2016 narrabri west public school annual report...consistent approaches and practice, must access...

Narrabri West Public SchoolAnnual Report

2016

2709

Printed on: 11 April, 2017 of 20 Narrabri West Public School 2709 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Narrabri West Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

School contact details

Narrabri West Public School6 Cooma RdNarrabri, 2390www.narrabriw-p.schools.nsw.edu.aunarrabriw-p.School@det.nsw.edu.au6792 2377

Message from the Principal

This report gives information about the programs and performance of Narrabri West Public School. It is part of ourprocess of self–evaluation, reporting and planning. It provides a summary of our achievements and communicates ourstrategic directions and the focus for our learning in 2016.

In developing our strategic plan, we are striving for continuous improvement by enhancing the many excellentopportunities that already exist,continuing to increase rigour across the school through consistent implementation ofexemplary practices and providing opportunities to build the capacity of our staff to create effective learning and teachingenvironments.

There has been genuine intent to put into place a clear vision and focus to take the school forward and provide a highlyengaging and quality learning environment for all students.

We value and demonstrate: • A supportive and welcoming culture; • Positive relationships between staff, parents and students; • Genuine care and concerns for all students; • Effective programs delivered by effective teachers; • A wide range of support programs; • A wide range of extra curricula activities; and • High expectations for school standards and values

Our school enjoys a positive, well–deserved reputation in the community which is reflected in steadily increasingenrolments. Strong partnerships exist which enhance relationships between students, staff, parents and the broadercommunity to create a truly great school.

I certify that the information in this report is the result of a rigorous school self–evaluation process and is a balanced andgenuine account of the school’s achievements and areas for development.

Stephen Maher

Principal


School background

School vision statement

“Great teachers inspire their students to learn. They can, and do, make a difference to the quality of a student’s life bothwithin and outside the school.” (Great Teaching Inspired Learning. NSW DEC 2013)

This statement guides the teaching philosophy of all teachers and leaders at Narrabri West Public School. We arecommitted to improving the learning outcomes of students through enhancing teacher quality in a collaborative culture.We share the following beliefs:

• Students are our priority, are at the centre of everything we do and our practice reflects their best interests; • Teachers and school leaders are the key to making the difference to student learning; • Teacher quality and supportive instructional leadership are the key drivers for continuous school improvement; and • The coherent alignment of teacher, leader and student learning has the greatest impact.

In order to improve student learning growth, our teachers must deliver highly effective teaching. They must haveconsistent approaches and practice, must access current research and ensure their teaching is relevant and reflective of21st Century approaches.

We will achieve this through a relentless focus by our students, staff and community on our strategic directions ofStudent Learning, Student Wellbeing and the Professional Practice of our teachers.

This vision is shared and supported by our school community of students, staff and parents.

School context

Narrabri West Public School is a Pre School to Year 6 learning community. We have 370 students attending, 16% beingAboriginal. Narrabri is a rural town with its student base coming from a range of social and economic backgrounds.

Narrabri West strives to be recognised as a school that sets the standard in educational and professional excellence andcontinues to build the skills and knowledge of its teachers.

We have adopted ‘The Art and Science of Teaching’ as our teaching framework. Extensive professional developmentopportunities are provided to build staff expertise and strategies for classroom practice. Our Strategic Plan will see thisbecome embedded across the entire school. This will strengthen the effectiveness of teacher practice through the use ofevidence–based pedagogy, thus building a common language for instructional practice from Pre School to Year 6. Allteachers understand the need to establish strong learning goals and success criteria for each lesson. Emphasis has alsobeen placed on ensuring each lesson concludes with a reflection by students on their success in achieving the statedlesson goal. This makes learning and progress visible and by doing this we empower our teachers,students and parents.

A continued commitment to instructional leadership will ensure that school leaders have curriculum expertise and areactive coaches for teaching staff. Working regularly in classrooms, planning quality training opportunities and definingconsistent practices across the school will provide a foundation for continued success.

Our Pre School allows the provision of early childhood education and comprehensive transition to Kindergartenprograms. The Early Years Learning Framework and National Quality Standards form the basis of our Pre Schoollearning program.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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 supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.


[Insert a narrative of the progress achieved across the domains of Learning, Teaching, and Leading]

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements 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

For schools participating in external validation processes:

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 externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated [insert a narrative of the progress achieved by the school across the domains ofLearning, Teaching, and Leading. Schools may choose to use the information from their executive summary and thepanel report to inform their narrative.]

Our self–assessment and the external validation process will assist the school to refine the strategic priorities in ourSchool 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


Strategic Direction 1

Student Learning: High expectations support the belief that all students can learn, progress and achieve.

Purpose

The focus of Strategic Direction 1 is Student Learning. Its purpose is to: • Ensure high levels of achievement in literacy and numeracy are evident throughout the school. • Design learning programs to ensure student learning in the 21st century is collaborative, innovative and creative

within a global context. • Deepen student learning through authentic, relevant and meaningful student inquiry. • Differentiate instruction and assessment in response to student strengths, needs and prior learning.

Overall summary of progress

• Teachers are delivering high quality, engaging lessons that explicitly outline the purpose of learning for students,incorporating goal setting, feedback and reflection on learning and achievement.

• Assessment for Learning is a regular part of teaching and learning in the classroom, with evidence includinglearning goals, success criteria, effective questioning, formative feedback, activators, summarisers, peer andself–assessment and exit criteria.

• Teachers are working collaboratively as stage teams to plan lessons and learning programs, assessing the needsof students and developing consistency in teaching and assessment.

• A school curriculum planning and programming guide for English, incorporating a scope and sequence, checklists,units of learning, planning proformas and assessment requirements to ensure consistency of instruction andplanning across the school was developed and introduced to staff, so there is a clearly defined progression oflearning occurring.

• Teachers collaboratively developed core learning units in English, including authentic learning tasks. Studentsworked in groups effectively collaborating, communicating, and thinking creatively and critically to solve problems.Teachers developed rich assessment tasks to observe student development, engaged in dialogue with colleaguesfor consistency and used the continuums to determine what students know and where to take them next. Teachersincorporated explicit feedback to students around learning tasks to enable self–reflection.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Evidence of student learning andstudent inquiry across the wholeschool, stages and individualclasses will be collated usingthe‘Academic Engaged TimeMeasuring Tool.’

• Instructional rounds and classroom walkthroughsconducted by members of the school’s leadershipteam to monitor implementation of strategicdirection processes and practices and gatherinformation and data to inform future directions. • Training continued to be provided to InstructionalLeader in the use of the ‘Academic Engaged TimeMeasuring Tool’. Data from classrooms indicatesstudents are continually engaged in an academictask with focussed teacher involvement. • Lessons and lesson planning incorporatedFormative Assessment commencing with LearningGoals and Success Criteria with feedback deliveredin relation to the success criteria and with studentsbuilding their capacity for reflection by deliveringpeer feedback and self–assessment. • Student work samples and classroomwalkthrough data demonstrate students’ ability toreflect on their learning in terms of lesson goals,success criteria and feedback and to set goals forfurther learning. They understand what they arelearning and what they need to do to improve theirwork.





PLAN, NAPLAN, ACEL PAT,English and Maths ContinuumK–10 and Hattie’s Effect SizeCalculator will be used todetermine growth in English andMathematics across all stagesand data collected is used toinform planning for learning.

• School–based assessment tracked againstcontinuums. Pre and post testing using ‘GoMaths’diagnostic tests, with data collation to informtargeted and ongoing planning for student learninggrowth. • Monitoring of NAPLAN results. • Observations, feedback and student conferences. • PLAN software to identify and monitor students’levels of competency and progress in literacy andnumeracy. • Reading Recovery providing daily individualsupport to selected Year One students who requireearly intervention for reading.

Premier's Target

Increase the percentage of allstudents in the top two NAPLANbands for reading and numeracyby 8% by 2019.

Increase the percentage ofAboriginal students in the top twoNAPLAN bands for reading andnumeracy by 30% by 2019.

• The percentage of Year 3 students in the top twobands has increased to 35.7% in reading (21.6%2015) and decreased to 20% for numeracy(25%2015). • The percentage of Year 5 students in the top twobands has increased to 29.7% in reading (22.8%2015) and decreased to 5.7% for numeracy(27.7%2015). • 28.6% of Year 3 Aboriginal students were in thetop two bands for reading and 7.1% in the top twobands for numeracy at Narrabri West Public School. • There were insufficient students in Year 5 for areporting cohort.

Next Steps

• Continue to develop the capacity of the schools leadership team to collect evidence using the Academic EngagedTime Measuring Tool and utilise data collected to inform future professional learning, teacher feedback andplanning for student learning.

• Further develop formative assessment tasks across all key learning areas to provide insight and direction for furtherstudent learning. Focus on further developing capacity in using rapid formative assessment techniques to makelearning visible to teachers and students, in a way that fosters effective feedback and further learning.

• More effectively monitor student growth and tracking of student learning to guide future focus areas, includingtesting in Mathematics, Spelling and Comprehension using ACEL PAT, with data collation to inform targeted andongoing planning for student learning growth.

• Increase the overall scores of the Eight Drivers of Student Learning and the Four Dimensions of Classroom &School Priorities within the Focus on Learning Teacher Survey to an average of 9.0.

• Collaboratively develop and implement a school curriculum planning and programming guide for Mathematics. • Early literacy interventions for students requiring intensive support in the area of literacy.



Student Wellbeing: School culture and practice respects and responds to every student’s aspirations, culture andlearning potential.

Purpose

The focus of Strategic Direction 2 is Student Wellbeing. Its purpose is to: • Promote and sustain student wellbeing and positive student behaviour in a safe, accepting, inclusive and healthy

21st century learning environment. • Design learning programs which are differentiated, purposeful and engaging, are directly related to each student’s

stage of learning development and build their capacity to be responsible and productive citizens.


• The physical learning environment in each classroom, including the preschool, supports the focus on learning goalsand student engagement through the provision of a safe, engaging, innovative 21st century learning environment.

• ‘Focus on Learning (TTFM)’ surveys conducted annually reflect high levels of staff, staff, student and parentsatisfaction across areas surveyed.

• Team leaders worked with stage teams and began to embed 21st century cross curriculum capabilities,incorporating the use of technology into integrated conceptually based units of work, so that students wereengaged and further developing the skills and capacities required for future success.

• A range of opportunities were provided for parents to engage positively with our school including: attendance atspecial celebrations, assisting in a range of informal activities and using a range of school communicationchannels. This has enabled parents to have a greater understanding of and commitment to our school practicesand directions.




Tell Them From Me surveysconducted annually, will reflecthigh levels of staff, student andparent satisfaction across allareas surveyed. Enhancedstudent and family participationand engagement in studentlearning through a range ofcommunication devices andfeedback opportunities, whichallow for student voice.

Tell Them From Me student, staff and parent surveydata analysed and future directions determinedbased on data.

Areas for future directions based on survey dataincluded in revised school plan.

A range of support and programs conducted in2016 influenced a positive and inclusive culture,raised expectations and strengthened home schoolpartnerships. These included: • Parent workshops; • ‘Informing Parents’ newsletters providing moredetailed information on school programs andprocedures; • Friday Journals; and • Use of the ‘SeeSaw’ app.

Develop a commonunderstanding and sharedcommitment to theimplementation of exemplary,proactive wellbeing practices thatwill make the greatest differenceto students and improve theeffectiveness and consistency ofcurrent approaches to behaviourmanagement.

• All classes offered Learner Led Conferences toparents and feedback regarding this format fromteachers, students and parents was overwhelminglypositive. • ‘Informing Parents’ newsletters prior to theconferences prepared parents for the change andprovided information as to what they could expect.91% of parents attended conferences. Thesefurther enhanced communication between schooland home, as well as teaching studentsself–evaluation and self–reflection skills, whilst





Develop a commonunderstanding and sharedcommitment to theimplementation of exemplary,proactive wellbeing practices thatwill make the greatest differenceto students and improve theeffectiveness and consistency ofcurrent approaches to behaviourmanagement.

on learning. • Friday Journals introduced as another means ofstudent–parent interaction to share the learningexperience and enhance parent communication.

Next Steps

• Evaluate learning spaces to ensure they are meeting the needs of students and are facilitating 21st centurylearning competencies, to determine any future needs and requirements.

• Use existing student wellbeing data and evidence to improve behaviour management processes that build upon thestrengths of our current approaches and increases consistency of implementation across the school.

• Investigate alternative exemplary, wellbeing approaches. Use this research to develop a plan that highlightsopportunities for improvement, builds upon the strengths of current approaches and is connected to our approachto teaching, learning and wellbeing.



Professional Practice: Strengthened capacity of staff to support and improve student learning outcomes in all curriculumareas.

Purpose

The focus of Strategic Direction 3 is Professional Practice. Its purpose is to: • Implement and share innovative and collaborative professional learning programs that are relevant, future focused

and shaped by research, evidence and feedback, which build personal and team capacity, leadership andeducational practice, whilst developing reflective team members, supporting further career development andcontributing to a culture of learning.

• Provide teachers with enhanced capacity to ensure the teaching and learning environment is inclusive, promotesthe intellectual engagement of all students and reflects individual student strengths, needs, learning preferencesand cultural perspectives.


• Professional learning presentations explored elements of visible learning including: knowing our impact, the mosteffective classroom strategies, provision of feedback, formative assessment and use of learning goals and successcriteria. Collaborative planning built upon the concepts explored and fostered classroom implementation andcollaborative reflection.

• External consultant and Instructional Leader engaged staff in professional learning to develop expertise and buildcapacity through feedback in the implementation of evidence based learning. Teachers sought out assistance fromthe Instructional Leader on a regular basis. They received pertinent professional advice based on research toexplain pedagogical implications of what they were learning in each process so that they could adjust teaching andlearning programs in the interests of enhancing learning and building capacity.

• Leadership team supported teachers to implement timely, effective and appropriate feedback to students. Duringplanning days stage teams focused on planning English units using the formative assessment cycle andincorporating assessment for learning strategies that allow students the opportunity to self–assess and reflect ontheir work. Professional learning workshops on hinge questions and feedback were provided.

• Feedback on English units was given to teachers after evidence was collected during classroom walkthroughs andprogram reviews. Executive provided mentoring and extra professional learning and support, including writing andcollaboratively planning English units as models.

• A teacher who has been identified as having leadership capacity attended leadership team professional learning,undertook leadership tasks and was supported and coached to mentor a beginning teacher.

• Professional learning partnership with three Sydney schools, focusing on the development of collaborative planningand approaches to teaching. Mentored teachers from other schools in the implementation of Learning Goals andSuccess Criteria and strategies that have been successful in our context.

• Beginning and early career teachers were allocated a trained mentor to support them in developing improvedprogramming, incorporating Assessment for Learning strategies and developing technology skills to enhanceplanning and collaboration. Teachers seeking accreditation were supported to achieve this goal. The schoolsleadership strategy promotes succession planning, distributed leadership and organisational best practice.




All teachers develop, implementand evaluate their PerformanceDevelopment Plans (PDPs),reflecting a commitment toeffective teaching and practice,professional learning, meetingthe Australian ProfessionalStandards for Teachers,self–development and capacity toreflect on practice. HighlyAccomplished Teacheraccreditation will be sought byhighly skilled staff members.

• Conditions that promote collaborative learningcultures have been established with professionaldialogue, based on research literature andauthentic learning, supporting the use of consistentlanguage and practice. • There is an expectation within the school that allteachers will be highly committed to continuousimprovement and recognise professional learning isa responsibility, as well as a right. • External Consultant providing training anddevelopment in protocols for observations andfeedback for leadership team. • Teachers use the Australian Professional





All teachers develop, implementand evaluate their PerformanceDevelopment Plans (PDPs),reflecting a commitment toeffective teaching and practice,professional learning, meetingthe Australian ProfessionalStandards for Teachers,self–development and capacity toreflect on practice. HighlyAccomplished Teacheraccreditation will be sought byhighly skilled staff members.

Teaching Standards to reflect on their own practiceand set personal goals based on individual needsand school priorities for Personal DevelopmentPlans. Goals, strategies and support plannedcollaboratively between staff and leadership team. • Lesson observations and feedback bysupervisors. • Mentoring of early career teachers (using theAustralian Professional Teaching Standards).

Evidence of increased confidencein and authentic use oftechnologies to enhance studentlearning, engagement and parentinvolvement, as evidenced in TellThem From Me teacher surveyand class programs andplanning.

• Increased access to technology resourcesenhanced student collaboration. Studentsdemonstrated increased engagement and thetechnology facilitated higher order thinking.Teachers worked collaboratively to create programsembedding ICT skills. • Trialled use of Google Docs and OneNote forcollaborative planning by staff and students.

Next Steps

• Teachers will continue to be provided with access to technologies and professional learning to increase theintegration of authentic technology use in the classroom. Students will be able to increase their use of technology todevelop 21st century learning competencies and their knowledge of the capacity of creative and productivetechnologies to investigate, create, communicate and collaborate. This will enable them to further engage withtechnology as a tool to achieve growth in syllabus outcomes. This technology focus draws on the results of ourteacher Tell Them From Me Focus on Learning surveys, which indicated our use of and integration of technologywas the driver of student learning that was the least utilised in the classroom.

• Purchase of new technologies and resources to assist the embedding of technology skills into units of learning andallow for increased student access to technologies – One Education Infinity notebooks, Edison robots and storagesolutions to enhance access and portability. Improve infrastructure to support technology, including additionalwireless access points.

• Continuing our professional learning partnership with Colyton, Ruse and Mt Annan public schools and this will playan important role in our increasing focus on technology in the classroom. Each school has committed to contribute$5000 in 2017 to ensure the continuity of the relationships developed.

• The schools leadership team will build leadership capacity amongst nominated staff through coaching them asaspiring leaders in a targeted program of individual (and team) professional development, which will build capacitywithin and beyond the school. Our Quality Teaching Successful Schools strategy (QTSS) funding will assist withthis.

• Beginning teacher funds will be utilised in professional development and support that focuses on appropriatestructures to support engagement and effective teaching for early career teachers. The schools Instructional Leaderwill coordinate this support with the leadership team and experienced colleagues.

• Providing opportunities for aspiring leaders to display and build on their leadership capacity. • Evaluate the use of Google Docs/Office 365/OneNote and implement across the school. ICT scope and sequence

to be implemented and integrated into units of learning.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Additional school funded LaST positions (1.5teachers), providing skills, strategies andreinforcement of concepts in the areas ofreading, literacy and numeracy. Studentsparticipated in a combination of small groupsessions and in class support with a focus oneducational tasks that were designed toincrease the students’ confidence andimprove skills.Weekly Learning Support Team meetings andstage team planning meetings providingtargeted support programs.School processes for the early identificationand ongoing monitoring of students whoexperience difficulty at school.Implementation of focused English and Mathssessions allowing for the ‘teach, revisit andreteach’ process, acceleration, remediationand student movement.School and external data detailing academicprogress of targeted students.AEO provides ongoing support to targetedstudents through classroom intervention.

Aboriginal backgroundloadingLow level adjustment fordisabilitySocio–economicbackground

$153028

• Aboriginal backgroundloading ($13 800.00)

Low level adjustment for disability Additional school funded LaST positions (1.5teachers), providing skills, strategies andreinforcement of concepts in the areas ofreading, literacy and numeracy. Studentsparticipated in a combination of small groupsessions and in class support with a focus oneducational tasks that were designed toincrease the students’ confidence andimprove skills.Weekly Learning Support Team meetings andstage team planning meetings providingtargeted support programs.Maintained school processes for the earlyidentification and ongoing monitoring ofstudents who experience difficulty at school.Teachers working as a stage team to planlessons and learning programs, assessing theneeds of students and developingconsistency in teaching and assessment.School and external data detailing academicprogress of targeted students.


$153028

• Low level adjustment fordisability ($32 991.00)

Quality Teaching, SuccessfulStudents (QTSS)

Leadership team undertook further training inthe use of Instructional Rounds. These buildon the expertise of educators and are basedon the model of directly observing, engagingin dialogue and using a shared language. Theleadership team observed, analysed andprovided feedback on how well teachers areusing formative assessment to elicit evidenceof achievement and adapt learning to meetstudent needs. Working regularly inclassrooms, planning quality trainingopportunities and defining consistentschool–wide practices is providing afoundation for continued success.Continued to embed an overarchingpedagogical framework based on ‘The Artand Science of Teaching’ with a focus onlearning goals, success criteria and buildinghigh learning engagement and behavioural

DoE staffing allocation:0.262


Quality Teaching, SuccessfulStudents (QTSS)

expectations. DoE staffing allocation:0.262

Socio–economic background Additional school funded LaST positions (1.5teachers), providing skills, strategies andreinforcement of concepts in the areas ofreading, literacy and numeracy. Studentsparticipated in a combination of small groupsessions and in class support with a focus oneducational tasks that were designed toincrease the students’ confidence andimprove skills.Additional school funded classroom teacherto allow for assistant principal to fulfil role ofInstructional Leader.As a result of the above two measures, thecapacity of the school executive to implementenhanced teaching practices driven byevidence based research has increased. TheInstructional Leader has supported the schoolleadership team in planning and implementinga focussed professional learning programbased on available data and set targets that ismaking a difference to student learningoutcomes and is building teacher capacity.The Instructional Leader in collaboration withthe schools leadership team engage inInstructional Rounds, observing lessons andproviding feedback to teachers. Following thisfeedback, teachers and the leadership teamimplement a ‘where to next’ strategy witheach teacher. Observing the lessons ofcolleagues engaging in effective practice isencouraged and facilitated.Employment of educational consultant toassist in implementation of assessment forlearning and classroom focused professionallearning based on the schools strategicdirections.Teachers explicitly outline the purpose oflearning for students.Personalised professional development isevidenced through a range of strategies;collaboration, feedback, peer andself–evaluation.


$153028

• Socio–economicbackground ($66 750.00)

Support for beginning teachers We received funding for one early careerteacher which supported additional releaseand mentoring time. Another temporary earlycareer teacher was supported through schoolfunding to allow for similar opportunities.Early career teachers worked with theInstructional Leader in a range of activities tosupport the development of their skills andaddressing needs. Teachers reflected onprogress toward their goals and wereprovided with quality feedback onperformance.Support was also provided for the teachers togather and annotate appropriate evidence tocontribute to their accreditation.

Beginning teacher funding

$13378

• Support for beginningteachers ($13 378.00)


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 133 133 137 142

Girls 150 151 166 180

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.6 92.1 94.6 93

1 92.9 94.8 92.6 93

2 91.6 93.2 95.4 90.4

3 93.2 93.3 94.5 94.3

4 91.8 95.8 92.9 94.1

5 91.5 93.1 92.8 92.2

6 91 92.3 93.6 92.9

All Years 92.6 93.6 93.8 92.9

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 attendance and partial attendance arerecorded on a daily basis. Teachers monitor attendanceconcerns and parents are contacted where necessary.

If students have attendance at less than 85%, theLearning Support Team works with families to improveattendance. If attendance continues to be a concern, areferral is made to the home school liaison officer.

The school will continue to monitor student attendanceclosely and implement strategies to assist in thecontinued reduction of non–attendance.

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 4

Classroom Teacher(s) 14.61

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.8

School Counsellor 0

School Administration & SupportStaff

5.2

Other Positions 0.12

*Full Time Equivalent

Narrabri West has staff members who identify as beingof Aboriginal heritage.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 87

Postgraduate degree 13

Professional learning and teacher accreditation

Since teachers make the biggest school baseddifference to student learning outcomes, teacherprofessional learning throughout each teacher’s careerpath is given a high priority at Narrabri West. Thisnotion of continual reflection and growth supports theprogression reflected in the Department of Education’sGreat Teaching, Inspired Learning document. The keyto highly effective quality teaching practice is teacherprofessional learning. Our focus in 2016 continues tobe building teacher capacity through the provision ofhigh quality school–based professional learningprograms that are based on the identified needs ofteachers and make the biggest difference to studentlearning.

All members of the teaching staff devised professionallearning plans for the year as part of the Performanceand Development Framework and participated inprofessional learning initiatives which were research


based, collaborative, practical and based on identifiedneeds and targets related to the school plan and itsstrategic directions. The process has evolved withformal and informal meetings during which learningplans are revisited, modified and evaluated using selfand peer–assessment.

Additionally, partnerships have been established withColyton, Ruse and Mt Annan Public Schools in westernSydney, further enhancing dialogue aroundprofessional learning opportunities.

In 2016 professional learning funds were utilised tocover costs associated with participation in workshops,school development days, conferences, team planningand attending courses within and beyond the school.

Our professional learning program is coordinated byour Instructional Leader, together with our educationalconsultant, utilising school funds and also those fromTeacher Professional Learning, which are provided asa tied grant from the Department of Education.

A total of $20,266 was expended on the professionallearning program in 2016. The average expenditure perteacher was $785.10.

Two new scheme teachers are working towardsaccreditation and one new scheme teacher ismaintaining accreditation at Professional Competence.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2015 to 31December 2016.

2016 Actual ($)

Opening Balance 363 755.54

Revenue 3 320 135.71

(2a) Appropriation 3 224 024.69

(2b) Sale of Goods andServices

24 714.88

(2c) Grants and Contributions 66 507.27

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 4 888.87

Expenses -3 266 354.91

Recurrent Expenses -3 266 354.91

(3a) Employee Related -2 923 362.71

(3b) Operating Expenses -342 992.20

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

53 780.80

Balance Carried Forward 417 536.34

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 2 412 682.68

Base Per Capita 17 115.56

Base Location 58 891.98

Other Base 2 336 675.13

Equity Total 254 124.69

Equity Aboriginal 82 968.58

Equity Socio economic 66 750.31

Equity Language 0.00

Equity Disability 104 405.80

Targeted Total 61 922.46

Other Total 479 132.82

Grand Total 3 207 862.65

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/or


community groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills andunderstandings demonstrated in these assessments.

School assessment data is collected on a regular basisby teachers and adds to their ongoing judgementsabout student performance against the curriculum. As aschool we use a wide variety of measures to ensure ourjudgements about student learning are not reliant onsingle measures. Student assessment, includingNAPLAN, is used to inform both individual teacherplanning and schoolwide curriculum change strategies.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand type Narrabri West Public School in the Find aschool and select GO to access the school data.

In accordance with the Premier’s Priorities: Improvingeducation results, schools are required to report theirstudent performance for the top two NAPLAN bands inreading and numeracy.

The percentage of Year 3 students in the top two bandshas increased to 35.7% in reading (21.6% 2015) anddecreased to 20% for numeracy(25% 2015).

The percentage of Year 5 students in the top two bandshas increased to 29.7% in reading (22.8% 2015) anddecreased to 5.7% for numeracy(27.7% 2015).

Another reporting requirement from the State priorities:Better services – Improving Aboriginal educationoutcomes, is for schools with significant numbers ofAboriginal students to report the percentage ofAboriginal students in the top two NAPLAN bands.

28.6% of Year 3 Aboriginal students were in the top twobands for reading and 7.1% in the top two bands fornumeracy.

There were insufficient students in Year 5 for areporting cohort.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Thisprocess ensures that our school is always seekingways to improve its performance, thereby ensuring thatwe are providing the best educational experience wepossibly can for all the students in our school.Theirresponses are presented below.

Parents

The Partners in Learning Parent Survey was based ona questionnaire covering several aspects of parents'perceptions of their children's experiences at school.The survey also provides feedback about the extent towhich parents feel the school supports learning andpositive behaviour and promotes a safe and inclusiveenvironment. It included seven separate measures,which were scored on a ten–point scale.

The scores for the questions (i.e., strongly agree tostrongly disagree), have been converted to a 10–pointscale. They have then been averaged and reported byquestion and by topic. A score of 0 indicates strongdisagreement; 10 indicates strong agreement and 5 is aneutral position (neither agree nor disagree).

The results for the individual questions for eachindividual aspect from our school were:Staff

The Focus on Learning Teacher Survey is aself–evaluation tool for teachers and schools. It asksteachers to consider whether they present:1. Parents feel welcome – 8.52. Parents are informed – 8.33. Parents support learning at home – 7.04. Support for learning – 8.45. Support for positive behaviour – 8.96. Safety – 8.87. Inclusion – 8.5 • Challenging and visible learning goals for

students and if so, whether they enable studentsto achieve these learning goals through;

• Planned learning opportunities which involve anintentional transfer of skills and knowledge;

• Quality feedback that guides students' effort andattention; and

• Support for students to overcome obstacles toachieving their learning goals (e.g.,poor basicskills, unproductive learning strategies, lowself–esteem, lack of perseverance, poorhelp–seeking behaviours).

The results for Narrabri West are shown in thesummarised scores for each of the Four Dimensions ofClassroom and School Practices on a ten–point scale:

Students

The Tell Them From Me student survey measured


indicators based on the most recent research on schooland classroom effectiveness concerning the influenceswhich determine student learning outcomes. Studentsin Years 4–6 participated in this survey. The results arecompared with results for all schools with students whoparticipated in the survey in 2016 at the same yearlevels found in this school.

Students with a positive sense of belonging1. Challenging and Visible Goals – 8.92. Planned Learning Opportunities – 8.93. Quality Feedback – 8.54. Overcoming Obstacles to Learning – 8.8 • 77% of students in this school had a high sense

of belonging; the NSW norm for these years is81%.

Students with positive relationships • In this school, 86% of students had positive

relationships; the NSW norm for these years is85%.

Students that value schooling outcomes • 97% of students in this school valued school

outcomes; the NSW norm for these years is 96%.Students with positive behaviour at school • In this school, 82% of students reported they had

positive behaviour; the NSW norm for these yearsis 83%.

Students who are interested and motivated • 84% of students in this school were interested

and motivated; the NSW norm for these years is78%.

Effort • 93% of students in this school tried hard to

succeed; the NSW norm for these years is 88%.Skills–challenge • 54% of students in the school had scores that

placed them in the desirable quadrant with highskills and high challenge. The NSW norm forthese years is 53%.

• 22% of students were confident of their skills butdid not find classes challenging.The NSW normfor these years is 26%.

• 22% of students were not confident of their skillsand found English or Maths challenging. TheNSW norm for this category is 14%.

• 2% of students lacked confidence in their skillsand did not feel they were challenged. The NSWnorm for this category is 7%.

Effective Learning Time • In this school, students rated Effective Classroom

Learning Time 8.8 out of 10; the NSW norm forthese years is 8.2.

Relevance • In this school, students rated Relevance 8.4 out of

10; the NSW norm for these years is 7.9.Rigour • In this school, students rated Rigour 8.9 out of 10;

the NSW norm for these years is 8.2.Positive teacher–student relations • In this school, Positive Teacher–Student

Relations were rated 8.5 out of 10; the NSW normfor these years is 8.4.

Positive Learning Climate • In this school, students rated disciplinary climate

of the classroom 7.2 out of 10; the NSW norm forthese years is 7.2.

Expectations for success • In this school, students rated teachers'

expectations for academic success 8.4 out of 10;the NSW norm for these years is 8.7.

Policy requirements

Aboriginal education

We celebrate the nation’s shared heritage throughembedding the study of Aboriginal culture and customsinto all areas of learning. This way the entire schoolcommunity is exposed and immersed in Aboriginalculture. Students are exposed to learning experiencesthat deepen their awareness of and connection toAboriginal Australia, so that Australia’s indigenousheritage is understood and celebrated appropriately.

Throughout 2016 we have maintained a rich Aboriginaleducation focus and continued a meaningfulrelationship, based on respect, with members of theAboriginal community. We devise and implementprograms to enhance the academic achievement of allAboriginal students.

Narrabri West Public School has 16% of students whoidentify as Aboriginal. The academic progress of thesestudents is monitored and supported.

Teachers and the Learning Support Team developedPersonalised Learning Plans (PLPs) for Aboriginalstudents with parents and students at our Term 1Learner Led Conferences.

We value and acknowledge the identities of Aboriginalstudents, provide supportive and culturally inclusivelearning environments and develop high expectationsfor all students.

Equity funding was provided to enable specificprograms,strategies and subsequent outcomes to beimplemented and achieved from the Aboriginal andTorres Strait Islander Education Action Plan(ATSIEAP). In 2016 we utilised this funding to assistAboriginal students by employing additional LearningSupport Teachers. They implemented targeted support,intervention and extension programs for Aboriginalstudents which have assisted not only Aboriginalstudents, but all students, in achieving enhancedlearning outcomes.

Multicultural and anti-racism education

Narrabri West Public School is an inclusive schoolwhich strives to promote and strengthen all students’understanding of culture,cultural diversity, racism andcitizenship within a democratic, multicultural society.


Classroom teachers ensure that multicultural andanti–racism education is embedded into their classroompractice.

We celebrate multicultural differences and encouragestudents to identify with and be proud of their individualcultural heritage. Tolerance and an acceptance ofdiversity are actively encouraged and taught as a partof our commitment to the teaching of values in ourschool.

Through learning about the culture and customs ofdifferent countries around the world we aim to developtolerance and multicultural respect in all students.

As virtually all of our students come from Englishspeaking backgrounds, this emphasises the need toraise the students’ awareness of a national and globalsociety that is significantly different from Narrabri West.

Our inclusive classroom and school practices, whichincorporate anti–racism initiatives, support our teachingprograms through promoting intercultural understandingand skills. The children explore different cultures toincrease levels of knowledge, understanding andrespect, to examine and compare cultural perspectivesand to interpret texts.

Our Anti–Racism Contact Officer (ARCO) is availablefor students, staff and families if the need arises. Theyare supported through resources supplied by theDepartment of Education.


2016 narrabri west public school annual report...consistent approaches and practice, must access...

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