 54 Girls 51 48 55 64 Student attendance profile School Year 2013 2014 2015 2016 K 92.4 93.2 92 94.6 1 93.9 93.3 91.7 90.7 2 95 93.6 91.6 93.9 3 94 94.8 92.4 91 4 93.7 93.3 94.1 91.4 5 95.1 92.6 91.3 94.3 6 95.1 94.8 91.1 92.1 All Years 94.1 93.5 91.9 92.4 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 Management of non-attendance Student absences are tracked using Sentral Web Attend. Notes explaining absence, or a phone call to the school office, are required on return to school. Students who have unexplained absences have reminder letters sent home. In cases of repeated absences or regular lateness the principal may contact parents by phone or request an interview. The Home School Liaison Officer (HSLO) helps monitor and manage absences. Workforce composition Position FTE* Principal 1 Classroom Teacher(s) 4.41 Learning and Support Teacher(s) 0.3 Teacher Librarian 0.2 School Administration & Support Staff 1.61 Other Positions 0.1 *Full Time Equivalent Ellalong Public School had no indigenous staff in 2016. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 0.8 Postgraduate degree 0.2 Professional learning and teacher accreditation At Ellalong School, all staff demonstrate personal responsibility and commitment for maintaining and developing their professional standards and accreditation. Aligning with the school s strategic goals, a significant amount of professional learning was undertaken by staff in 2016. All teachers attended 'Seven Steps to Writing Success' professional training and in school sessions on Power Writing. Teachers also engaged in additional individual learning from their Performance and Development Plan which identified personal professional learning goals. Page 9 of 11 Ellalong Public School 1826 (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 80 434.66 Global funds 106 193.15 Tied funds 197 538.22 School & community sources 42 974.42 Interest 2 750.37 Trust receipts 11 688.82 Canteen 0.00 Total income 441 579.64 Expenditure Teaching & learning Key learning areas 18 051.04 Excursions 11 843.74 Extracurricular dissections 15 875.24 Library 1 759.03 Training & development 2 072.95 Tied funds 193 548.28 Short term relief 15 652.47 Administration & office 30 479.78 School-operated canteen 0.00 Utilities 19 379.77 Maintenance 5 304.46 Trust accounts 11 688.82 Capital programs 13 597.85 Total expenditure 339 253.43 Balance carried forward 102 326.21 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. 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. At Ellalong PS in Year 3 in 2016 no students were below the NMS (national minimum standard) for reading, writing or spelling, which is an improvement from the previous 2 years (18%). In numeracy Year 3, 13% scored below the NMS. In Year 5 an average of 9% were below NMS for literacy aspects and numeracy. In accordance with the Premier's Priorities: Improving education results, schools are required to report their student performance for the top two NAPLAN bands in reading and numeracy. in 2016, 40% of Year 3 students achieved results in the top 2 bands in reading. This continues an upward trend in Year 3 results over the last three years. In Year 3 numeracy 20% achieved proficiency (top 2 bands) which is an improvement from 2015. In Year 5, no students scored in the top 2 bands in reading. 9% achieved proficiency in numeracy. Another reporting requirement from the State priorities: Better services Improving Aboriginal education outcomes is for schools with significant numbers of Aboriginal students to report the percentage of Aboriginal students in the top two NAPLAN bands. In 2016 we had no Aboriginal students sitting NAPLAN testing in Year 3 and a very small cohort in Year 5. Page 10 of 11 Ellalong Public School 1826 (2016)
Parent/caregiver, student, teacher satisfaction stages. One of our interest clubs in 2016 was 'Japan; a taste of language and culture', which all students experienced for 5 weeks on a group rotation. Each year schools are required to seek the opinions of parents, students and teachers about the school. In 2016, the school sought the opinions of parents, students and teachers about our school. Their responses are presented below: Almost all of parents surveyed supported our 'Positive Behaviour for Learning' strategies and stated that their children clearly understood the school rules The majority of parents reported that our teachers show an interest in their child's learning and encourage them to do their best Most parents agreed that school staff take an active role in making sure all students are included in school activities and try to understand the learning needs of students with special needs They felt informed about their child's progress and thought that student reports were written in terms they could understand The majority of students felt they tried their best to succeed and valued their schooling They felt that their teachers were responsive to their needs and encouraged high expectations Permanent and visiting teachers agreed the school fostered well being and responded that they felt welcome and valued. Policy requirements Aboriginal education The Hunter Valley is home to a number of sites significant to Aboriginal heritage testimony to a rich local Aboriginal history. The whole school celebrated NAIDOC week with art, storytelling and writing activities. We are committed to providing an Aboriginal perspective across the curriculum. In Human Society and Its Environment (HSIE) units, activities include traditional stories, art and history with an Aboriginal perspective. PLPs (personal learning plans) are developed for all Aboriginal students. Hearing and health screenings for Aboriginal students was carried out by Wonai Wareya, Hunter New England Health. The original custodians of the land are acknowledged at all formal assemblies and community events. Multicultural and anti-racism education On Harmony Day students participated in a number of activities celebrating the diverse nature of the Australian people. Activities aimed at raising awareness of other cultures and the benefits of living in a multicultural society. Studies about other lands, cultures and beliefs were undertaken by classes in different Page 11 of 11 Ellalong Public School 1826 (2016)