2016 nashdale public school annual report - amazon s3 · 2017. 5. 19. · child’s education. this...

Nashdale Public SchoolAnnual Report

2016

2714

Printed on: 19 May, 2017 of 17 Nashdale Public School 2714 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Nashdale 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.

Kylie Toberty

Principal

School contact details

Nashdale Public SchoolCargo RdNashdale, 2800www.nashdale-p.schools.nsw.edu.aunashdale-p.School@det.nsw.edu.au6365 3161


Message from the Principal

Congratulations to students and staff of Nashdale Public School on another very successful year of teaching andlearning. I am very proud of the fact that all our students, regardless of their ability, have been given every possibleopportunity to be challenged, achieve success and feel valued in our school.

All our students have been supported by highly dedicated teachers. Our teachers are incredibly committed to thewell–being of all our students. They not only have exceptional talent in the technicalities of teaching, they have enormousenergy and determination. Each of them takes pride in their profession and in their responsibility ensuring that our schoolis a wonderful example of holistic primary education.

Not a week goes by without teachers coming to show me their student's work and the improvements they have made ora new strategy they have researched that will help a particular child in their class. They are skilled and passionate abouttheir craft and your children and I would like to take this opportunity to recognise the teaching and support staff atNashdale.

I am very grateful to them for their extraordinary work this year, and so proud to be the Principal of a school that has thatkind of expertise, dedication and love for teaching.

It is with sadness that we farewell Mrs Mellis and Miss McLeish this year, but hope their paths will lead back to Nashdaleoften. We thank them for their outstanding service. While we farewell those teachers, I am thrilled to introduce Ms MelWinters and welcome her to the Nashdale teaching staff in 2017.

During the year, many of our students accepted and excelled at new challenges – academic, sporting and cultural. Someentered external national competitions gaining credit and distinction awards, absorbed themselves in enrichmentactivities such as debating and Tournament of the Minds and Mini Masterchef at the regional farmer's markets. Othersrepresented our school at district, regional, state and national level sporting events. In fact, we had students selected onten occasions to represent the Western region at state level in a number of teams – some students representing morethan once – an incredible accomplishment for a school of this size. Darcey Eyb also won overall champion at the NSWInterschool Equestrian competition and was named Reserve Champion at the National event when representing theNSW team.

Many students began to learn instruments and performed for audiences for the very first time, while others developedtheir drama skills through opportunities such as the State Drama Festival.

That’s another reason why I love Nashdale – students will take advantage of the opportunities offered and are willing togo outside their comfort zone to “have a go” at something new and try to conquer their fears. When our beautiful MrsBudd was diagnosed with cancer earlier this year, Mr Campbell, Carter and Thomas were quick to put up their hands tohelp raise money by shaving their heads. This amazing community raised over $6000 to help Dean and Amber throughher treatment and many families are still quietly donating meals, money and services to support them. This is reflective ofNashdale values.

The photo I chose to put on the cover of our Annual Report tells another story about these values. That photo is ofCaitlin’s very first contact with Nashdale school – the Anzac Day march. Alice has her arm around Caitlin and is sonaturally welcoming her into our community. This photograph, taken by Mrs B was so candid, and sums up the Nashdalecommunity. You are generous, welcoming and you truly care – about your families, your community and your school.

I can not thank the parent and community enough for their unfailing support of our school. Our school is an extension ofyour values. Our RIPE expectations (respect, integrity, pride and engagement) directly reflect what our community holdsdear. We value each and every one of your contributions as volunteers, drivers for excursions, makers of Nashie Noshstalls, cake and slice bakers, baristas, BBQ cookers, cubby builders, wickedly clever sign writers, bankers, grant writers,fundraiser coordinators, sporting officials, book coverers, maths, art and English tutors, neighbourhood watchers, treechoppers, grounds maintenance… and of course those in various roles in the P&C (so successfully led by Mr IanBennett this year) who have worked tirelessly to raise funds for our children and supported us in so many other ways.We are indeed fortunate to have such a dedicated community working in the best interest of our school.

Our community has also worked hard this year on building their connections – technology has helped with thiscommunication. Both the school and community have established Facebook pages to help share their message and wehave hatched a new generation Nashdale CWA.

In the beginning and the end, we are here for our students – thank you children for your curiosity, your wonder and yourenthusiasm. We can’t wait for 2017!


Message from the school community

This year has been a very successful year for Nashdale and our Community.

Firstly, and most obviously, thank you to our teachers. Their dedication to the profession is outstanding. Theirdetermination to see our children achieve their best, and the pride they show when they do, is amazing. The lessons andmemories our children will take away from Nashdale are a credit to the staff and will ensure our children are the bestversions of themselves, wherever their future takes them.

Thank you to the students for giving us the direction we need. We take immense pride in all your achievements and youamaze us with your brilliance every day.

Thank you to you the parents, carers and the broader Nashdale Community for continual support in many ways over theyear. Your ideas, your time, your money and your energy directly improves the standard of resources available for yourchild’s education.

This year, the P&C raised over $21,000. During the year we donated $16 500 back to the school and community.Amongst other things, we provided the school with learning resources, books, furniture and technology. We ratifiedschool policies and engaged in consultation on directions for the school. Importantly, we also donated money towardsthe upkeep of our Community Hall. The Hall, school and the community are intertwined, so it was personally pleasing tobe able to contribute in this way. The implementation of the Nashdale Community Facebook page has helped to connectour community even further.

Thank you to the P&C Leaders, coordinators, participants, team Members and contributors for your outstandingcollective efforts this year. Your cross mesh of skills and your can–do attitude are amazing. We look forward tocontinuing on from a sensational 2016.

Ian Bennett

President Nashdale P&C 2016


School background

School vision statement

At Nashdale Public School, we use a whole child approach to educating and developing our students.

We provide a positive and nurturing environment where staff work collaboratively with families and the wider communityto encourage student learning.

The school has high expectations of all student learning, attitudes and behaviour. The school aims to inspire curious,confident learners who are critical thinkers, problem–solvers, resilient and proficient users of technology,

We expect that they are highly numerate, literate, have a broad general knowledge and can work collaboratively.

We aim to support learners that can adapt to a changing world but have a high level of social justice, empathy andtolerance.

At Nashdale we are RIPE for Learning. We value Respect, Integrity, Pride and Engagement.

School context

Nashdale Public School is situated at the foot of Mt Canobolas, ten kilometres west of the city of Orange.

The school caters for both urban and rural families from the surrounding district. Student enrolment has doubled in thepast five years and has reached its enrolment buffer. It is a school that has a strong community significance andownership, with both present and past families taking an active interest in the school. Staff members are dedicated andhighly skilled and cater for the wide range of abilities of the students.

Nashdale offers a rich and rigorous curriculum which allows all students the opportunity for diversity and success.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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.

LEARNING

Nashdale School has used the rich data linked to student learning more strategically in 2016. Staff meet regularly todiscuss student progress. These discussions occur at whole–school and stage/class levels. Nashdale Public School hasdeveloped a school–wide wellbeing framework. Our RIPE (Respect, Integrity, Pride and Engagement) expectationswere developed with the whole community and highlight clear expectations for how students should behave and interactwith one another and encourage relationships that are caring and respectful. There is a strategic and planned approachto support the cognitive, emotional, social, physical wellbeing of all students. The Tell Them From Me surveys highlightthe positive impact of these initiatives within the school.

TEACHING

Nashdale Public School views the development of staff into an expert and coherent school–wide teaching team ascentral to improving outcomes for all students. The school provides opportunities for teachers to take on leadership rolesoutside of the classroom. The school expects all teachers to be highly committed to the continuous improvement of theirown teaching and to be focused on the development of knowledge and skills required to improve student learning.Planning shows how the different needs of students are addressed. Students have multiple opportunities to learnconcepts and effective design of learning spaces are provided to this end.

Staff are committed to success for all and drive a strong classroom agenda to assess and identify individual learningneeds or to differentiate teaching according to students’ needs. There is a particular focus on improved teachingmethods in literacy and numeracy. Students are able to articulate learning goals. Staff have introduced LearningIntentions and Success Criteria to give student's clarity about what students are expected to learn and be able to do


through; • high expectations of every student’s learning, • explicit teaching of skills and content, • individualised attention as required, and; • timely feedback to guide student action.

LEADING

There is a high level of respect for the school’s leadership team as well as a marked level of pride in staff and students.Parents have a great deal of confidence in the way the school is managed. The school culture is one of positivity wherestaff and students express a high level of satisfaction with support provided by the leadership team. Managementpractices and processes are aligned with the overall vision of the school. The operational philosophy of the school placesstudents’ needs at the centre.

The leadership team has analysed school performance data over a number of years and is aware of trends in studentachievement levels. This is driving the improvement process. Targets for improvement are emerging and timelines formilestones are being developed and monitored. The school leadership team is clearly committed to finding ways toimprove on current student outcomes. This is reflected in an eagerness to learn from research evidence and observingrecognised leading colleagues.

Nashdale Public School has established partnerships with families, local community organisations, fellow small schools(Orange Small Schools Association) and with other schools in the Orange network (Pre2). These partnerships have beendeveloped with the express purpose of improving outcomes for students.

The Principal and teachers have introduced programs and strategies to identify and address the needs of students in theschool and are sourcing and applying available resources to meet those needs. The school has developed processes foridentifying student learning needs. Programs to meet individual learning needs are prioritized. Physical learning spaceshave been organized throughout the school to enhance whole class, small group and individual work and technology isused effectively to maximise student learning. A clear model for improvement has been designed reflected on andchanged, to reflect interrelatedness of wellbeing and learning.

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


Strategic Direction 1

Quality Learning

Purpose

At Nashdale, we will provide a clear direction and identification of priority areas for students to ensure quality learning.

Students will be able to clearly articulate learning goals as a result of effective feedback from their teachers. They will allhave a personal learning plan, which will be developed in consultation with their parents and teachers. Students willunderstand the learning intention behind each lesson, in addition to the related success criteria. Student learning isdifferentiated to provide for optimal learning progression. Parents, students and teachers work together to identify andwork towards personal goals.

The link between wellbeing and learning is recognised. The community will participate in the development of wholeschool wellbeing framework and system to support quality learning.

Overall summary of progress

All milestones targeted for 2016 have been achieved. All staff are confidently using a range of data, including PLAN, toinform teaching practice. Students are able to articulate learning goals and confidently use learning intentions andsuccess criteria as part of the language of the classroom. Each student has a learning plan based on their goals,developed in consultation with their parents and teachers. Students are comfortable in giving feedback to staff viasurveys and through their learning.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Teachers use studentachievement data to informteaching practice

Staff have close working knowledge of clusters inboth the literacy and numeracy continuums and arepreparing for transition of students into 2017classes, reading and number groups utilising PLANdata. Staff member successfully completed firstyear in training for L3 (Stage One). Whole schoolRIPE Wellbeing framework implemented andalready becoming part of the culture of the school.

Staff training in Language,Learning and Literacytraining (L3) – $2500

Professional learning forstaff via Adobe includingPLAN, literacy andnumeracy continuums andclassroom observations ofquality practice in action. –$1345

Wellbeing Implementation– $900

Students can articulate learninggoals and identify learningintentions and success criteria inlessons

Staff embed learning intentions and success criteriainto lessons. Visual cues are prominent inclassrooms. Students are confident in articulatinglearning goals in most lessons.

$0

Students participate in the TellThem From Me Survey andresults inform future planning

Students participated in the tell Them From MeSurveys in Terms One and Three. No reliant trendshave been observed at this stage.

$0

All students have a personalisedlearning plan, developed inconsultation with students,teachers and parents

Personal Learning Plans moved to a digital format.Plans were formally discussed with parents duringsemester interviews.

$0

Next Steps

• Students will work with teachers to develop rubrics for learning tasks. Students will meet for scheduled learningconferences with their teachers and learning goals will become more discrete and tailored to specific subject areas


and learning progressions. • Using platforms, such as Seesaw, students will demonstrate their learning. As children move through the school,

they will become more independent in selecting and anecdoting work samples. • The use of learning intentions and success criteria will become part of classroom culture. • Personal Learning Plans will be stored centrally, in digital format, for access by teaching staff. Students will have a

greater representation in their development.



Quality Teaching

Purpose

The quality of teaching has a significant impact on a child’s learning. The development of staff into an expert andcoherent school–wide teaching team is central to improving outcomes for all students. Nashdale staff embedcontemporary learning pedagogy into curriculum. All teachers have high expectations and critical reflections of their ownteaching and learning.

The school expects all teachers to be highly committed to the continuous improvement of their own teaching, through thePerformance Development Framework Process, and to be focused on the development of knowledge and skills requiredto improve student learning. Staff are committed to success for all and drive a strong classroom agenda to assess andidentify individual learning needs or to differentiate teaching according to student needs.


Nashdale Public School developed a formal policy in response to the Performance Development Framework. It includedclear protocols enabling regular and productive teaching and learning observations and professional discourse centredaround student learning, the Australian teaching standards and teacher's goals. The school moved to using theSENTRAL learning and student management software system which has provided the opportunity of a streamlinedtracking of student data. Initial scope and sequences across curriculum areas, reflecting the Australian curriculum havebeen developed to ensure consistently and continuity from Kindergarten through to Year Six.




Performance DevelopmentFramework policy is implemented

Staff appreciated the opportunity to observe other'spractise and have their teaching evaluated. Theconsistency of policy ensures accountability andthoughtful planning around reflective practicethroughout the school.

Quality Teaching,Successful Students(QTSS) $3061

SENTRAL learning and studentmanagement software systeminstalled and utilised acrossschool

The installation of Sentral as a database platformhas aided the centralisation of information andaccess. the K–6 digital resources has supported thefluidity of changing annual class structures.

Sentral licence $2500

Server $4500

Sentral training consultant$650

Scope and sequences developedincorporating new AustralianCurriculum

Planning for learning and continuity across K–6 wasenhanced with the development of scope andsequences and the purchase of digital resources tosupport learning.

Digital resources $2700

Next Steps

• Develop a professional learning calendar to release staff to; plan collaboratively, observe "best practice' fromcolleagues both at Nashdale PS and other schools or have observations of their own teaching to be reflected uponand used to set next goals.

• Scope and sequencing the learning progressions and electronically storing curriculum centrally for improvedaccess.

• Engage in professional learning around the area of narrative writing to develop a consistency of language andinstruction from K–6.

• Establish a Kindergarten/Year One team teaching model.



Strong Learning Partnership

Purpose

To maximize the efficient use of existing resources available in the wider community and to develop new partnershipsand strengthen existing ones, to enhance the opportunities for collaboration and consultation with the students and thebroader community.

Technology provides an effective vehicle to connect rural communities. Nashdale will explore the use of platformsincluding social media and communication software to further engage and connect with community.


This year saw a strengthening of the valuable partnerships that enrich Nashdale Pubic School. Attendance and strongparticipation in OSSA (Orange Small Schools Association) and pre2 (Orange, Blayney & Molong network of schools)continued over 2016 with staff and students engaging in numerous training and learning opportunities such as the Words& Pictures project and professional learning sessions hosted by Nashdale PS.

The school and the community established Facebook pages to enhance communication and celebrate successes. TheNashdale CWA welcomed 20 new generation members.




Establishment of SchoolFacebook and NashdaleCommunity pages

Nashdale Community feeling more connected andhaving a central noticeboard to promote communityevents. Over 170 members participating on page.

Kai Ming consulting (socialmedia training) $1200

All staff attending Pre2 andOSSA network professionallearning each term

Staff have made many connections that use in botha formal and informal manner to support theirprofessional learning.

$0

Online booking of schoolinterviews and use of SchoolStream as an onlinecommunication tool for parents

Technologies integrated into school culture haveproved to be an effective and user friendly mediumfor communication. Parents have indicated overallsatisfaction with the majority of aspects of theprograms.

$1000 Aruba ports

$600 SchoolStream

$5800 integratedcommunication systemSchool interviews

Next Steps

• Purchase and implementation of Seesaw online learning portfolios • Continued participation in pre2 and OSSA professional learning and student based curriculum opportunities. • 360 Customer Service tool and school based parent survey to inform how to better cater for the needs of our

community.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading A School Learning Support Officer wasemployed to support students with Aboriginalbackgrounds within group learningenvironments.

Trained SLSO

$1293

• Aboriginal backgroundloading ($2 169.00)

Low level adjustment for disability A School Learning Support Officer wasemployed to support students with low leveldisabilities.

Trained SLSO

$5280

• Low level adjustment fordisability ($15 344.00)

Quality Teaching, SuccessfulStudents (QTSS)

Two staff members gained their accreditationat Proficiency.All staff members actively participated inobservations of teachers within the schooland at other schools in the area. These visitswere linked to the Standards andPerformance Development goals.

Teaching staff

$3061

Socio–economic background Students had access to targeted support toensure equity of access to the curriculum

Student Learning SupportOfficer, supplementeducational costs

$3,056

Support for beginning teachers Beginning teacher achieved accreditation atProficiency. Utilised extra funding to use timeoff class for mentoring and planning sessions.

$4081


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 33 49 56 69

Girls 32 34 39 47

Student numbers at Nashdale Public School havecontinued to steadily increase with a number of localsubdivisions and families moving into the local area.

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.2 97.1 96.1 96.1

1 95.4 97.7 97.4 96

2 95.5 96.2 95 94.5

3 97.8 96.1 94.4 95.3

4 94.7 99.2 96.4 97

5 94.8 94.9 95.9 95.2

6 94.7 93.5 93.8 97.6

All Years 95.1 96.8 95.9 95.8

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 continues to be strong andcontinues to trend above the State average.

Structure of classes

In 2016 Nashdale Public School grew to a five classstructure. A new demountable was installed to housethe new class. Classes were structured into a

Kindergarten, Year One, Year Two, Year Three/Four,Year Four/Five/Six.

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 4.41

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.2

School Administration & SupportStaff

1.66

Other Positions 0.03

*Full Time Equivalent

Nashdale Public School has one member of staff whoidentifies as Aboriginal.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 12

Professional learning and teacher accreditation

Staff underwent hundreds of hours training in a rangeof professional learning activities in 2016. Modesincluded both face to face and online platforms(including video conference, Bridgit and Adobe connectsessions). Professional learning was linked to studentlearning needs and supported the strategic directions ofthe School Plan.

Two teachers both completed their teacheraccreditation at Proficient level this year. Threeteachers are maintaining at Proficient level.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1st January 2016 to 31


December 2016.

2016 Actual ($)

Opening Balance 129 936.48

Revenue 1 023 499.24

(2a) Appropriation 905 441.14

(2b) Sale of Goods andServices

2 817.31

(2c) Grants and Contributions 113 411.05

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 829.74

Expenses -1 042 096.78

Recurrent Expenses -1 042 096.78

(3a) Employee Related -905 678.70

(3b) Operating Expenses -136 418.08

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

-18 597.54

Balance Carried Forward 111 338.94

Leadership staff at Nashdale Public School meetregularly to examine financial management processesand governance structures in order to meet financialpolicy requirements

In 2016, we employed an additional full time teacher,part time School Administrative Officer (1 day perweek). As a result, we incurred the expense ofestablishing a new classroom. We also had aboveaverage sick leave payments for staff.

Major one off expenses included a new bell system, acentralised server housing a learning and studentadministrative software package.

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 832 898.37

Base Per Capita 5 245.87

Base Location 2 127.00

Other Base 825 525.50

Equity Total 20 569.40

Equity Aboriginal 2 169.08

Equity Socio economic 3 056.14

Equity Language 0.00

Equity Disability 15 344.18

Targeted Total 0.00

Other Total 33 099.88

Grand Total 886 567.65

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity 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 skillsand understandings demonstrated in theseassessments.

Students at Nashdale Public School performedconsistently with the Australian schools average acrossall areas. They also scored above average results inthe area of writing in Year 5.


Students at Nashdale Public School performedconsistently with the Australian schools average acrossall areas. They also scored above average results inthe area of numeracy In Year 3.


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

Due to privacy issues., Nashdale Public School has toosmall a cohort of Aboriginal students to comment onperformance in relation to the Premier's Priorities.

Parent/caregiver, student, teachersatisfaction

In 2016, Nashdale Public School students, parents andstaff participated in Tell Them From Me surveys andwere also surveyed around values contributing to ourWellbeing framework.

Results indicated that the community valued respect,integrity, pride in themselves and the school and highlyengaged learners experiencing a rigorous curriculum.Students indicated through the Tell Them From MePrimary survey that they were in line with the rest of theState in regards to social, intellectual and institutionalengagement.

Policy requirements

Aboriginal education

Nashdale Public School is an active member of thelocal Aboriginal Education Consultative Group (AECG).Teachers regularly attend meetings and report to staffcurrent events and information regarding Aboriginaleducation in schools.

All teaching programs integrate Aboriginalperspectives. We are proud to celebrate NAIDOC weekand acknowledge Country when we meet, in addition toparticipating in a number of other culturally appropriateIndigenous learning experiences throughout the year.

Multicultural and anti-racism education

At Nashdale Public School, we promote the values ofrespect for all races and cultures through a rich,inclusive curriculum. Our school rules of beingrespectful, responsible and achieving your personalbest, help to support these values. Students, teachers,parents and the community strive to promote harmonyboth inside and outside the school.


2016 nashdale public school annual report - amazon s3 · 2017. 5. 19. · child’s education. this...

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