2016 westport public school annual report - amazon s3 · 2017-05-02 · plan2016–2017,community...

Westport Public SchoolAnnual Report

2016

4411

Printed on: 1 May, 2017 of 13 Westport Public School 4411 (2016)

Introduction

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

Tony Johnston

Principal

School contact details

Westport Public SchoolWidderson StPort Macquarie, 2444www.westport-p.schools.nsw.edu.auwestport-p.School@det.nsw.edu.au6583 2944

Message from the Principal

With the guidance of an energetic staff, great students and the support of the community we have much to celebrate for2016. Westport is a terrific place of learning, supported by a very committed team of educators who are ensuring that allour students receive the very best.

Of particular note has been the school’s focus on the School Excellence Framework and how our school continues tosupport students to perform at their best and achieve excellent growth.

Improving teaching practice has been, and continues to be,an important component of improving learning outcomes andoffering a comprehensive and engaging curriculum. The Positive Behaviour for Learning program and the iCan Roominitiative is also an important way the school supports students both academically and emotionally.

Our school has a diverse community and seeks to be an active and vibrant participant. Our close connection withcommunity organisations provides avenues for our student’s social and emotional growth and allows them to contributeand benefit others at the same time.

We are always thankful for the support we receive from our community and pledge to pursue excellence in all forms,engaging our students in learning that is relevant, fun and visionary.


School background

School vision statement

At Westport Public School we deliver excellence in a welcoming, inclusive and caring environment. Our school valuesensure that all students and staff are respected, safe and happy. Supportive staff challenge, inspire and promote learningas a lifelong endeavor. Students are provided with opportunities to excel and achieve their full potential as theyexplore21st Century initiatives.

School context

Our school is situated in the Hastings Education Area of the North Coast.

There are approximately 310 students enrolled from Kinder to Year 6 across twelve classes. Ten classes aremulti–graded with two straight kinder classes. There is a strong emphasis on Literacy,Numeracy and student well–beingwith many strategies embedded across all areas of school life.

There is a wonderful sense of school spirit within the community and parents are supportive of the current direction of theschool. The school prides itself on supporting students through quality teaching programs, student welfareinitiatives,cultural, sporting and arts programs and a variety of education programs and pursuits.

Our school expectations are based on four social skills: Be Co–operative, Be Fair, Be Polite and Be Safe. These coreprincipals underpin our ‘Getting Along With Others’ school policy.

The school has strong links with Hastings Valley Community of Schools including Port Macquarie PS, Hastings PS,Tacking Point PS, Westport HS and Port Macquarie HS.

Key focus areas include: L3 & Reading Recovery, Learning & Support, Positive Behaviour for Learning (PBL), LifeEducation Van, Excellent technology through the school, iCan Student Welfare Room, Healthy School Canteen, Music &Dance groups, Debating & Public Speaking.

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 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.

In the domain of Learning it was determined that our school is Delivering.

The Evidence: The following related evidence was submitted in support ofthis conclusion:Stage 3 Numeracy – Learning,L3 Intervention, PDP Goal Setting Timetable, PBL–Triangle Tool, Learning Support Team, Stage 3 Numeracy–Learning,PBL Reward Days, PLAN Data, Teacher Accreditation, STEM Rocket Project, Ralph Pirozzo Resources, STEM RocketProject, Stage 3 Numeracy–Learning, Attendance Monitoring, BI: Attendance Rates, Quality Wellbeing–A, PBL –Behaviour, 2016 RAM, Community Engagement, Quality Teach Observations, PBL–Behaviour, Extra CurricularActivities, Community Connections.

The Indicators: The school has well–developed and current policies, programs and processes identify, address andmonitor student learning needs through our Learning Support Team . Our PBL program allows the school to consistentlyimplement a whole–school approach to well being that has clearly defined behavioural expectations and creates apositive teaching and learning environment. Curriculum provision is enhanced by learning alliances with Westport HighSchool and Hastings Valley Community of Schools. The school has analysed school performance data and a range ofother contextual information and is aware of trends in student achievement levels in numeracy and literacy.The schoolachieves good value–added results and students are at or above national minimum standards as indicated by the BI tooland NAPLAN analysis.

The Future: The school's three Strategic Directions:1. High quality teaching and learning programs. 2. Developing skills


knowledge and expertise for the21st century learner. 3. Quality well being initiatives and communityengagement/partnerships.Strategic Directions 1 and 3 are strongly support by the evidence with Strategic Direction 2 isalso well supported but could be stronger. Future directions will be to develop Milestones to further address thedevelopment of the 21st century learner and Future focused learning environments.

In this domain the external validation panel concluded that the school’s self–assessment is consistent with the evidencepresented in three elements and is validated using the School Excellence Framework. In the element of Wellbeing theevidence presented indicates the school is operating at the Delivering stage. In the element of Curriculum and Learningthe evidence presented indicates the school is operating at the Sustaining and Growing stage.

In the domain of Teaching it was determined that our school is Sustaining and Growing.

The Evidence: The following related evidence was submitted in order to come to this conclusion:Stage 3Numeracy–Teaching, PLAN Tracking, Teacher Mentoring,PLAN Data,Feedback To Parents, Teacher Accreditation, L3Intervention, L3 Data Sheet,Professional Discussions, Quality Teach Observations, L3 Word Work Update,Quality Wellbeing–B, PBL Triangle Tool, Personalised Learning.

The Indicators: The teachers at Westport Public School provide explicit,specific and timely formative feedback tostudents on how to improve through the use of personal learning goals, personal learning plans and formal reports andinterviews to parents. Teachers use data analysis such as PLAN, PLASST and NAPLAN data to help inform theirplanning for learning. Teachers work together in stage and staff meetings as well as in formal professional developmentsessions to improve teaching and learning for particular student groups. Our school mentoring program provides formalmentoring and coaching support to improve teaching and leadership practice. Teachers recently participated in long termprofession development in Learning Support Online sessions and shared their learning within the whole school.Teachers work beyond their classrooms to contribute to broader school programs such as the many sporting andcreative arts opportunities around the local area.

The Future: Just as in the Learning Domain the three Strategic Directions are well support by the spread of evidence.The 1. High quality teaching and learning programs. Strategic Direction is strongly supported by the evidence.2.Developing skills knowledge and expertise for the 21st century learner and3. Quality well being initiatives and communityengagement/partnerships. is also addressed but not to the same level. Future directions may require Milestones to bedeveloped that target a better understanding of student progression. A student progression data wall is an area theschool and executive will explore further. Allowing stage teams to be released simultaneously is a huge managerialchallenge.

In this domain the external validation panel concluded that the school’s self–assessment is consistent with the evidencepresented in three elements and is validated using the School Excellence Framework. In the element of Wellbeing theevidence presented indicates the school is operating at the Delivering stage. In the element of Curriculum and Learningthe evidence presented indicates the school is operating at the Sustaining and Growing stage.

In this domain the external validation panel concluded that the school’s self–assessment is consistent with the evidencepresented and is validated using the School Excellence Framework.

In the domain of Leading it was determined our school is Delivering.

The Evidence: The following related evidence was submitted in order to come to this conclusion: PBL Values, LearningSupport Team, Extra Curricular Activities, PDP Goal Setting, Timetable, Teacher Mentoring, SchoolPlan2016–2017,Community Engagement, Community Connections, Quality Wellbeing–C,Annual Report,2016 RAM.

The Indicators: At Westport Public School parents and community members have the opportunity to engage in a widerange of school–related activities such as Splendour, Carols by the Vines, Easter Hat Parades, Book Fair. NAIDOC andReconciliation Day,weekly assemblies and special end of term assemblies. Staff,Students, parents and the broaderschool community are welcomed and engaged in the development of the school vision, values and purpose for theschool through the PBL Milestone developed and monitored by Christian Pettitt AP. Professional Development Plans arenegotiated and monitored by the executive team through individual interviews and the school staff mentoring program.School staffing ensures that full curriculum implementation and delivery requirements are met.The leadership teamcommunicates clearly about school priorities and practices through stage and staff meetings as well as the effective useof the departments email system.

The Future: Improved communication and consultation between the school and the community is an important area wewould like to explore. Raising the awareness of school strategic directions with the community is important which couldbe achieved through school signage and electronic media. The school is currently using the Tell Them From Me surveysto improve community engagement.Careful management of resources allows for more efficient use of physical andfinancial assets to deliver improved outcomes for our students. Although financial planning is evident in the continuedmonitoring of key Milestones, we would like to improve the effectiveness of financial management within the school,particularly as we head into the full implementation of the RAM in2017.


In this domain the external validation panel concluded that the school’s self–assessment is consistent with the evidencepresented and is validated using the School Excellence Framework.

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

High quality teaching & learning programs

Purpose

The purpose of this direction is to strengthen school wide instructional practices that directly impact continuous schoolimprovement and better student outcomes. Analysis of school data indicates that classroom interventions for behaviourcontinue to negate learning intentions and disproportionately lower academic achievement.It is important we confront therealities and challenges associated with teaching and the classroom environment. It is imperative that teachers continueto learn and experience the joy of inspired teaching through a structured improvement process.

Overall summary of progress

The completion of the External Validation process has confirmed that we are on track to achieve our improvementmeasures identified in this Strategic Direction. Our teacher mentoring program continually monitors and identifiesprofessional targets to advance teacher professional judgement.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Regular mentoring sessions withdata discussions at the start ofevery term.50% of students inyears 3, 5 and 7 performing atproficiency in Reading, Writing,Spelling, Grammar & Punctuation& Numeracy in NAPLAN.Professional learning aligned todata and evidence.PLAN dataentered twice a term for Kinderand once a term for years1–6.Parent, staff and studentsurveys.

Completion of SEF External Validation.Presentation of External Validation Report. Resultswere as follows: Learning Culture – Sustaining &Growing, Wellbeing – Delivering, Curriculum &Learning – Sustaining & Growing, Assessment &Reporting – Delivering, Student PerformanceMeasures – Delivering. Effective ClassroomPractice – Delivering, Data Skills & Use –Sustaining & Growing, Collaborative Practice –Sustaining & Growing, Learning & Development –Sustaining & Growing, Professional Standards –Delivering. Leadership – Delivering, SchoolPlanning, Implementation & Reporting – Delivering,School Resources – Delivering, ManagementPractices & Processes – Delivering.

$1200 for release ofexecutive teachers forExternal ValidationCommittee meetings.

Next Steps

Continued monitoring of the school's progress in relation to the School Excellence Framework. The implementation ofthe Early Action for Success program will also be a key initiative for 2017 which will focus on improving outcomes forliteracy and numeracy across the school. This will include the appointment of a full time Deputy Principal.



Developing skills, knowledge & expertise for the 21st Century Learner

Purpose

The purpose of this direction is to deliver high quality teaching and learning programs to support the necessary skills tobe successful 21st century learners.There is a growing recognition that 21st century knowledge and skills not only buildupon core content curricula but also information and communication skills, thinking and problem solving skills,interpersonal skills and skills in communication technologies.To succeed in the 21st Century students need to fully adopttechnology that allows them full access to the huge information resources then internet provides.


The External Validation process has been one tool that we have used to help determine our progress in developing skills,knowledge and expertise for the 21st century learner. STEM programs, computer programming across the school andtechnology and science days have all contributed towards achieving this direction. As a school we are committed tocontinuing to progress this strategic direction for the benefit of the students of Westport Public School.




Continuous monitoring andmentoring of staff to ensureprogramming is meeting theneeds of students and reflects theTeaching Standards.Regularteacher mentoring sessions.Year5 Aboriginal students 2017 meetor exceed state average growthwhen compared to their 2015year 3 results.

The school has focused on STEM initiatives suchas Science and Technology days conducted jointlywith Westport Campus of the Hastings College. Thedevelopment and implementation of coding acrossthe school as well as professional development forstaff in the form of Computer Coordinator Days.Mentoring of our teachers by the stage coordinatorsis also helping to lift teacher professional learning toachieve this direction.

$9000 support for beginningteachers.

$65000 RAM additionalfunds mentoring program.

Next Steps

Continued purchase of computer resources to progress and encourage coding K–6. Ongoing professional developmentfor teachers to improve teaching skills in the area of technology. Continued updating of technology resources to ensureequipment is up–to–date and reliable. Hiring of additional technology teachers to maintain equipment and providetechnical advice to teachers.



Quality well–being initiatives & community engagement/ partnerships

Purpose

The purpose of this direction is to deliver quality well–being initiatives to support student learning and engagement withinthe school and broader school community.Programs to support good teaching and learning are crucial, not onlyencompassing a wide range of support services but also ensuring that diverse learning needs of students are supportedin their classrooms and school settings.Families are the primary influence on children's development and the mostimportant people in children's lives. Research has shown that when families are involved in their child's education theyare much more likely to reach their full potential.


There are many events that allow our school to engage the community. These include participation in key communityevents such as the opening of our new Fire Station where our choir was invited perform. Also celebrations of specialdays such as Easter Hat Parade, NAIDOC and Reconciliation Week, as well as ANZAC and Remembrance Dayceremonies. Our signature event is "Splendor in the Hall" which highlights the amazing talents of our students. Thisevent is completely sold out each year. Our Positive Behaviour for Learning is a key initiative towards quality well beingthrough out the school and incorporates the iCan room. The later is a safe, positive and quiet learning environment thattargets students who are on the spectrum and acts as an important circuit breaker for negative behaviour.




Reduction of negative playgroundincidence and suspensions overa three year period.Review PBLand reinvigorate the programensuring all staff are followingcorrect procedure.30%improvement in PBL referrals.

Review of learning and support team process andsystems completed. Continued progress towardsrebooting Positive Behaviour for Learning. Theprovision of opportunities for continued communityengagement through special days and events.

iCan Room: $100000

Splendor in the Hall:$10000

Next Steps

Positive Behaviour for Learning program will continue to be reviewed and improved to better represent the culture ofWestport Public School. Our signature events will also continue though we may be looking for a larger venue to cater forthe popularity of "Splendor in the Hall".


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 139 159 145 152

Girls 166 178 167 163

Student attendance profile

School

Year 2013 2014 2015 2016

K 93.4 94.1 93.4 95.7

1 93.7 93.7 91.4 91.6

2 92.8 95 91.3 94.4

3 93.7 93.4 93.6 93.1

4 91.5 93.9 93 95.7

5 89.8 91.1 90.1 93.6

6 91.8 92.4 90.7 90.4

All Years 92.3 93.3 91.8 93.4

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 5

Classroom Teacher(s) 10.6

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 1.6

Teacher Librarian 0.6

School Administration & SupportStaff

4.12

Other Positions 1.4

*Full Time Equivalent

Our school's Aboriginal student percentage is 23%.Acknowledging Aboriginal culture is important to theschool and community. Our staff composition reflectsthis importance with the school having a full timeAboriginal Education Officer as well as two StudentLearning Support Officers, one office assistant and oneteacher who identify as Aboriginal or torres straitislander. These staff members are very hard workingand set a great example for the whole schoolcommunity and staff.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 80

Postgraduate degree 20

Professional learning and teacher accreditation

All staff have participated in professional learningthroughout 2016. This includes: Child protectionupdates, mentoring sessions, PDP development, staffmeetings, PLASST training, technology in–servicing,milestone planning and online courses presented bythe APLAS.

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 toBand 10. The achievement scalerepresents increasing levels of skills andunderstandings demonstrated in these assessments.


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

Parent/caregiver, student, teachersatisfaction

In 2016 the school sought the opinions of parents,students and teachers.

Their responses are presented below.

Student Responses • 64% of students felt accepted and valued by their

peers and by others at their school. • 72% of students stated they had positive

relationships. • 92% of students value the school outcomes. • 38% of students had positive homework

behaviours. • 79% of students had positive behaviour at school. • 69% of student were interested and motivated. • 87% if students felt they try hard to succeed. • 43% of students had scores that placed them in

the desirable quadrant with high skills and highchallenge.

• 24% of student were confident of their skills butdid not find classes challenging.

• 26% of students were not confident of their skillsand found English or Maths challenging.

• 7% of students lacked confidence in their skillsand don feel they were challenged.

• Positive Teacher–Student relations were rated8/10.

• Disciplinary Climate of the Classroom was rated6.7/10.

• Teachers’ expectations for academic successwas rated 8.1/10.

Teacher Responses (/10)

The teachers scored the school in a number of differentareas. The results are as follows: • Leadership – 7.8/10

• Collaboration – 7.8/10

• Learning Culture – 8/10

• Data Informing Practice – 7.4/10

• Teaching Strategies – 7.810

• Technology – 6.2/10

• Inclusive School – 8.5/10

• Parent Involvement – 6.8/10

• Challenging and visible goals – 7.5/10

• Planned Learning Opportunities – 7.6/10

• Quality Feedback – 7.2/10

• Overcoming Obstacles to Learning – 7.9/10

• Parent Responses (/10)


• The parents scored the school in a number ofdifferent areas. The results are as follows:

• Parents Feel Welcome – 8.1/10 • Parents are Informed – 7.4/10 • Parents Talked with a Teacher – 8.9/10 • Parents Attend Meetings – 9.1/10 • Parents Involvement in School Communities –

4.1/10 • Parents Supporting Learning at Home – 6.7/10 • School Supports Learning – 7.9/10 • Supports Positive Behaviour – 8.5/10 • Safety at School – 8.1/10 • The School is Inclusive – 8/10

Policy requirements

Aboriginal education

Westport Public School has an aboriginal enrolment ofapproximately 23%. The Aboriginal Culture is animportant part of a school ethos and is valued bystudents and staff. During 2016 we acknowledged andcelebrated many important Aboriginal events. Theseincluded NAIDOC Week, National Sorry Day,Reconciliation Week, Aboriginal Afternoon Teas andvarious Aboriginal performances.

Multicultural and anti-racism education

Westport Public School celebrates its diversity in manyways. Students and teachers are proud to share theirbackgrounds with others. Westport ensures inclusiveteaching practices which recognise and value thebackgrounds and cultures of all students. An open andaccepting attitude towards different cultures, religionsand world views are promoted throughout the school.Participation in Harmony and Multicultural Days werecelebrated during the year. We have encouragedcommunity involvement and participation in manyaspects of school life.


2016 westport public school annual report - amazon s3 · 2017-05-02 · plan2016–2017,community...

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