2017 nashdale public school annual report€¦ · introduction the annual report for€2017 is...

Nashdale Public SchoolAnnual Report

2017

2714

Printed on: 1 May, 2018 of 12 Nashdale Public School 2714 (2017)

Introduction

The Annual Report for 2017 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

Nashdale Public School has enjoyed many successes in 2017.

Our children’s academic results have been outstanding. Across the board, they have shown wonderful growth and ourresults again are well above the State average. Students have excelled in external competitions and academics pursuitsbut a school should not measured on academic results alone.

Our P&C have worked so incredibly hard and have again raised thousands of dollars to support student learning. I thankMr Ian Bennett, our P&C president, his executive team and the wider core of P&C for their efforts this year.

Students should be very proud of their parents and wider community because they support our school in so many ways.From Mrs Shepherd in the garden, Mr White transporting bikes to the Mountain Bike Park, Mr Arantz helping you planand cook meals while Mr Bourne shouted encouragement from the side, Mrs Smith wrapping dozens of Mothers Daygifts and hundreds of other kindnesses people do for our school to ultimately enrich student learning. All of these peoplegather at the school for our students – to support and encourage them but also to guide our children to help them be thebest person they can be.

Nashdale is a place that fundamentally embraces the ethos that it takes a village to raise a child. I know that manystudents probably don’t enjoy having so many “parents”….that is until they grow old enough to appreciate the values thattheir village has instilled in them. It will set them in good stead for the rest of their lives and help them belong andcontribute to their own families and villages –wherever in the world they may be.

Our school strives to demonstrate our values of Respect Integrity, Pride and Engagement – being RIPE for learning.

Our school underwent External Validation this year and an independent panel confirmed just how many areas in whichwe are excelling, across all facets of school operation. This, in no small part is due to the strong relationships andcommunication that we have with our community, the diligent efforts of our students but certainly due the outstandingcalibre of our teaching and support staff.

They are highly skilled, work closely together, continuously seek to improve their practise and are passionate abouttheir profession 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.

Our children have seen successes on so many other stages this year– sport, the Arts and community events, But there


is one event this year that spoke more about our school community than any other.

On the 1st May we lost our beloved teacher, Mrs Amber Budd. We know these terrible tragedies strike communitiesevery day but this one was ours and we felt it terribly. The way that our community came together to support our childrenand each other spoke volumes to the kindness of our village. The genuine support and caring that we had for each otherand received from so many, leading up to and following Amber’s death taught our students more about compassion,empathy, life and contributing to their community than any lessons we delivered in the classroom. They may notremember every word that was said but they will remember how you made them feel and how kindness was bestowedon us from every quarter.

I am and will always be so proud to lead such a community.

Finally thank you to our students – thank you for your curiosity, your enthusiasm and your wonder. You have made it anabsolute pleasure to come to school every day in 2017 and 2018 will prove to be no different. Good luck to ourgraduating students, we know you will take a bit of our village with you on your journey.

Message from the school community

Tough year to be honest. But as always, the best place to look for inspiration is within our children.

I was lucky enough to witness this year’s leadership speeches. Every one of these brilliant people spoke in their own wayabout their commitment to help others, much in the same way they too were guided through their early years. They alsospoke about the pride they have in being part of the Nashdale School story and about being part of our amazingcommunity. Where does this pride come from? It isn’t inherent. It comes from you. It comes from you, the parents,carers, community and the amazing staff at our great school. Not a bad legacy to be part of. Thank you, to our amazingkids and the inspiration you bestow on us.

The P&C Team and the wider community delivered in bucket loads this year. Fundraising efforts were outstanding. Thisyear you raised over $15,000. Absolutely amazing. Thank you to everyone, whatever your contribution. Big or small – itall counts.

Nashdale is only a sensational school, with sensational resources because of the time and generosity you commit to ourschool’s fundraising activities. So, thank you. Apologies for neglecting the majority, but this year a special mention needsto go to a couple of exceptional people within the P&C:

Anna Shaw– Anna has managed to eclipse our traditional fundraising strategies by dedicating her time to claim externalgrants worth thousands. This year Anna has secured grants that have, amongst other things, improved schoollandscaping and our technology resources. Anna alone accounts for over a third of our P&C bounty this year. This is anamazing individual contribution towards the betterment of the school. Thank you, Anna, this email vs lamington approachto fundraising has definitely drawn dividends and demonstrates that whatever your skillset, you can contribute in yourown way.

Also, and while I still have the opportunity as P&C president, I want to thank Cassie Garlick for her amazing ongoingcontribution to our community. Not just this year – every year. Cassie’s drive, energy and dedication are out of this world.Thank you, Cassie. You’re a true driving force behind our Nashdale community and the P&C. And you’re one of the keyauthors in our tremendous success.

Finally, to our amazing teachers, the dedication you show to your profession, our children and our community isoutstanding. Your determination to see our children achieve their best, and the pride you show when they do, is amazing.Being married to a great teacher I know that this isn’t a 9 to 5 job. It's 24/7 and it’s not an occupation but a vocation. Thetype of person that enters into the teaching profession will have an unwavering focus on combined success and isforever committed to delivering their all. All this so our children can be the best versions of themselves possible. So, onbehalf of our children and our community – thank you to our Principal and teachers.

Ian Bennett – P&C President 2017


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 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 that Nashdale Public School was excelling in the areas of Learning Culture,Wellbeing, Curriculum and Learning, Assessment and Reporting, Effective Classroom Practice, Collaborative Practiceand School Resources. The school is sustaining and growing in the areas of Student Performance Measures, Data Skillsand use, Learning and Development, Professional Standards, Leadership, School Planning, Implementation & Reporting,Management Practices & Processes.

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

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


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

Internal and external data is used to inform teaching practice both on a student and whole school level. Regular andconsistent effective feedback is built into all classroom practices and students are able to identify how feedback leads toimproved performance. Students have a personalised learning plan which is developed in consultation with students,teachers and parents. Our Ripe for Learning wellbeing framework is becoming embedded in school culture.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Teachers use studentachievement data to informteaching practice

NIL All students K–6 mapped on PLAN. Internal andexternal data sources are used to inform planningfor teaching and learning.

Students can articulate learninggoals and identify learningintentions and success criteria inlessons

NIL All students K–6 can articulate personal learninggoals and recognise the differences between fixedand growth mindsets. Teachers use language oflearning intentions in lessons.

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

$3500 professional learningfor teaching staff

Students and staff confident in use and applicationof continuum clusters and where they can go to findthe next steps in their learning. These next stepsare documented in personalised learning plans thatare reviewed each semester with parents.

Increase the percentage ofstudents achieving in theproficient bands of NAPLAN by8% by 2018 compared to 2015.

NIL In 2017, 67% of students achieved proficiency (top2 bands) in reading and numeracy. This was anincrease of 24%. in 2015 (SCOUT data – Premier'sPriorities)

Next Steps

• Continued maintenance of positive growth averages over time. Small cohorts, such as Nashdale, tend to displaygreater variances in their results from year to year.

• The school will commit significant professional learning funds for staff to focus on writing across Kindergarten toYear Six in 2018. Staff will focus on data analysis to inform targeted teaching and personalised learning.

• Students to achieve at least a year's worth of growth for a year of learning.



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.


Structures established for the implementation of an Instructional Leadership model. Principal uses flexible funding todirect resources to mentoring staff to develop reflective practice skills and analyse their performance as articulated instaff performance development plans. Staff goals are aligned with school and state directions and informed by analysisof student learning.

A formal framework embedded to allow teachers to maintain and work towards the next level of the Australian TeachingStandards through accreditation processes.





Performance DevelopmentFramework policy is implemented

Quality Teaching,Successful Students(QTSS) $3061.00

Flexible executive teacherfunding $28 500

Policy implemented. Vary mix of staffing in 2018 toallow sustainable model to continue followingcommunity consultation.

Instructional leadership model implemented usingflexible executive teacher funding

SENTRAL learning and studentmanagement software systeminstalled and utilised acrossschool

Engagement of Sentralconsultant $1000

Licence $2500

Implementation has provided an effective andreliable home/school platform for staff. Newmodules for data tracking, attendance and reportingto parents in semesters One and Two.

Scope and sequences developedincorporating new AustralianCurriculum

$3500 annual subscriptionsto access content

Scope and sequences are aligned with Australiancurriculum. Required to be carefully reviewed eachyear with changing class and stage structures toensure that all outcomes are covered and notrepeated. Digital resources including (SoundWaves, Typing Tournament, Mathletics, Charangamusic, Sunshine online) purchased to providecontinuity of program for students.

Next Steps

• Formalised professional learning for all teaching staff in Visible Learning (John Hattie). Teachers know the impactof their teaching and those strategies that have the greatest impact on student learning.

• Strategic use and analysis of a range of data will drive improvement of student learning and wellbeing. • Promote personal and collective responsibility for improving teaching practice and leadership capacity within and

across communities of schools



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 the culmination of a move to a broad range of communication strategies with the school and it's widercommunity. Students have online portfolios and personalised Learning Plans. School documentation including reporting,welfare and attendance is electronic. The school has engaged with social media and also School Stream as an effectivecommunication tool. tell Them From Me Surveys and the 360 Customer Service survey indicated that the schoolcommunity was very satisfied with the ease, range and timeliness of communications.





Establishment of SchoolFacebook and NashdaleCommunity pages

NIL Nashdale School and Community Facebook currentand updated. Events promoted through bothorganisations. Community groups give reports toP&C to continue enhanced communication.

All staff active participants Pre2and OSSA network professionallearning each term

$3000 – pro ratamembership fees

Orange Small Schools Association(OSSA) meetings to be held at Nashdale Wk7 ofeach term. Professional learning focus in Kinder –Year 2, Year 3–6, School Administrative Staff andPrincipal groups.

Pre2 – (Orange District schools professionalnetwork). Staff attended professional learningevents each afternoon in Week 4 of term and acombined School Development Day in Term 3.Students participated in projects such as RubeGoldberg (science) and The Archies (art).

Online booking of schoolinterviews, use of School Stream,Sentral as an onlinecommunication and reporting toolfor parents

$2000 annual subscriptions Seesaw adopted across K–6 as an online reportingtool providing students/parents with feedbackregarding their child's learning. SchoolStreamadopted as major communication tool for families.Secondary sources – website and Facebook.School Interviews successfully used as anonline booking tool for interviews.

Next Steps

• Share and articulate the schools vision, directions and learning through high qualitycommunication platforms

• Work in partnership with parents as active participants in their children’s education

• Grow the establishment and use of a wide range of community facilities and sustainable environmental practices

• Collective efficacy clearly binds all school systems and practices


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading School learning SupportOfficer $1293

• Aboriginal backgroundloading ($1 293.00)

Aboriginal students accessed literacy andnumeracy support in small groups andcelebrated their culture throughout a range ofactivities embedded in the curriculum.

Low level adjustment for disability Trained SLSO ($5280.00)Learning and Supportteacher allocation (0.5 daysper week – $10 000.00)Low level adjustment fordisability ($15,280.00) • ($0.00)

During 2017, 18 students accessed 1:1 andsmall group support in literacy and numeracy.

One class also accessed whole class supportin numeracy. Eight students graduated fromsupport programs with others enjoyingongoing assistance.

Quality Teaching, SuccessfulStudents (QTSS)

Teaching staff $8329.00 • ($0.00)

Training Tuesday Instructional leadershipmodel implemented to embed sustainableculture of improvement.

Socio–economic background Student Learning SupportOfficer $2869

• Socio–economicbackground ($2 869.00)

Students had access to targeted support toensure equity of access to the curriculum.

Support for beginning teachers NIL funding No teachers are eligible for this status.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 49 56 69 68

Girls 34 39 47 51

Nashdale Public School has reached capacity in regardto student enrolments. There has been a strong trendtowards limited "out–of–area" places across theschool. The community has consulted and developed acomprehensive enrolment policy (available on theschool website) to ensure the ceiling enrolment is notbreached and that there is a buffer to ensure positionsare available throughout the year for in–areaenrolments.

Student attendance profile

School

Year 2014 2015 2016 2017

K 97.1 96.1 96.1 95.6

1 97.7 97.4 96 95.3

2 96.2 95 94.5 97

3 96.1 94.4 95.3 97.5

4 99.2 96.4 97 95.9

5 94.9 95.9 95.2 96.6

6 93.5 93.8 97.6 96.8

All Years 96.8 95.9 95.8 96.4

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

Nashdale Public School reviewed the SchoolAttendance policy. Attendance reports are monitoredclosely and letters generated weekly to students withunjustified absences. The school enjoys a close

working relationship with the Home School LiaisonOfficer to implement both school and Department ofEducation Attendance policy. Nashdale Public School'sattendance rates are consistently above state average.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 4.49

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.1

Teacher Librarian 0.2

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.66

Other Positions 0

*Full Time Equivalent

Nashdale Public School has one Indigenous teacher onstaff.

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 20

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 111,339

Revenue 1,042,429

Appropriation 923,939

Sale of Goods and Services 545

Grants and Contributions 116,015

Gain and Loss 0

Other Revenue 0

Investment Income 1,931

Expenses -992,443

Recurrent Expenses -992,443

Employee Related -891,944

Operating Expenses -100,499

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

49,986

Balance Carried Forward 161,325

The school did not receive confirmation advice of$31513 in Small School Supplementation until January2018.

In addition, $10 000 of 2017 invoices were not paid untilJanuary 2018. In real terms, the balance carried overwas similar to the figure rolled over in 2016.

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 852,707

Base Per Capita 17,728

Base Location 1,914

Other Base 833,065

Equity Total 19,442

Equity Aboriginal 1,293

Equity Socio economic 2,869

Equity Language 0

Equity Disability 15,280

Targeted Total 0

Other Total 10,126

Grand Total 882,275

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.

Students performed well above State average in allareas. Year Three results, in particular wereexceptionally strong.

Percentage in Bands:Year 3 - Grammar & Punctuation

Band 1 2 3 4 5 6

Percentage of students 0.0 4.4 0.0 13.0 39.1 43.5

School avg 2015-2017 0.0 1.5 6.3 14.8 17.2 27.0

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6


School avg 2015-2017 0.0 0.0 6.3 14.8 27.0 18.7

Percentage in Bands:Year 3 - Spelling

Band 1 2 3 4 5 6


School avg 2015-2017 0.0 2.1 6.3 25.5 18.5 14.3

Percentage in Bands:Year 3 - Writing

Band 1 2 3 4 5 6


School avg 2015-2017 2.1 0.0 5.6 16.2 37.0 5.8

Percentage in Bands:Year 5 - Writing

Band 3 4 5 6 7 8


School avg 2015-2017 0.0 0.0 7.7 23.1 0.0 2.6

Percentage in Bands:Year 5 - Spelling

Band 3 4 5 6 7 8


School avg 2015-2017 0.0 0.0 2.6 2.6 12.8 15.4

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2015-2017 0.0 0.0 2.6 5.1 12.8 12.8

Percentage in Bands:Year 5 - Grammar & Punctuation

Band 3 4 5 6 7 8


School avg 2015-2017 0.0 2.6 2.6 12.8 12.8 2.6

Students performed well above State average in allareas.

Percentage in Bands:Year 3 - Numeracy

Band 2 3 4 5 6

Percentage of students 0.0 0.0 47.8 21.7 30.4

School avg 2015-2017 0.0 4.2 26.4 23.9 12.2

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8


School avg 2015-2017 0.0 2.6 2.6 12.8 12.8 2.6

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

We did not have any Indigenous students completingNAPLAN in 2017.


Parent/caregiver, student, teachersatisfaction

A selection of parents self nominated and alsorandomly selected to participate in the 360 DegreeCustomer Service Survey. Areas explored includedcommunication, customer service, school policy andculture. Results were very positive for our school withall areas receiving an excellent result overall with only afew isolated areas of concern that have been rectifiedwith systems improvement.

Policy requirements

Aboriginal education

Aboriginal perspectives are embedded across thecurriculum with specific Aboriginal education deliveredin every class. Our school regularly attends AboriginalEducation Consultative Group (AECG) meetings andcelebrates days of significance including Sorry Day,Reconciliation Day and NAIDOC week.

Multicultural and anti-racism education

Multicultural and anti–racism education is embedded inthe curriculum. Inclusive and multicultural themescelebrate the diversity in our student population.


2017 nashdale public school annual report€¦ · introduction the annual report for€2017 is...

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