Booral Public School Annual Report 2017 1311 Page 1 of 15 Booral Public School 1311 (2017)
Introduction The Annual Report for 2017 is provided to the community of Booral 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. Anthony Pearson Principal School contact details Booral Public School 2800 Bucketts Way Booral, 2425 www.booral-p.schools.nsw.edu.au booral-p.school@det.nsw.edu.au 4994 9266 Page 2 of 15 Booral Public School 1311 (2017)
School background School vision statement Booral Public School is a school where students feel safe, confident and respected. They enjoy school and are keen to attend. Staff at Booral Public School feel motivated, respected and enthusiastic about their job. They are professional, approachable and focused on continual improvement of themselves and their students. The wider school community feel welcomed and respected. They are supportive and encouraging of the school and its endeavours to provide quality education to the local community. All members of Booral Public School community are happy and proud of the school and speak positively about the school s achievements. School context Booral Public School is a picturesque primary school located in the rural community of Booral on The Bucketts Way. The school is a focal point of the community and it has serviced the area since 1865. The school is a proud member of "The Bucketts Way Community of Schools and Myall Lakes Community of Schools" as well as the Teaching Principal s Collegial Leadership Network. Booral Public School enjoys a friendly and welcoming relationship with the local community and is generously supported by the parent body and many local businesses. The school has productive and collaborative links with neighbouring schools in the area. The attractive grounds and heritage buildings complement the excellent learning facilities. The small class sizes allow teachers to devote more individual time and attention to students, giving students greater access to resources. The ongoing professional development of teachers ensure students are engaged in quality learning programs. The school is well resourced with outdoor learning areas, a covered outdoor learning area, a fully networked computer system and a well maintained library. 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. As apart of the self assessment our staff collected evidence and data to show where we felt our school was on the Page 3 of 15 Booral Public School 1311 (2017)
School Excellence Framework. As a result we felt that Booral Public School was delivering in the areas of Learning, Teaching and Leading. We have made significant progress towards sustaining and growing in the domains of Learning and Teaching. Our self assessment process will assist the school to refine our school plan, leading to further improvements in the 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 15 Booral Public School 1311 (2017)
Strategic Direction 1 Inspired Learners Purpose To deliver consistent high quality curriculum which leads to creative, innovative and resourceful learners. Overall summary of progress The e Learning project continued to explore numerous websites, pieces of software and ipad apps to develop targets learning experiences to students. Staff continued to build on their skills, knowledge base and confidence of available e Learning resources to support student achievement. The Literacy Development project continued to focus on reader comprehension. Staff continued training relating to questioning skills and resource selection to ensure students developed a deeper knowledge and understanding of texts. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) e Learning program established. Funds Expended (Resources) Progress achieved this year e Learning implanted into a staff planning of student learning experiences in a range of curriculum areas. Staff have participated in professional learning to gain the skills to develop and implement the program. Students and staff engaged in e Learning as identified in ICT Matrix. Student comprehension growth is recorded using Literacy Continuum. Students meet or exceed age appropriate norms in standardised tests. $1000 Focus on a range of online, software and Apps to support student learning. Staff provided with needs based professional learning. Students show growth in their ICT skills across the school when compared to the ICT matrix. Staff continued to feel greater confidence and demonstrated skills when implementing ICT. All students identified on the Literacy Continuum. All students demonstrated growth on the school's standardised assessments. 60% of students in Year 5 exceeded their expected growth in NAPLAN Literacy. Next Steps Over the next three years to school will focus on imbedding e Learning and comprehension skills across all curriculum areas. This will be achieved by the refining of the scope and sequence of learning in all curriculum areas as well as systematic monitoring of student learning experiences. Page 5 of 15 Booral Public School 1311 (2017)
Strategic Direction 2 Build Teacher Capacity and Quality Teaching Purpose To support staff in an environment which encourages collaboration to ensure all aspects of the teacher professional standards are understood and being implemented. Overall summary of progress The Syllabus Implementation project saw a full yearly cycle of the new scope and sequences implemented. There was continued development of units of learning. Some refining of the system was undertaken following implementation feedback. The Performance and Development project continued to cycle of strategic professional learning for all staff. Staff engaged in all aspects of the cycle. This years focus was the giving and receiving of constructive feedback relating to classroom observations. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Funds Expended (Resources) Progress achieved this year Scope and sequences and units of work developed and evident in all teaching programs. Curriculum / assessment rubrics developed and used by all teachers. All curriculum areas are effectively reported on using new syllabus. All teachers have PDP goals linked to the standards and evidenced based. $1000 Continued refinement of school scope and sequences. Continued development of learning units to support curriculum. Assessment rubrics continue to be developed as learning units are created. Student growth and achievement of all new syllabus was reported to parents twice throughout the year. $1000 All teaching staff completed a full cycle of the Professional Development Plans. Greater focus on giving and receiving quality feedback regarding classroom observations. Next Steps Continued systematic monitoring and refining of both systems will ensure that staff and student learning will remain timely, relevant and of a high quality and standard. These systems now need time to embed in the school culture. Page 6 of 15 Booral Public School 1311 (2017)
Strategic Direction 3 Engaging with our Community Purpose To engage with parents, carers, the wider community and collegial groups to strengthen partnerships to support student learning. Overall summary of progress Progress towards this Strategic Direction has been difficult due to insufficient survey responses, for the second year, despite a greater promotion and community information in regards to the importance of community feedback to the school on it's progress throughout the year. Insufficient responses from the school community did not allow the data to be released from the Tell them From Me survey. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Funds Expended (Resources) Progress achieved this year Parents/Carers satisfaction survey on communication and collaboration shows improved satisfaction. Increased parent/carer involvement in school activities. $250 Insufficient community responses from the Tell Them From Me surveys which did not allow data to be released. P&C meeting discussions indicate a continued satisfaction in relation to communication and collaboration between the school and community members. Physical counts of parents and community attending school events shows a further 10% increase in attendance. Next Steps Alternative methods of engaging quality feedback from community needs to be explored. The school might look at focus groups or phone surveys to receive the feedback in required to ensure a quality learning environment for all students. Page 7 of 15 Booral Public School 1311 (2017)
Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading $6,519.00 Attendance at local AECG meetings. Attendance at local PACC meetings. Funding of SLSO to support students learning in classrooms. Low level adjustment for disability $27,449.00 Staffing allocation for SLSO to support classroom teachers and students. Quality Teaching, Successful Students (QTSS) $5,485.00 QTSS was used to support classroom observations as a part of teacher Professional Development Plans. Socio economic background $38,341.00 Staffing allocation to supplement the school's learning support program. Purchasing of guided reading books. Page 8 of 15 Booral Public School 1311 (2017)
Student information Workforce information Student enrolment profile Enrolments Students 2014 2015 2016 2017 Boys 32 35 33 42 Girls 37 33 38 43 During 2017 enrolments at Booral Public School was 85 students. This was an increase of 14 students. Our 2017 student composition was 42 male students and 43 female students. We had 8 Aboriginal or Torres Strait Islander students. This enrolment increase allowed the school to form a fourth class. Student attendance profile School Year 2014 2015 2016 2017 K 96.3 95.3 93.3 94 1 94.4 95.5 95.6 93.9 2 95.8 93.2 95.6 96.7 3 93.5 93.6 94.9 95.4 4 92 92.9 95.8 94.4 5 96.5 89.5 93.5 91.5 6 93.8 92.8 89.2 93.3 All Years 94.7 93.4 94 94.2 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 Students who are absent from school are required to present a note explaining the absence. Notes must be signed by parents or carers. Families that do not present a note after 7 days were sent a reminder note. Students who have an attendance rate of less than 85% were consulted about an Attendance Improvement Plan. Attendance was monitored each 5 weeks. Workforce composition Position FTE* Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 0 Head Teacher(s) 0 Classroom Teacher(s) 3.39 Teacher of Reading Recovery 0 Learning & Support Teacher(s) 0.2 Teacher Librarian 0.2 Teacher of ESL 0 School Counsellor 0 School Administration & Support Staff 1.51 Other Positions 0 *Full Time Equivalent We have one staff member that identifies as Aboriginal. 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 Through professional development at a local level, with our Bucketts Way Community of Schools and our Teaching Principal's CLN staff focused professional development toward the implementation of the new History and Geography curriculums. Staff continued training in the Personal Development Plan for staff and developed skills in classroom observation and giving and receiving feedback. Staff undertook professional learning and professional discussions in relation to their individual professional goals. Staff also completed mandatory professional learning relating to code of conduct, child wellbeing and CPR. Page 9 of 15 Booral Public School 1311 (2017)
No staff undertook teacher accreditation. 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. 2017 saw a significant increase in expenditure relating to maintenance. This was due to a higher than normal number of service requests on building repairs. The school also contributed an additional $1000 towards our programmed maintenance. A large amount of funds were retained to replace some school assets in 2018 and to supplement a planned higher cost of casual salaries in 2018 to support the implementation of new Strategic Directions. Receipts $ Balance brought forward 96,126 Global funds 108,535 Tied funds 62,921 School & community sources 30,167 Interest 1,305 Trust receipts 1,759 Canteen 0 Total Receipts 204,686 Payments Teaching & learning Key Learning Areas 7,032 Excursions 9,691 Extracurricular dissections 12,900 Library 2,380 Training & Development -363 Tied Funds Payments 35,020 Short Term Relief 6,395 Administration & Office 21,567 Canteen Payments 0 Utilities 11,831 Maintenance 10,498 Trust Payments 551 Capital Programs 0 Total Payments 117,500 Balance carried forward 183,312 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 15 Booral Public School 1311 (2017)
2017 Actual ($) Opening Balance 0 Revenue 194,083 Appropriation 183,312 Sale of Goods and Services 346 Grants and Contributions 10,271 Gain and Loss 0 Other Revenue 0 Investment Income 154 Expenses -56,151 Recurrent Expenses -56,151 Employee Related -28,702 Operating Expenses -27,449 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 137,932 Balance Carried Forward 137,932 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 718,473 Base Per Capita 10,851 Base Location 8,131 Other Base 699,491 Equity Total 72,309 Equity Aboriginal 6,519 Equity Socio economic 38,341 Equity Language 0 Equity Disability 27,449 Targeted Total 0 Other Total 5,498 Grand Total 796,280 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. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. Page 11 of 15 Booral Public School 1311 (2017)
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Parent/caregiver, student, teacher satisfaction There were not enough responses from our Tell Them From Me surveys to allow information to be released in relation to staff and parent satisfaction. Student responses were released and their responses are summarised below. Parent responses are based on discussions during monthly P&C meetings. Parents expressed appreciation at the range and variety of activities and experiences available to students at Booral School. Parents, students and staff agreed that the school provides a safe, caring, stimulating learning environment. Parents and students agreed that school staff members are friendly, supportive and approachable. Parents thought communications from the school had continued to improve. The school s Facebook page has continued to make it easier for parents and community members to keep up to date and informed about school events. Parents also commented how effective the school Facebook page was to keep them informed about school events and last minute changes to activities. Staff commented how easy the Facebook page was to update and how appreciative parents and carers were when last minute changes, such as excursion pick up times due to traffic conditions, were made. Other local schools also use our Facebook page to keep up to date with messages relating to Combined Schools events. Policy requirements Aboriginal education Acknowledgement of Country, a protocol which pays respect to the traditional custodians of our land, is featured at all school assemblies. Aboriginal cultural, historical and contemporary issues are investigated by students, predominately in the key learning area of HSIE. Aboriginal stories, dance and traditions are taught to students through our interactive NAIDOC celebrations. Many local Aboriginal people, including elders, along with students from nearby high schools support our day and help to organise and run activities for our students. 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.> Multicultural and anti-racism education Key understandings and appreciation of the multicultural nature of contemporary Australian society are studied and interwoven into class History, Geography and Literacy learning experiences. Our students are developing an awareness of the contributions that people from different cultural Page 14 of 15 Booral Public School 1311 (2017)
backgrounds have made and continue to make to our society. Page 15 of 15 Booral Public School 1311 (2017)