Nillo Infants School Annual Report

Nillo Infants School Annual Report 2015 5128

Introduction The Annual Report for 2015 is provided to the community of Nillo Infants 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. Vicki Sellens Relieving Principal School contact details: Nillo Infants School 37 Belmore Road Lorn 2320 www.nilloinf-p.schools.nsw.edu.au Nilloinf-p.school@det.nsw.edu.au 0249 335323 Message from the Principal A number of changes in staff have occurred in 2015. Mrs Judy Collier retired at the end of Term 1 2015 and Ms Tanya Strang successful in achieving promotion to Assistant Principal at Morpeth Public School. I was successful in gaining the position as reliving principal for the remainder of 2015. Ms Katie Dunlop is now a permanent member of Nillo Infants School through the transfer system. During the year the numbers at Nillo Infants School have steadily increased, leaving the enrolments in a secure position for three classes in 2016 and a full time administration position. Once again, the P&C and the parent community have been highly supportive in assisting in classes and successfully fundraising to provide many resources. A number of these projects are underway with the Grossmann High students constructing a cubby and fort in the playground, and plans in place to install a roller door in the back of the weathershed to create a stage for future performances. Vicki Sellens Relieving Principal School background School vision statement Dare to Care Our motto is Dare to Care and as such, we provide a stimulating and caring environment. We offer programs whereby all young students get the opportunity to become successful learners, be confident and creative individuals as well as a chance to become active and informed citizens. Students will exhibit the qualities of successful learning by becoming literate, numerate, creative, resilient and socially confident members of the community. Staff set high expectation and provide stimulating and diverse educational programs in a supportive environment that promotes collaboration and reflection. Our community works together to establish a learning environment that is inclusive, welcoming and reflective which sets each child up to reach his/ her full potential as they move into their primary years at partner schools.

School context Nillo Infants School is a small K-2 school in Lorn, Maitland. We are only one of 17 unique K-2 schools in NSW. Nillo Infants School promotes equity and excellence based on a foundation of the Early Years Learning Framework that is extended into high quality teaching and learning opportunities and programs. With a FOEI 29 (2014) the community is supportive with high expectations for success. Parents elect to enrol their children at Nillo Infants School because of its small size and the school s ability to deliver individualised programs that cater for specific needs with a strong emphasis on leadership and positive recognition of students. Our continued focus is on literacy, numeracy, music, technology and student well-being. There is a strong commitment to ensuring positive outcomes and relationships are achieved by all. 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. 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. Our school undertook self-assessment using the elements of the School Excellence Framework and its implications for informing, monitoring and validating our successes. Time was taken to thoroughly examine our school plan to determine the elements of the School Excellence Framework that our plan addressed. Staff reflected on the progress being made across the school as a whole based on the expectations identified in the Framework. In the domain of Learning, we have focused primarily on Curriculum and Learning, Assessment and Reporting and Student Performance measures. Consistent analysis of literacy and numeracy data, recorded through a whole school data base has led to identification of areas for ongoing development. Teaching programs reflect differentiated and innovative practices to enhance student engagement and outcomes for all students. Our major focus in the domain of Teaching was on effective classroom practice and collaborative practice between staff members. All staff members have participated in Instructional Rounds to collegially develop teaching practice across all Key Learning Areas and increase the value of quality teaching. All staff have participated in professional learning aligned with school priorities. In the domain of Leading, our priorities have been to develop a collaborative approach to decision making to promote and generate learning and innovation, and to embed quality systems that support improved outcomes for all students. The involvement of families and our local community to support school initiatives has created valuable partnerships that support the learning of our students. 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.

Strategic Direction 1 Strategic Direction 1 Great Teaching Purpose Purpose: To enhance the practices, knowledge and understandings of the teaching staff so that they can further engage students in their own learning in order to improve student outcomes. Teacher capacity will be developed through focused, personalised evidence based and engaging professional learning. Overall summary of progress All staff developed Professional Development Plans aligned with the School Plan. As a school we have become more focused on improving practices, knowledge and professional delivery through the Quality Teaching Framework. The use of differentiation to meet the needs of all students is evident in classrooms and teaching programs. Teaching staff have a more comprehensive understanding of data driven results and differentiation to inform programming to support all students. Teaching staff have participated in professional learning to support professional learning aligned with individual Professional Development Plans and the School Plan. Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Professional development goals are developed through the Performance Development Plan (PDP) in line with the School Plan 2015-2017 All staff are involved in reflective teaching practices across all KLA s to increase the value of Quality Teaching All staff have developed have developed a PDP based on their needs as a professional educator, and also aligned with the Nillo Infants School Plan. PDP s have been reviewed and adjusted during the course of the year. All staff participated in Quality Teaching Training. All staff participated in Quality Teaching Instructional Rounds. Nil Cost $1600 for cost of casuals during Instructional Rounds Next steps Continued review of PDP s and selection of professional learning to support needs of staff. Undertaking professional learning in L3 Kindergarten and L3 Stage 1 Continued participation in the Quality teaching instructional Rounds

Strategic Direction 2 Strategic Direction 2 Inspired Learning Purpose Purpose: To develop students skills and understandings to achieve socially, emotionally and academically through the provision of differentiated and innovative personalised learning. This will enhance student engagement and outcomes while developing competent and creative learners. Overall summary of progress At the beginning of Term 2 2015, all student outcomes for Literacy and Numeracy were recorded using PLAN. Using this as a baseline, programs and initiatives were developed to support those students who were achieving below expected outcomes. A SLSO was employed to support a number of learning programs to assist all students in achieving best possible outcomes. A systematic collection of data was established to ensure the use of data driven learning programs. The use of 3 Way Conferences enabled students and parents to determine learning goals for students. Parents are more informed of student achievement and have supported this initiative by participating fully in the 3 Way Conferences. All students participated in specialised programs, such as Kodaly Music, Yoga and You Can Do It! Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Students are aware of their personal learning goals and will recognise when they achieve them All student data for Literacy and Numeracy is recorded using PLAN Students, staff and parents use the language of You Can Do It! (YCDI!) All students participated in 3 Way Conferences with their teacher and their parent/s. All students identified personal learning goals. Staff committed to updating PLAN data at regular intervals throughout the year. Systematic implementation of the YCDI! Program and a data base established to record student behaviour $1600 for cost of Casuals Nil Nil Next steps Development of Individual Education Plans (IEP s) for identified students and Personalised Learning Plans (PLP s) for ATSI students in consultation with staff student and parents. More effective use of LAST position to establish support programs for individual students. Development of capabilities and programs that provide differentiation that support and extend all learners. blank

Strategic Direction 3 Strategic Direction 3 Quality Systems Purpose Purpose: To develop and improve school systems in the support of creating well-resourced, quality learning environments for all students, staff and community. This requires embedding quality systems and organisational practices that support the development of all staff to demonstrate innovation and leadership through a collaborative approach to decision making that is accountable, transparent and reflects local and systemic requirements. Overall summary of progress During 2015, a number of data bases have been implemented to establish a baseline for future growth. These include different aspects of Literacy and Numeracy, and also the use of the continuums for Literacy and Numeracy using PLAN. A data base for behaviour has also been established. With the implementation of the syllabuses History Science and Technology and Geography, a new whole school scope and sequence of units has been developed. In line with departmental policy for 150 minutes of physical education each week, a new school program has been developed for implementation in 2016 Progress towards achieving improvement measures Resources (annual) Improvement measure (to be achieved over 3 years) Progress achieved this year <$> Data base and document sharing established on the T drive in a systematic and regular way. System to record student outcomes using PLAN and Excel established and utilised Behavior incidents recorded on data base Nil Quality systems and organisational practices implemented to support quality learning environment and improved outcomes for all students Whole school scope and sequences developed to support implementation of new syllabuses Whole school PE/H/PE revised $1000 for casual support Next steps Next Steps A stocktake and organisation of resources to support the implementation of new syllabuses. Implementation of the new PD/H/PE scope and sequence, including utilisation of specialist instructors. Regular collaborative meetings to establish best practice in programming and identifying differentiation in programs and classrooms.

Key initiatives and other school focus areas Key initiatives (annual) Impact achieved this year Resources (annual) Aboriginal background funding NAIDOC Week celebration resources and employment of Aboriginal elder to inform students of culture and history of Aboriginal people in our local area $490 English language proficiency funding Nil Nil Targeted students support for refugees and new arrivals Nil Nil Socio-economic funding Employment of SLSO to support students in class to access curriculum and learning activities $1440 Low level adjustment for disability funding Employment of SLSO to support students in class to access curriculum and learning activities $4760 Support for beginning teachers Nil Nil Next Steps

State DoE School 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 Gender 2009 2010 2011 2012 2013 2014 2015 Male 28 26 22 25 26 22 19 Female 31 37 34 31 27 26 36 Student attendance profile Class sizes Roll class Year Total in class Total per year K WHITE K 23 23 1 RED 1 16 16 2 GREEN 2 16 16 Year 2010 2011 2012 2013 2014 2015 K 94.6 96.8 95.4 96.1 97.0 93.1 1 97.8 96.7 94.8 94.1 94.7 97.1 2 95.7 98.2 95.9 97.8 95.9 95.7 Total 96.1 97.2 95.3 96.1 96.0 95.1 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 Total 94.4 94.3 94.2 94.7 94.8 94.0 Workforce information Reporting of information for all staff must be consistent with privacy and personal information policies. Workforce composition The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. The General Assistant identifies as Aboriginal. Workforce retention During 2015 the Principal retired and at the beginning of Term 2 2015 a relieving Principal was employed. A classroom teacher was successful in achieving a promotion and moved from Nillo Infants School. A teacher gained permanent employment using service transfer. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Qualifications % of staff Undergraduate degree or diploma 100% Postgraduate degree 0 Professional learning and teacher accreditation One teacher is maintaining her status and accreditation as a proficient teacher with the Australian Institute of Teaching and School Leadership. Other staff members continued to participate in professional learning. All staff members participated in professional learning on Quality Teaching and Behaviour Management. A number of staff members completed training in Literacy based programs. The relieving principal and the office manager participated in core financial training related to Resource Allocation. Additional staff training and compliance training involved professional learning in epilepsy, NCCD and anaphylaxis. Position Number Principal 1 Classroom Teacher(s) 2 Teacher RFF 0.168 Learning and Support Teacher(s) 0.2 Teacher Librarian 0.168 Teacher of ESL School Counsellor 0.01 School Administrative & Support Staff 1.206 Other positions General Assistant 0.2 Total 4.952

Financial information Financial summary This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance. A full copy of the school s 2015 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. Date of financial summary 30/11/2015 Income $ Balance brought forward 104772.22 Global funds 59908.70 Tied funds 26156.55 School & community sources 10812.04 Interest 2617.13 Trust receipts 2906.15 Canteen 0.00 Total income 207172.79 Expenditure Teaching & learning Key learning areas 4773.25 Excursions 708.76 Extracurricular dissections 16976.31 Library 859.34 Training & development 5123.89 Tied funds 32915.16 Casual relief teachers 18787.34 Administration & office 23246.43 School-operated canteen 0.00 Utilities 9679.83 Maintenance 4540.18 Trust accounts 1960.87 Capital programs -10691.50 Total expenditure 108879.86 Balance carried forward 98292.93 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 In 2015 the school used a number of opportunities to seek the opinions of parents and staff. The Tell Them From Me surveys were implemented for staff and parents, but the student survey was not as the Nillo students are too young. The parent community also had the opportunity to participate in an open forum to recognise strengths and areas of opportunity. From the results of both of these, parents recognised the high level of expertise and commitment from staff at Nillo Infants School. It is so very apparent how invested the teachers are in the lives and learning of all students. I can t praise it high enough. Love the attitude and involvement of the teachers. Love the friendly family atmosphere. Love that my child loves going to school. Staff results indicated positive results in recognising Nillo Infants as an Inclusive School, with Positive Leadership and Learning Culture. Staff also recognised the use of data to inform future practice and the positive partnership with parents to raise student outcomes. An area identified by staff as needing further development was the use of technology in classrooms. Results indicate staff believe students need further development of skills in technology to support learning. Student opinion was sought through simpler oral surveys. Students identified a number of programs as highly valued. These included being on Kids Council, having jobs such as assembly speakers and sports shed monitors and being a Buddy to a Kindergarten student. Discussions with students indicated that students enjoyed coming to Nillo Infants School. The reasons included playing with friends, the playground, the teachers, computer games and maths and literacy activities. Opportunities included developing stronger partnerships with our closest partner schools and broadening our interaction with Pre Schools. Ensuring we promote a clear message about the advantages of small schools and focus on our specialisation of early years education to build the reputation as a school of choice.

Policy requirements Aboriginal education Aboriginal education is embedded into KLA s. Welcome to Country is part of our whole school assembly. Relevant days and cultural activities are acknowledged and used to increase understanding and learning. NAIDOC Day was celebrated as a whole school. Shane Frost, an elder of the Awabakal people and our General Assistant, displayed artifacts and informed students of the traditions and customs of the local Aboriginal people. Students also participated in Aboriginal games to build skills in traditional hunting methods and art activities. Multicultural Education and Anti-racism Racism is not tolerated at Nillo Infants School. Global multicultural events are acknowledged and celebrated, especially by visiting performances of Musica Viva. Nillo students performed an African lullaby at the Maitland River Lights festival. This is a community multicultural event that brings together the vast diversity of cultures in Maitland in a celebration of food, colour and entertainment. Other school programs Student Leadership Students at Nillo Infants School have many opportunities to for leadership experience. Year 2 students are required to run school assemblies; they are also responsible for distributing sports equipment at play breaks and PE sessions. They are responsible for keeping the Sports Shed tidy and safe. Year 2 students are also responsible for the daily flag raising and also the recycling that occurs in our school. Students at Nillo Infants School have the opportunity to participate in Kid s Council. Representatives from each class meet fortnightly to discuss issues that have arisen in the school playground. Elected Councillors also recognize exemplary behavior by other students. The Kid s Council is responsible for raising money for different charities as decided at Council meetings. Nillo Infants successfully competed in the Write Now competition held by Maitland Library. One Year 2 student was the winner of Stage One writing and another student was runner up. Six Nillo Infants students had artworks displayed in two local art exhibitions. The FACE exhibition was held at Maitland Regional Gallery and FACE in a Landscape was held at cstudios in Newcastle. Kodaly Music with Dr David Banney This well respected and highly valued program continued for 2015. Dr David Banney visited our school each Friday to instruct students in the Kodaly theory of music. Students gain knowledge in pitch rhythm and other musical concepts. Students use this knowledge to enhance performances in our school and our local community. Sport and Physical Activity The annual combined sports carnival was held at Stanford Merthyr Infants School in 2015. Nillo students travelled by bus to participate in a number of indoor activities with Stanford students and as the weather cleared, also some outdoor races. Nillo Infants School also participated in a number of sporting programs, such as Hotshot Tennis, Yoga and the intensive swimming program. Student Achievements Six students participated in the local Hunter School Public Speaking competition. Two students successfully gained entry to the second stage of the competition and one received a highly commended