Cudgen Public School Annual Report 2017 1696 Page 1 of 14 Cudgen Public School 1696 (2017)
Introduction The Annual Report for 2017 is provided to the community of Cudgen 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. Rod Cornelius Relieving Principal School contact details Cudgen Public School 11 Collier Street Cudgen, 2487 www.cudgen-p.schools.nsw.edu.au cudgen-p.school@det.nsw.edu.au 6674 1287 Message from the Principal It has been a privilege to be Relieving Principal of Cudgen Public School throughout 2017. The school was targeted for the Premier's 'Bump It Up' initiative. This strategy aims to increase the proportion of students in the top two bands of NAPLAN reading and numeracy by 8% by 2019. A focus on staff training included: Guided Reading Reading to Guided/Modelled and Independent writing L3 (Language, Learning and Literacy) 'Super Six' comprehension strategies Explicit Feedback Once again students in years 3 & 5 participated in the national testing program (NAPLAN) which displayed improved results in reading. Major excursions were built into learning programs with K 2 students visiting Tropical Fruit World, years 3/4 Holoverse and years 5/6 Brisbane and Sunshine Coast. Our sporting teams represented the school competitively in swimming, cross country, athletics, rugby league, soccer,netball, touch and softball. Outstanding achievements were gained in swimming and rugby league. Our school recorder group performed at the Sydney Opera House. Students were able to participate in visiting performances focusing on Aboriginal and Multicultural Education. Major projects included installation of a storage facility. Additional resources were purchased to support literacy programs across 3 6. A bank of ipads in a mobile trolley was purchased with the assistance of the school P&C. I would like to acknowledge the efforts of our P&C in supporting the teaching and learning programs throughout the school. Our school is fortunate to have the services of such a professional and dedicated staff. Their tireless efforts are reflected in the successful achievements of our students. I look forward to continue working with the wider school community throughout 2018. Page 2 of 14 Cudgen Public School 1696 (2017)
School background School vision statement Cudgen Public School is proud of the academic, personal and social achievement of our students. We continually strive to create and implement high quality learning experiences for our students. This is coupled with an ongoing commitment to staff professional development to ensure the very best for each and every student. Our success is planned in three focus areas: 1. Providing a curriculum that presents the best possible learning experiences to our students. 2. Supporting the measurable improvement of individual and collective wellbeing of all. 3. Building strong relationships across the wider school community. School context Cudgen Public School has an enrolment of over 200 students across grades Kindergarten to Year 6. Many of these students are the third or even fourth generation of their family to attend the school. Our student population is characterised by almost 20% of students identifying as Aboriginal and Torres Strait Islanders. Our students are encouraged to uphold three core expectations: 1. Be safe 2. Be respectful 3. Be an active learner. We are part of the Coastal Learning Community which consists of 6 local primary schools working with Kingscliff High School to provide smooth progress from K Year 12 for all students in our area. We have a very active P & C who contribute to the daily running of the school, have a presence on many of our planning committees and provide extremely valuable funds enabling us to supply additional aids and experiences for our students. 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. Our 2015 2017 School plan closely linked to School Excellence Framework. Over the past three years we have achieved developing the capabilities of our students, building the expertise of our staff and raised our profile within the school community. 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 3 of 14 Cudgen Public School 1696 (2017)
Strategic Direction 1 Curriculum and Learning Purpose To ensure that at Cudgen Public School every class has curriculum and teaching programs that effectively develop the capabilities of all students using evidenced based teaching practices and innovative delivery mechanisms. Overall summary of progress The key focus for this strategic direction has been targeted professional learning, supported by an Instructional Leader Literacy (ILL), with a focus on inferential comprehension and collaborative practice. The ILL worked closely with Assistant Principals to facilitate teacher professional learning, shoulder to shoulder support focusing on guided reading, read to and the writing process. This model allowed for differentiated professional learning to cater for the needs of staff. As a result we have seen shifts in student achievement and higher levels of collaboration as evidenced by the School Excellence Framework. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Increased staff knowledge and use of SMART, PLAN and L3 to support and inform teaching strategies. Funds Expended (Resources) Instructional Leader Literacy Socio economic background ($12000) Progress achieved this year All teachers participated in differentiated learning which was informed by student evidence and data. Professional learning was underpinned by the 'What Works Best' document and the 'Literacy and Numeracy 2017 2020' strategy. Student progress is tracked against the literacy and numeracy continuums and PLAN reports are provided to parents. K 2 staff continued with L3 professional learning. Curriculum Adviser worked closely with the school to develop a 'Bump It Up' plan utilising SMART and PLAN data. Next Steps Continue strategic directions of 'Bump It Up' plan with increased focus on numeracy and consolidation of literacy teaching and learning. Engage Deputy Principal Instructional Leader Numeracy Build capacity of students to reflect on their own learning and develop autonomy and agency in the learning process. Build a whole school culture to enhance teacher capacity in identifying and using evidence based and data driven strategies, which are regularly monitored to ensure student growth. Page 4 of 14 Cudgen Public School 1696 (2017)
Strategic Direction 2 School Wellbeing Purpose To ensure that at Cudgen Public School students will be self aware, build positive relationships and actively contribute to the school, the community and society in which they live. Overall summary of progress We are proud of the achievements we have made this year, particularly the increased implementation of Positive Behaviour for Learning (PBL) principles. All staff are teaching to the PBL expectations matrix. Explicit lessons of expected behaviours are taught on a weekly basis. Students are recognised for exhibiting positive behaviour through the 'Cudgen Stars' program, assembly awards and fortnightly newsletter. Student wellbeing data indicates a vast improvement in student behaviour and engagement. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Wellbeing committee to look into alternate systems for developing wellbeing including PBL. A School Discipline Procedural Flowchart introduced to school community to increase consistency. Funds Expended (Resources) Developed school resources to support PBL implementation. School funds $2500 Progress achieved this year Development and implementation of PBL matrix. Full implementation of lessons K 6 explicitly teaching behavioural expectations. AP PBL supported implementation process. 'Cudgen Stars' system evaluated and refined to acknowledge students for positive behaviour. Increased student participation in the development of PBL resources. Engaged community members in supporting PBL implementation. The School Discipline Procedural Flowchart is embedded in whole school practices. The document aligns closely with the Student Discipline in Government Schools Policy and has been developed with a strong student welfare context. Next Steps Design school mascot to assist in the promotion of PBL principles. Install signage throughout the school promoting PBL principles. Work closely with AP PBL to review current practices and assist with future planning. Implement wellbeing self assessment tool. Implement metal health program 'GOT IT' and 'Incredible Flexible Me'. Implement resilience building program 'Rock and Water'. Page 5 of 14 Cudgen Public School 1696 (2017)
Strategic Direction 3 Community Involvement Purpose To ensure that at Cudgen Public School we foster positive and respectful relationships across the school community to underpin a productive learning environment and support student s development of strong identities. Overall summary of progress The school has worked towards fostering positive and respectful relationships across the school community. The focus has been to create a productive learning environment and support student's development of strong identities. Progress towards achieving improvement measures Improvement measures (to be achieved over 3 years) Improved parent participation and collaboration evidenced by school and community engagement data. Funds Expended (Resources) YULI program Aboriginal Equity $6800 Teaching and learning resources Aboriginal Equity $8000 Progress achieved this year Strengthened alliance with the Coastal Learning Community (CLC) by participating in combined teacher professional learning activities and utilising the skills of teachers and students across the CLC. Strengthened partnerships by implementing parent information sessions and increasing opportunities for parental engagement. Next Steps Develop staff capacity and confidence to collaborate and liaise with parents and community in support of student learning. Staff develop skills, understanding and knowledge in engaging our Aboriginal community. Increased participation in school decision making and learning. Actively involve community partners in various school initiatives. School leaders make deliberate and strategic use of partnerships to enrich the learning environment. Page 6 of 14 Cudgen Public School 1696 (2017)
Key Initiatives Resources (annual) Impact achieved this year Aboriginal background loading Student support teacher Indigenous garden project Aboriginal artefacts display YULI program Aboriginal equity $36000 All students have an Personalised Learning Plan prepared and implemented. All students made progress across the Literacy and Numeracy continuum's with targeted support. Aboriginal students demonstrated average levels of progress. Improvements made to Aboriginal artefacts display and Indigenous garden project. Increased cultural awareness pride and identity displayed by students involved in YULI initiative. English language proficiency No English language proficiency funding in 2017. Low level adjustment for disability LaST SLSOs Low level adjustment for disability $74000 All students who were identified as having additional learning needs were discussed at learning support team meetings and accessed programs such as the Targeted Learning, Gross Motor, Speech and Language, Incredible Flexible Me and school learning support officer time. Quality Teaching, Successful Students (QTSS) Release time for executive teachers Quality Teaching Successful Students $14600 All supervisors had QTSS time scheduled as part of the weekly RFF timetable. Supervisors worked with each of their team members using their PDPs as a basis for mentoring, lesson observations and feedback, monitoring and evaluating student performance data and the provision of support around curriculum differentiation. Socio economic background Instructional Leader Literacy Excursion supplementation Teaching and learning resources Student wellbeing programs $37000 The Instructional Leader role was extremely successful. He worked with all staff throughout the year supporting them in the achievement of their PDP goals as well as providing support in school priority areas. The support was individualised and in the form of meetings, lesson observations, additional release time for reflective discussions and the provision of professional learning, readings and teaching resources. Every student is tracked against the literacy and numeracy continua. The data is analysed by the executive team and teachers to ensure that all students are 'on track' and that any issues with achievement are identified. These identified students were provided with differentiated teaching and learning to ensure ongoing achievement. The impact we have seen in student achievement and staff collaboration has been significant. We plan to continue this model in 2018 with a numeracy focus. Page 7 of 14 Cudgen Public School 1696 (2017)
Student information Student enrolment profile Enrolments Students 2014 2015 2016 2017 Boys 105 107 108 108 Girls 80 79 80 91 Our enrolment figures have continued to increase over the last 5 years, with our enrolments increasing by approximately 15% since 2012. It is anticipated that this growth is likely to continue to slowly increase in future years. Student attendance profile School Year 2014 2015 2016 2017 K 92.9 91.7 94 92.5 1 91.3 93.3 94.6 93.8 2 93.2 90.5 92.5 93.3 3 95.2 93.3 94.9 91.3 4 91.1 95.4 91.5 94.3 5 88.9 92.6 94.2 90.9 6 90.9 90.1 88.7 92.8 All Years 91.9 92.4 93.1 92.8 State DoE Year 2014 2015 2016 2017 K 95.2 94.4 94.4 94.4 1 94.7 93.8 93.9 93.8 2 94.9 94 94.1 94 3 95 94.1 94.2 94.1 4 94.9 94 93.9 93.9 5 94.8 94 93.9 93.8 6 94.2 93.5 93.4 93.3 All Years 94.8 94 94 93.9 Management of non-attendance Cudgen Public School has maintained a focus on increasing regular attendance at school as a fundamental factor in student achievement. The school regularly follows up absence and lateness to school. Parents and carers who withdraw their students for family holidays are required to lodge an application for extended leave. Management of school attendance includes the implementation of procedures for students arriving late and leaving early through ebs ontrack+, regularly communicating attendance requirements to parents and carers via newsletter and school web page. Attendance is monitored by class teachers, stage supervisors and the Learning Support Team in conjunction with administration staff. A Home School Liaison Officer checks attendance remotely and follows up families of concern. Workforce information Workforce composition Position FTE* Principal 1 Deputy Principal(s) 0 Assistant Principal(s) 2 Head Teacher(s) 0 Classroom Teacher(s) 6.78 Teacher of Reading Recovery 0.42 Learning & Support Teacher(s) 0.6 Teacher Librarian 0.4 Teacher of ESL 0 School Counsellor 0 School Administration & Support Staff 2.42 Other Positions 0 *Full Time Equivalent The Cudgen School workforce has 2 permanent, fulltime Aboriginal teachers and a part time Aboriginal SLSO. Teacher qualifications All teaching staff meet the professional requirements for teaching in NSW public schools. Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 77 Postgraduate degree 23 Professional learning and teacher accreditation Professional learning continues to remain a high priority at Cudgen Public School. All professional learning, Page 8 of 14 Cudgen Public School 1696 (2017)
where possible, was research based to ensure quality and currency. School Development Days allowed staff to complete compliance training and strengthen collaboration between the Coastal Learning Community and teachers. A major focus was placed on the teaching and learning of guided reading and writing as part of the Premier's Bump It Up! strategy. 100% of teachers participated in professional learning throughout the year, including mandatory training in First Aid,Anaphylaxis,Child Protection, Code of Conduct, CPR and Corruption Prevention training. Significant professional learning was undertaken in L3. Financial information (for schools using both OASIS and SAP/SALM) Financial information The three financial summary tables cover 13 months (from 1 December 2016 to 31 December 2017). The financial summary consists of school income broken down by funding source and is derived from the school Annual Financial Statement. Receipts $ Balance brought forward 194,361 Global funds 185,477 Tied funds 350,467 School & community sources 29,255 Interest 2,262 Trust receipts 2,669 Canteen 0 Total Receipts 570,130 Payments Teaching & learning Key Learning Areas 30,287 Excursions 32,744 Extracurricular dissections 22,071 Library 1,207 Training & Development 30,037 Tied Funds Payments 254,647 Short Term Relief 29,262 Administration & Office 34,022 Canteen Payments 0 Utilities 16,079 Maintenance 29,518 Trust Payments 2,583 Capital Programs 0 Total Payments 482,458 Balance carried forward 282,032 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 9 of 14 Cudgen Public School 1696 (2017)
2017 Actual ($) Opening Balance 0 Revenue 324,740 Appropriation 286,837 Sale of Goods and Services 1,000 Grants and Contributions 36,902 Gain and Loss 0 Other Revenue 0 Investment Income 0 Expenses -246,426 Recurrent Expenses -246,426 Employee Related -172,504 Operating Expenses -73,922 Capital Expenses 0 Employee Related 0 Operating Expenses 0 SURPLUS / DEFICIT FOR THE YEAR 78,313 Balance Carried Forward 78,313 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. 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 $0.00 because the opening balance for the 2017 school financial year is reported in the OASIS table (as Balance brought forward). The amount displayed in the appropriation category of the financial summary table is drawn from the balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for appropriation will not equal the OASIS balance carried forward amount. Financial summary equity funding The equity funding data is the main component of the 'Appropriation' section of the financial summary above. 2017 Actual ($) Base Total 1,454,917 Base Per Capita 28,731 Base Location 0 Other Base 1,426,186 Equity Total 149,283 Equity Aboriginal 36,947 Equity Socio economic 37,679 Equity Language 0 Equity Disability 74,657 Targeted Total 223,610 Other Total 61,001 Grand Total 1,888,811 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. Whilst it is always pleasing to have a high percentages of students achieving at or above National Minimum Standards (NMS) in literacy, as a whole school and as part of the Premier's Priorities, we are focused on increasing the percentage of students achieving in the top two bands, with a particular 2017 target on writing and reading. In 2017, twenty one students in Year 3 and twenty nine students in Year 5 sat the NAPLAN assessments in literacy. In Year 3 90% of the students were achieving at or above NMS in reading and 95% in writing. In Year 5 Page 10 of 14 Cudgen Public School 1696 (2017)
96% of the students were achieving at or above NMS in reading and 89% in writing. Page 11 of 14 Cudgen Public School 1696 (2017)
Whilst it is always pleasing to have a high percentages of students achieving at or above National Minimum Standards (NMS) in numeracy, as a whole school and as part of the Premier's Priorities, we are focused on increasing the percentage of students achieving in the top two bands. In 2017, twenty one students in Year 3 and twenty Page 12 of 14 Cudgen Public School 1696 (2017)
nine students in Year 5 sat the NAPLAN assessments in numeracy. In Year 3 95% of the students were achieving at or above NMS in numeracy. In Year 5 96% of the students were achieving at or above NMS in numeracy. 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. The Bump It Up strategy focusses on identifying students who are doing well and who, the data suggests, have the greatest capacity to achieve in the top two NAPLAN bands. By identifying students who are currently achieving in the middle bands of NAPLAN, and implementing locally developed targeted initiatives, we can improve their performance in reading and numeracy and enhance their overall education outcomes. The school has a strong focus on using targeted professional learning, collaboration and data analysis to inform practice. This focus is driven by Instructional Leaders in collaboration with the school executive to maintain best practice in literacy and numeracy and establish strategic directions. Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. In 2017, Cudgen Public School sought the opinions of the school community including: students, parents, caregivers and teachers. The outcomes of meetings, surveys, including Tell Them From Me and media responses to current issues and events have helped our school to better understand how to identify what works best to improve student learning outcomes and support our Strategic Directions in the School Plan. In 2017, Cudgen Public School surveyed the parents through the Tell Them from Me survey. The feedback was positive. The strengths in the data showed most parents feel welcome to our school and they can easily speak with class teachers. Parents felt that staff took an interest in their child's learning and encouraged them to do their best. They believe the school supported positive behaviour and school expectations are clear. In 2017, Cudgen Public School surveyed staff through the Tell Them from Me survey. Staff felt they worked well with their leadership team and discussed learning issues with other staff to improve their own knowledge. They set high expectations for student learning and are developing good strategies enabling feedback to students during and after lessons. Page 13 of 14 Cudgen Public School 1696 (2017)
In 2017, the students were surveyed using Tell Them from Me. Most students felt that they have positive relationships with teachers and that teachers set high, but realistic, expectations for academic success. Multicultural and anti-racism education Our school values the diversity of cultures within our school community, consisting of families from many different countries. Multicultural education programs are embedded in our curriculum programs. Harmony Day celebrations were held in March. Harmony Day celebrates Australia s cultural diversity. It s about inclusiveness, respect and a sense of belonging for everyone. It is a day for all Australians to embrace cultural diversity and to share what we have in common. Each class made a display that represents Harmony Day'. They were displayed in the hallway for the term. Students came to school dressed in multicultural clothing or the colour orange which represents Harmony Day. Policy requirements Aboriginal education We promote a culture of inclusiveness into our curriculum delivery and wider school activities. Cudgen Public School is located on the land of the Minjungbal People of the Bundjalung Nation. The endeavours to respect and support Aboriginal people past, present and future, by offering a high level of support to enhance and improve educational outcomes for all students. Throughout 2017 there has been an ongoing commitment to the integration of Aboriginal perspectives across all key learning areas. Students achievements were recognised at regular assemblies, Presentation Night and through recognition during NAIDOC Week. Our senior students again participated in the Coastal Learning Community YULI program. This programs continues to be a valuable and well recognised pathway to extending students' cultural understandings and sense of identity. A significant art work was commissioned for the school Indigenous garden in collaboration with a local Aboriginal artist and the Coastal Learning Community. This artwork forms part of an interactive learning resource for the students. Page 14 of 14 Cudgen Public School 1696 (2017)