2017 maroubra bay public school annual report · principal to discuss plans. $1800 – four casual...

Maroubra Bay Public SchoolAnnual Report

2017

2482

Printed on: 20 April, 2018 of 12 Maroubra Bay Public School 2482 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Maroubra Bay 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.

Matthew Ackerman

Principal

School contact details

Maroubra Bay Public SchoolDuncan StMaroubra, 2035www.maroubraba-p.schools.nsw.edu.aumaroubraba-p.School@det.nsw.edu.au9349 1569

Message from the Principal

As Principal of Maroubra Bay Public School, I am amazed at the diversity, inclusivity and quality of the programs thatexist here at The Bay. From ballroom dancing, our school gardens and wonderful art programs, we really excel in ourcreativity. Our student numbers continue to grow, as do our expectations on quality literacy and numeracy programs forall students. Maroubra Bay Public School have an amazing and dedicated staff who go above and beyond in theorganisation and delivery of these quality programs, they are an absolute asset to our school. The students areresponsible and kind and represent a wide variety of socio economic and cultural backgrounds. Our parents are veryinvolved, both in our mission and in their care for one another. We are the centre of the community and feel arealresponsibility to maintain our place, watch our footprint and ensure that we respect and care for everyone in ourcommunity.


School background

School vision statement

Our school is a place where everyone is valued, respected regardless of ethnicity, background or ability. Our studentswill be informed and confident citizens who are intrinsically motivated and demonstrate critical thinking, resilience andcreativity.

Our students will experience a safe and supportive environment where individuals are encouraged to freely expressunique thoughts, ideas and opinions.

We aim to develop 21st century learners who will meet the challenges and thrive on the opportunities provided by theconstantly changing world.

It is a priority for all of our highly qualified teachers at MBPS to engage in continual and strategically planned professionaldevelopment.

School context

Maroubra Bay Public School was formed in 1923 and has experienced a steady increase in enrolments over the lasteight years, resulting in over 320 students now enrolled. There is a diverse school population, with students from over 35different ethnic backgrounds and approximately 46% of students from families with a language background other thanEnglish. Despite this diversity, there is a very strong sense of community identity.

Maroubra Bay enrol families from a diverse socio–economic mix, with traditional and long term residents mixing withrecent movements into the luxury sea side living. This diversity adds to the richness of our school and is a positive in ourschool culture.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework 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.

The focus in LEARNING in 2017 was centred around wellbeing, with a clearly defined and planned approach to studentwellbeing. There was a large amount of work focused on the individual child, explicit teaching programs and clearlyidentifying who students can turn to for assistance. The positive behaviours exhibited by students, staff and families bothin the classroom and in the playground showed us that our Positive Behaviours for Learning practices were implementedand delivering intended outcomes. Work is still to be completed in our teaching and learning programs in the areas ofdifferentiation and showing collaborative practices. The area of student performance measures, noted as below in the2016 External Validation, still requires considerable attention and will be a focus in the new school plan.

In the domain of TEACHING, considerable achievements in collaborative practice and classroom management wereobserved. As Maroubra Bay becomes a larger school, the need for collaboration is key and staff are very keen to worktogether both in and out of the classroom. The use of an internal Instructional leader showed all staff the value of dataanalysis to inform their teaching. Better support in the classroom resulted in improved classroom management practices,and increased support for beginning teachers showed our level of support for our staff. Conversations in the classroomand in the playground with students, staff and parents shifted from the creative and location of our school to moreimportantly a stronger literacy and numeracy focus. This is a large shift in attitude and allows staff to concentrate on theircore business..

With stability in LEADERSHIP in 2017, the school was able to move forward and create a high expectations culture witha strong community engagement. There was an increase in managing performance and development in 2017, with staffsupport increased as well as held more accountable. Better use of our facilities was achieved through an increase incommunity usage. An increase in technology across K–6 as well as improved classroom furniture saw our school movingforward. Financial resources were utilised in consultation with staff and community and leave the school in a positive


state moving into 2018.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Consistent, high quality teaching practices

Purpose

To ensure learning for all students is based on quality education delivery that provides authentic curriculum differentiationand consistent, highly collaborative and shared professional practice. There is a strong focus on developing staffleadership capacity. Students at MBPS consistently perform well in class, state and national assessments. The goal forour teaching staff is to sustain and improve these achievements by providing ongoing differentiated teaching. Learningprograms will be designed to expand cognitive skills beyond the classroom. To cater for the changing schooldemographic, focus on improving the use of technology.

Overall summary of progress

Overall, teacher quality is very high and we continue our work in this area, especially in assessments and consistency ofdata. All staff committed to and evaluated their performance and development plans, and used one on one meetings withthe Principal or Assistant Principal to clarify their goals and strategies. Staff began informal then formal lessonobservations related to goals in their performance plan. Staff planning days and collaborative sessions have made animpact on the quality of teaching and the consistency between staff. Increased staff professional learning in the area ofdata analysis was successful.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increase number of studentsachieving minimum expectedgrowth in NAPLAN results inYears 5 and 7, by 10% inMathematics (73% and 68%in2015), reading (62% and 22% in2015) and writing (62% and 65%in 2015).

55% of students achieved above or expectedgrowth in Numeracy (43% 2016), 61% in Reading(57% in 2016) and 71% in Writing (no data in 2016).

In Year 7, 78% achieved above or expected growth(57% in 2016), 62% in Reading (67% in 2016) and69% in Writing (no data in 2016).

Improve number of studentsreaching expected cluster/level inK–2 by 10% (establish baselinedata in 2015)

$24,378 QTSS + $12,894Literacy and Numeracyfunds used to employinternal Instructional leader0.6 FTE

Despite all staff using PLAN to track studentprogress in 2017, the statistics are still unreliable.Feedback from staff indicated a lack ofunderstanding of the cluster levels and what isrequired to progress. Staff are keen to transitionquickly to the new learning progressions.

80% of students at the expectedcluster on PLAN

As indicated above.

100% of teachers to engage inprofessional development toimprove pedagogy andcollaboration resulting inimproved outcomes for students.

$900 – Two casual days forone on one meetings withPrincipal to discuss plans.

$1800 – Four casual daysto cover staff during lessonobservations.

100% of teachers completed performance anddevelopment plans, had lesson observations andevaluated plans and the end of year.

Next Steps

The focus of 2018 and beyond remains with teacher quality and providing them with the tools and support to improve asappropriate. Staff require further training in understanding data analysis and the introduction of the new learningprogressions should assist this.

During 2018 all staff will refine and improve skills in utilising Performance and Development Plans. All staff will continueto work towards achieving or maintaining accreditation at proficient. A greater response from staff in the Tell Them FromUs survey and increasing levels of overall satisfaction.



Meaningful, connected and engaged 21st century learners

Purpose

To work together as a learning community to give our students the knowledge, skills and experiences to achieve theirpersonal goals and become global citizens equipped to make meaningful contributions to society in the 21stcentury.


Technology infrastructure was a key component of Direction 2 in 2017. Embedding Chromebooks in the primary yearsand ensuring K–2 classes had up to date desktops ensured all students had access to the latest technology. All staffreceived new laptops at the end of 2017 as a result of the T4L program. The wireless network was extended throughoutthe school and technology was increased in classroom programming.

The garden program continued to thrive, with all classes involved in an eight week program, staffed by paid gardeners inthe school for the first time.





All staff will demonstrate a deepknowledge of the theory andpractices of 21st century learningthrough embedding curriculumdifferentiation, digital learning andthe creation of global citizens instage programs.

$10,000 AdditionalChromebooks + trolleys

$5,000 Additional Desktopmachines

$2,000 Extension ofwireless network

Staff in the primary years included 21st centuryskills in programs.. Students in years 3 to 6 hadaccess to chromebooks through extension of thewireless network. K–2 classes updated desktopmachines in all rooms.

Students show respect for theWorld they live in throughauthentic practices inenvironmental education.

$15,000 SLSO funds forgardener role

All classes participated in an eight week gardenprogram funded by the school and P&C. Thisprogram involved lessons in the garden and in theclassroom about sustainability.

Students in Years 4,5 and 6 showan increase in thesocial–emotional outcomes asdescribed in the Tell Them FromMe surveys.

The trend analysis of the Tell Them From Mesurvey indicated that there was a 15% increase inparticipation in extra curricular activities, a 9%increase in student effort and a 20% increase in theskills–challenge area. Interestingly homeworkbehaviour decreased 6% and worryingly, positiverelationships decreased 7% which will need to beaddressed in 2018.

Next Steps

The next school plan will focus more on the embedding technologies in our classroom programs, the use of coding androbotics and the introduction of key STEM activities will be key to this success. A more detailed, planned and deliberateinvestment in our technologies and giving our students the skills they need to succeed in High School and beyond.



Highly participative and collaborative school culture

Purpose

The culture of the school ensures that there is a shared understanding of the beliefs and priorities that drive the thinkingand actions of school community members. To increase community support of our students through school wide focuson student equity, well–being and welfare programs.


The communication in the community continued to be a success story in 2017. Increased use of the school app, socialmedia platform and consistency in letters going home all contributed to the community feeling more involved in theschool this year.





Increase in parent participationand inclusivity in the school asevidenced by the Partners inLearning TTFM survey.

Only 37 parents participated in the survey this yearwhich was disappointing.

Overall parents feeling welcome was 7.2 (NSWnorm 7.4) with a strength of easily speaking to classteachers and school information being easy tounderstand (7.9)

Parents feeling informed was 6.4 overall (NSWnorm 6.6) with a strength being the student reports(7.5).

Stronger links to our communitywith all visions shared with theschool community.

$2,000 Skoolbag app Large success in this area. Stronger links tocommunity through newsletters, apps and socialmedia. Newsletter content reflected strategicdirections and progress each term.

Increased level of participation inworkshops, surveys, meetings,focus groups, volunteers

$500 Survey Monkeysubscription

Steady increase in parent surveys, parents feelingable to have input into school direction. Volunteersat school remain strong across K–2 classes,uniform shop and garden area. Limited workshopsand focus groups, an area to develop in 2018.

Next Steps

The school will continue to investigate ways of communicating, including new paperless notes and involving guestspeakers at each P&C meeting in 2018. As a school we value our communication with the community, however so muchhas been achieved in this area that it will not be required as a strategic direction moving forward.. This is a greattestimony to all the work the school and community have achieved over the past 3 years.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $17,424 SLSO funds Aboriginal Student Learning Support Officer(SLSO)employed 2 days per week focused onmeeting needs of aboriginal students.Ensuring all students have individual learningplan and working with staff to meet outcomes.

English language proficiency Staffing FTE 0.8 (4 daysper week)

Flexible funding $14,308

Teacher employed 4 days per week as perentitlement. Flexible funding used to supportstudents with purchase of new technology oflaptops for students to work on skills.

Low level adjustment for disability Staffing FTE 0.5 (2.5 daysper week)

Flexible funding $29,225

Teacher employed 0.5 FTE as part ofentitlement for learning support, overseeingall students, completing access requests andmanaging funding for students. Flexiblefunding used to support students throughemployment of Student Learning SupportOfficer (SLSO) 3 days per week.

Quality Teaching, SuccessfulStudents (QTSS)

FTE 0.24 ($24,378) Employment of internal Instructional Leader0.6 FTE working with all staff to collect andanalyse data and implement change ofteaching practice.

Socio–economic background $14,783 Supporting students in attending camps andexcursions, particular in Years 5 and 6.In2017, 10 students were fully or partiallysupported at senior camp. Uniform purchaseswere also made through the uniform shop toassist families. The school also paid for one inschool performance to allow all studentsaccess to curriculum content.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 129 155 173 162

Girls 134 150 145 158

Enrolments continue to climb, showing both a positiveinterest in the school and an increase in local areapopulation. In 2017, the school formed 13 classeswhich, although was less classes, was still an increasein student numbers. Moving forward it is anticipatedthat 2018 would see 14 or 15 classes formed.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.4 93.1 92.5 93.8

1 91.3 91.7 95.4 93.4

2 92.9 90 93.4 95.6

3 94.4 90.5 91.3 96.1

4 93.7 90.8 93 89.6

5 93.1 89.7 92.1 93.5

6 93.2 88.7 93.3 89.6

All Years 93.5 91.1 93.1 93.5

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Attendance is monitored through the administrationoffice with weekly reports of EBS4. Teachers are alsolooking for patterns and committed to talking to parentsabout the importance of attendance. HSLO reports aremade through the Principal where required. Teachersattended a staff meeting facilitated by the Home SchoolLiaison Officer (HSLO) to ensure they meet department

standards.

Class sizes

Class Total

KV 18

KP 19

KH 19

1/2B 24

1M 22

1A 23

2M 25

2/3H 28

3M 30

3//4D 28

4/5J 29

5C 28

6G 29

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 11.29

Teacher of Reading Recovery 0.42

Learning & Support Teacher(s) 0.5

Teacher Librarian 0.8

Teacher of ESL 0.8

School Counsellor 1

School Administration & SupportStaff

2.88

Other Positions 0

*Full Time Equivalent

In 2017, the leadership team again experiencedinstability with the departure of two aspiring leaderswho were holding relieving Assistant Principalpositions. This meant other opportunities for newaspiring leaders. From a classroom sense, therewere two permanent appointments in 2017, for twopermanent staff members that had left. There are a


large number of temporary staff fulfilling roles that willneed to be rectified where possible in 2018. In theschool office, school administration staff was raised to3.0 as a local decision to better support schoolbusiness. This includes the 1.0 School administrationmanager and now gives the school 2.0 staff membersin the office.

The Australian Education Regulation 2014, requiresschools to report on Aboriginal composition of theirworkforce. In 2016 there was one Aboriginal staffmember at Maroubra Bay Public School, an SLSOworking with aboriginal students.

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 30

Professional learning and teacher accreditation

Professional learning is built in to the weekly schooltimetable, with Monday afternoon set aside forprofessional learning or alternate stage meetings. Aschool run website tracks the professional learning andallows staff to effectively plan for all upcoming events.The Learning Support coordinator plans, enrols andassists staff in the management of MyPL for allmandatory and optional sessions.

2017 saw a focus on Positive Behaviour for Learning aswell as all mandatory elements. Mandatory learningincluded the Code of Conduct, CPR, anaphylaxis andChild Protection. All executive attended the yearlyconference and also some term events held locally.The Principal attended all network conferences as wellas the yearly conference.

Two teachers completed their initial teacheraccreditation, with another two completing their fiveyear maintenance period. Again, the school runprofessional learning website held resources to assiststaff during these processes. A member of theexecutive managed this process for new staff and thefeeling was that they were greatly supported.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 85,279

Revenue 2,965,368

Appropriation 2,779,458

Sale of Goods and Services 4,040

Grants and Contributions 179,589

Gain and Loss 0

Other Revenue 0

Investment Income 2,281

Expenses -3,002,964

Recurrent Expenses -3,002,964

Employee Related -2,598,502

Operating Expenses -404,462

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-37,596

Balance Carried Forward 47,683

The school executive and administration manager meetonce or twice a term to discuss finances. Summaryreports are discussed and any significant purchasestowards strategic directions are tabled. Meetingminutes are fed back to staff in staff meetings.

The school is in a healthy position financially but willcontinue to carefully monitor the spending of all areas.Any surplus funds will be used to support directions in21st century infrastructure and updating classroomfurniture.

Financial summary equity funding

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


2017 Actual ($)

Base Total 2,212,736

Base Per Capita 48,599

Base Location 0

Other Base 2,164,137

Equity Total 207,876

Equity Aboriginal 17,424

Equity Socio economic 14,873

Equity Language 95,567

Equity Disability 80,012

Targeted Total 115,566

Other Total 201,616

Grand Total 2,737,794

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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.

The NAPLAN results for Maroubra Bay in 2017 werestrong and demonstrated improved growth in studentlearning. The programs targeting specific areas of theliteracy and numeracy curriculums have resulted in ourstudents demonstrating strengths across all areas. InYear 3, 47 children sat the literacy NAPLAN and inYear 5 39 students sat the test. In the area of studentgrowth, 61% of students achieved expected growth inreading from Year 3 to 5. In spelling, this rose to 71%achieving expected growth and fell to 61% of expectedgrowth in the area of grammar (an increase from 50%in 2016)

In numeracy, 55% of students achieved expectedgrowth (up from 44% in 2016). As our student cohortsbecome larger, we as a school are able to make moreof the results and reflect on current practices in bothteaching and assessment. Whilst these results show animprovement over the years, there is still much work to

do in finding ways to allow all our students to reachtheir potential and, in NAPLAN terms, their expectedgrowth from Year 3 to 5.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

In accordance with the Premier's Priorities: Improvingeducation results and State Priorities: Better services –Improving Aboriginal education outcomes for studentsin the top two NAPLAN bands, Maroubra Bay PublicSchool had one aboriginal students in Year 5 in the topband of Numeracy and one student in the second topband of Year 3 Numeracy. In reading, one Aboriginalstudent in Year 3 and Year 5 were both in the top band.In Spelling, a Year 5 student was in the second topband and a Year 3 student was in the top band.Through continued work with individual learning plansand the employment of an aboriginal student learningsupport officer, the school is hopeful of future successin this target area.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theirresponses are presented below. Feedback and theopinions of all members of the school community wassought throughout 2017 through P&C meetings, writtenfeedback and surveys. The Tell Them From Me (TTFM)Student Survey was implemented in semester one2017 and provided data from 102 students. The surveyused indicators based on the most recent research onschool and classroom effectiveness and focused onlevels of student engagement. The results, which onmost indicators were higher compared to the NSW DoEnorm, clearly demonstrate the importance the schoolhas placed on establishing a positive learning cultureencompassing respectful relationships, studentengagement and participation rates. The TTFM ParentSurvey was implemented in semester two 2016 andprovided data from 37 parent respondents. The surveycovered parents’ perceptions of their children’sexperiences at home and at school. The resultsdemonstrate the positive, engaging climate the schoolprovides to all members of the school community. TheTTFM Teacher Survey was implemented in semester


two and had twelve respondents.

Students reported very positive indicators within thesocial–emotional outcomes. In particular students felt apositive sense of belonging (81%), had positiverelationships (82%) and had positive behaviour atschool (85%). Pleasingly 97% of students tried hard tosucceed. The incidences of bullying were less than theNSW norms, with 33% reporting bullying in the pastmonth compared to the 36% state norm. For teachers,this is still a large figure and one that needs furtherclarification and examination.

Parents reported increases in the information beingreported between home and school, as well as thefeeling of welcomeness at the school. Parent andteacher scores are converted to a ten point scale. Highscores in being able to speak to class teachers (7.9),teachers listen to concerns they have (7.4) and thatstudent progress is written in terms they understand(7.5). Parents also commented that writtencommunication from the school is in clear, plainlanguage (7.9). Interestingly, 48% of parents said thatthey talk to a teacher more than three times in recenttimes. Only 22% of parents claimed to be in schoolcommittees, a much more reflective percentage than2016.

Staff felt that the leadership of the school wasimproving and providing stability and direction. Staffreported a feeling of being able to work with schoolleaders in creating a safe and orderly schoolenvironment (7.7) and leaders providing guidance formonitoring student progress (7.3). This was pleasinggiven the work around employing an internalinstructional leader. Collaboration is a big part of stafflearning at Maroubra Bay and showed in the staffresults. Discussing assessment strategies (8.5),student learning problems (8.7) and their own learninggoals (8.3) with colleagues proved very positive withstaff. Teachers also reported high scores for discussingthe learning goals of the lesson (8.7) and setting highexpectations for student learning(8.7). This is reallypleasing and works well in our planned future work inthis area. Staff felt that technology was an area to workon as a school, however scores were considerablyhigher than in 2016.. Teachers felt we belong to a veryinclusive school and encourage parents to workalongside them in solving student problems (7.9) andhelping parents understand the expectations in class(7.9).

Policy requirements

Aboriginal education

During 2017, the school expanded its Aboriginaleducation strategy to work even closer with individualaboriginal students. An aboriginal student learningsupport officer (SLSO) was employed two days perweek, focusing on the achievement of studentindividual learning plans. This was very successful andwill continue in 2018. Activities included celebration ofNAIDOC week and incorporation of cultural awarenessinto History, Geography and English learning units.Focus in 2018 will be on strengthening this strategy to

ensure Aboriginal cultural awareness is embeddedauthentically across the curriculum for all students. In2018, the school hopes to expand their garden areas toinclude an aboriginal bush garden with the support oflocal elders. The achievements of our Aboriginalstudents were recognised in a variety of ways. Tiarahfrom Year 2 was nominated for a Deadly Kids Award.This ceremony recognised Aboriginal students inSydney public schools for displaying an outstandingwork ethic, academic achievement and citizenshipskills. The award was also acknowledged at theschool's annual Presentation day.

Multicultural and anti-racism education

The school has a significant percentage (46%) ofstudents from culturally diverse backgrounds. To fosterharmony and tolerance, multicultural education isembedded in all curriculum areas and school activities.In total, students represent 35 language backgroundsother than English. The major aims of the English as anAdditional Language program are to develop students’academic language proficiency and educationaloutcomes through explicit teaching of oral and writtenlanguage skills required to meet the language demandsof the curriculum and to enhance self–esteem bypromoting cultural diversity and tolerance through aninclusive curriculum. Maintenance of first language ispromoted through our Kindy start information days andalso to Kindergarten parents during Best Startassessments.

The school has an appointed Anti–Racism ContactOfficer who facilitates communication and resolves anyconcerns related to racism in a supportive andproactive manner.


2017 maroubra bay public school annual report · principal to discuss plans. $1800 – four casual...

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