2017 waratah west public school annual report · nicola moroney principal school contact details...

Waratah West Public SchoolAnnual Report

2017

3932

Printed on: 14 May, 2018 of 18 Waratah West Public School 3932 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Waratah West Public School as an account of the school'soperations and achievements throughout the year.

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

Nicola Moroney

Principal

School contact details

Waratah West Public SchoolLeonora PdeWaratah West, 2298www.waratahwst-p.schools.nsw.edu.auwaratahwst-p.School@det.nsw.edu.au4968 1765


School background

School vision statement

At Waratah West Public School we are working in partnership with the parents and the community to prepare studentsfor a complex, rapidly changing world. The school pursues a holistic approach to learning focused both on well–beingand learning that is student–centred and embedded in 21st century pedagogy.

The school’s mission statement indicated the belief that by building strong bonds between the school, parents and thecommunity we aim to create a caring, co–operative, learning environment which develops outstanding skills, attitudesand feelings which will prepare students for their future, by Moving Forward Together.

School context

Waratah West Public School is located 10km from the Newcastle city centre, serving a diverse population within a lowsocio–economic context. The current enrolment (at time of writing) is 87, and includes 40 Aboriginal students (46%).Aboriginal perspectives are authentically embedded across the curriculum. Teaching, ancillary and support staff work asa team to provide educational excellence. The school works in close partnership with the Callaghan Education Pathways(CEP) K–12 and University of Newcastle to deliver innovative academic and social curricula.

The core values of the school are: Respect, Responsibility and Learning. These are actively promoted in the daily life ofthe school.

Students engage in a highly personalised education, with differentiated learning opportunities in quality learningenvironments.

Waratah West Public School offers a comprehensive curriculum with a wide range of co–curricular opportunities. Keyinitiatives include:

Early Action for Success – The school was supported by an Instructional Leader K–2 Literacy/Numeracy 0.4 FTE (twodays per week) for 2017. Support included teacher professional development, individual student support, teachermentoring and community engagement initiatives.

Student Wellbeing – Wellbeing is a strong focus, and is supported across the school community. Programs include:Positive Behaviour for Learning (PBL); Seasons for Growth; Learning for Life; Bounce Back resilience.

Community links Lion's Club, Samaritans; Nutrition Programs (Live Life Well At School, Breakfast Club; HealthInitiatives (Speech Pathology in Schools) University of Newcastle Links Children's University

Environmental Sustainability Stephanie Alexander Kitchen Garden, Chicken Pen, Local Creek and Birdlife Study areintegrated into teaching and learning.

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.

During 2017 Waratah West Public School undertook self–assessment using the elements of the School ExcellenceFramework. 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. Staff used the SchoolExcellence Framework as a tool to inform, monitor and evaluate practices across the school. The staff workedcollaboratively to determine the school’s areas of strength and future areas for development. Our assessment wasshared with families and the wider school community, with their contributions, ideas and feedback valued.

In the element of Learning, Waratah West Public School determined that the school is sustaining and growing in theelements of Learning Culture, Assessment and Reporting.

In the areas of Wellbeing, Curriculum and Student Performance Measures we determined that we are deliveringoutcomes.


The Wellbeing Framework contextualises wellbeing for individual students, school settings and our local schoolcommunity. The comprehensive range of wellbeing programs implemented at Waratah West Public School support thecognitive, emotional, social, physical and spiritual wellbeing of all students. Initiatives include Positive Behaviour forLearning (PBL), Aim High, Children’s University, Stephanie Alexander Kitchen Garden program, Bounce Back wholeschool resilience program, extended transition to school program, Deadly Streaming and First Chance Little Yarns. There is an emphasis on early identification and early intervention of students with additional learning and support needsat all stages including critical transition periods. There are systematic policies, programs and processes to identify andaddress student learning needs through the wellbeing framework. An area for further development is StudentPerformance Measures and the school self–rated as delivering in this area. Although the school growth datais significant, Waratah West Public School sees a need to improve the number of students achieving in the top two skillsbands in NAPLAN, aligned with the Premier’s Priorities. The school will ensure the Premier's Priorities for studentperformance measures are built in to current school milestones and future school planning. Through intensiveassessment measures the school has identified writing as an area for further student improvement.

Teaching

In the element of Teaching, the school identified that the areas of growth were in Effective Classroom Practice andData Skills and Use.

In the areas of Learning and Development and Professional Standards the school learning community assessed thatthey are sustaining and growing.

Supported by the Early Action for Success initiative and teacher commitment to improving their practice, teachers usedata from a wide range of sources to drive teaching and learning across the school. Staff at Waratah West Public Schoolare led by the Principal and Instructional Leader to use current research, including John Hattie and Helen Timperley, incollaboration with supporting frameworks to guide their approach in change of teacher practice. This research has beenused as the framework to underpin specific programs implemented during our current planning cycle. The InstructionalLeader has played a significant role in assisting staff to determine where support and training is needed, and meet theirprofessional learning needs. Professional Learning sessions focus on building the capacity of teachers in implementingeffective evidence–based literacy and numeracy teaching strategies linked to strategic directions of the school plan.Mentoring, modelling, lesson observation and feedback are core features of the support provided by the InstructionalLeader. Quality K–2 pedagogy has been embraced by Year 3–6 teachers and adapted and implemented effectively, withhigh levels of student engagement. Collegial planning has ensured teachers design learning experiences that useconsistent pedagogical practice across K–6.

Leading

In the element of Leading, Waratah West Public School identified itself as sustaining and growing in Educationalleadership, and delivering in School planning, implementation and reporting, School resources and Managementpractices and processes.

The school is committed to the development of leadership skills in staff and students. During 2017, leadership traininghas been attended by staff members with leadership aspirations. A temporary teacher was supported to gain apermanent appointment through the Merit Selection process. The school continues to develop management systems,processes and structures that support the students, teachers, support staff, parents/carers and wider community.Waratah West Public School has ensured that its practices and processes are responsive to school communityfeedback. The school’s participation in the ‘Tell Them From Me’ survey ensures engagement and feedback for the schoolin relation to its products and practices. Community engagement has been a focus for the school with forums andsurveys used to access community opinion. Family workshops and information sessions strengthen parentalengagement. Personalised Learning Plans are in place for all students across the school to ensure all students haveindividual learning goals in literacy, numeracy and social skills. Each student is supported at their point of need. Athorough self assessment has been undertaken by the whole school team, with the intention of providing a strongframework of measurable expectations in preparation for planning 2018–2020 . Our self–assessment process will assistthe school to refine our school plan, leading to further improvements 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

Develop consistent, high quality educational practices and student achievement driven by assessment in Literacy

Purpose

To improve student learning and outcomes in literacy through the development and delivery of consistent, differentiated,high quality teaching practice in the areas of: reading (with comprehension), writing, speaking and listening

Overall summary of progress

Teachers have deepened their knowledge and understanding of data skills and how to best use this as evidence whenassessing the effectiveness of teaching, learning and assessment programs. Explicit literacy assessment data is used toidentify student achievement and develop personalised learning goals. Teachers continue to embed the analysis ofindividual student data as a key driver for identifying the literacy learning needs of all students. Teachers use a range ofdata to consistently monitor, refresh and renew approaches to literacy teaching and learning. We have continued to workacross all stages to develop consistency in teacher judgement, accurately tracking student literacy progress every fiveweeks and utilising this data to drive improvements in teaching practice and in student learning outcomes. Early Actionfor Success data from Term 4 of 2017 in reading and comprehension demonstrated that 65% of students were achievingor exceeding benchmarks.

The learning and support team has continued to refine its practices in identification and targeted intervention whenworking with students and their families. All students wrote two meaningful goals in literacy as part of theirPersonal Learning Plans in 2017. Speech Pathology in Schools–SPINS program was implemented Semester Two 2017,supporting students identified with significant language delay, and providing teachers with a valuable opportunity to shareexpertise with, and learn from, speech pathology colleagues.

Tiered interventions were implemented, providing tailored learning support in literacy for students identified at risk.Student progress was closely monitored at each tier of intervention to determine the need for progressively intenseinstruction. Interventions adjusted in intensity and nature of support according to how students respond.Aboriginal student literacy data is monitored every 5 weeks and interventions implemented for students identified at risk.The school evaluated its practices on the Learning and Support Matrix, Wellbeing Framework for Schools and AboriginalEducation Policy – Turning Policy Into Action. All students requiring additional support have personalised plans andreceived timely and targeted support

Teacher Professional Learning promotes collaboration and sharing of successful evidence based teaching practice,improving outcomes for students. A teacher appointed in 2016 completed her second year of L3 training in 2017 and wasprovided with opportunities for peer observation to embed pedagogy into daily practice. This teacher was also selected tomodel her exemplary practice to training colleagues.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Student growth exceeds 70%between Year 3 to 5 and Year 5to 7 according to the NAPLANresults.

Instructional Leadership$62 155

Additional teacher andSLSO support $125 000

All students achieved growth from Year 3 to Year 5in Reading, 50% in Writing

66% of students achieved growth from Year 5 toYear 7 in Reading, 34% in Writing.

Data and percentages should be viewed withcaution in a small school.

• 80% of students achieving atexpected cluster on the literacycontinuum.

As above

PL in consistent teacherjudgement

Approximately 65% of students achievedbenchmarks across the early years.


• Aboriginal student growthmeets or exceeds the broaderpopulation of the school.

As above

Additional teacher(LAST) and SLSO support


NAPLAN Aboriginal Student average scaled






• Aboriginal student growthmeets or exceeds the broaderpopulation of the school.

$45 261 growth:

Reading 3–5 State 80.8 School 148.2

Writing 3–5 State 53.6 School 68.1

Reading 5–7 State 46.5 School 21.0

Writing 5–7 State 18.4 School 12.2

Next Steps

Continue and refine implementation of evidence based pedagogy with the ability to formalise a consistent school–widepedagogical planning framework. Further refine and develop programming and assessment structures to provide thetools for students to self assess, set goals and reflect on how and where they can improve. Ensure an effective transitionfrom the literacy continuum to the literacy progressions and their use as an effective tool for teachers to improve studentoutcomes.



Develop consistent, high quality educational practices and student achievement driven by assessment in Numeracy

Purpose

To improve student learning and outcomes in numeracy through the development of consistent, differentiated highquality teaching practice in all areas of mathematics


Teachers have strengthened their knowledge and understanding of data skills and how to best use this as evidencewhen assessing the effectiveness of teaching, learning and assessment programs. Explicit assessment data is used toidentify student achievement and develop personalised learning goals. Teachers continue to embed the analysis ofindividual student data as a key driver for identifying the numeracy learning needs of all students. Teachers use a rangeof data to consistently monitor, refresh and renew approaches to numeracy teaching and learning. We have continued towork across all stages to develop consistency in teacher judgement, accurately tracking student numeracy progressevery five weeks and utilising this data to drive improvements in teaching practice and in student learning outcomes.Early Action for Success data in Early Arithmetical Strategies from Term 4 of 2017 demonstrated that 90% of Kinderstudents were achieving or exceeding benchmarks, 83% of Year 1, and 89% of Year 2.

The learning and support team has continued to refine its practices in identification and targeted intervention whenworking with students and their families. All students wrote two meaningful goals in numeracy as part of their PersonalLearning Plans in 2017.

Tiered interventions were implemented, providing tailored learning support in numeracy for students identified at risk.Student progress was closely monitored at each tier of intervention to determine the need for progressively intenseinstruction. Aboriginal student numeracy data was monitored every 5 weeks and interventions implemented for studentsidentified at risk. All students requiring additional support have personalised plans and received timely and targetedsupport

Teacher Professional Learning promoted collaboration and sharing of successful evidence based teaching practice,improving outcomes for students. Teachers embedded the pedagogy from Targeted Early Numeracy professionallearning into classroom practice K–6. Colleague classroom observation, both within and beyond the school, ofimplementation of the TEN program increased teacher confidence in planning differentiated numeracy activities toimprove student outcomes.





Student growth meets or exceeds64% (data from 2014) betweenYear 3 and 5 and Year 5 and 7.

Instructional Leadership$62155

Additional teacher andSLSO support $125 000

Average scaled numeracy growth

Year 3 to Year 5– 86%

Year 5 to Year 7 – 47%

80% of students achieving atexpected cluster on theNumeracy Continuum

As above Early Action for Success data in Early ArithmeticalStrategies from Term 4 of 2017 demonstrated that90% of Kinder students were achieving orexceeding benchmarks, 83% of Year 1, and 89% ofYear 2.

Aboriginal student growth equalsor exceeds the broader schoolpopulation.

As above

Additional teacher(LAST)and SLSO support $45 261


NAPLAN Aboriginal Student average scaledgrowth:

Numeracy 3–5 State 96.8 School182.9

Numeracy 5–7 State 51.5 School 50.2


Next Steps

Continue and refine implementation of evidence based pedagogy with the ability to formalise a consistent school–widepedagogical planning framework. Further refine and develop programming and assessment structures to provide thetools for students to self assess, set goals and reflect on how and where they can improve. Ensure an effective transitionfrom numeracy continuum to the numeracy progressions and their use as an effective tool for teachers to improvestudent outcomes.



Develop community involvement and strategic support to ensure our students become successful learners, confident andcreative individuals, informed citizens and future leaders.

Purpose

To increase community support of our students through a school–wide focus on student equity, wellbeing and welfareprograms. To work together as a learning community to give our students the knowledge, skills and experiences toachieve their personal goals in the 21st century.


Throughout 2017 we have strengthened community relations with community support agencies, local businesses andcommunity members to form a strong basis of support for our students. There has been a significant and welcomeincrease in engagement and we acknowledge the support of our community in driving our future success.

We have increased collaboration with students and families to develop inclusive Personalised Learning Pathways,utilising the MGoals initiative to promote genuine family partnerships. The Aboriginal Education Team continued toprovide support for teaching and support staff to develop inclusive curriculum practices and programs aimedat maintaining Aboriginal language and cultures. We worked in close partnership with Newcastle Family SupportAboriginal worker to support families and community members to engage in and contribute to school projects andinitiatives.

We continued to utilise social media, the school website, and school newsletter and local media to raise communityawareness and promote the achievements of Waratah West PS. In response to family feedback, changes with regard tothe structure and timing of school events has led to a significant increase in the number of family members participatingin whole school days and weekly school assemblies.

Student wellbeing was supported with the extension of the Waratah West Bounce Back program for student resilience,building on the PBL approach and calmer classroom programs. A staff member has been trained as a Seasons forGrowth companion, with the capacity to deliver support programs for students experiencing significant grief or loss.

Community networking was extended to provide opportunities for students to access and participate in a variety oflearning experiences. This included participation in World Outdoor Classroom Day, leading to the introduction of outdoorschool days both on and off–site as a regular feature of WWPS.

A small but dedicated group of family members participated in the EAfS strategy to engage families (PaTCH –Parents asTeachers and Classroom Helpers) in 2017, and continue to work with students and teachers as classroom volunteers.





80% of Kindergarten Transition toschool students and theirparents/carers attend eachsession.

$7000 Equity, teacher andSLSO

Extended transition to school sessions forpre–schoolers starting Kinder in 2018 occurredweekly from the beginning of Term 3. Ten studentsand families attended regularly, with three studentsnew to the area attending sessions in late Term 4

80% of parents participated inparent/teacher interviews.

$4000 Equity Parent engagement in parent/teacher interviewshas increased (60% average across K–6) withhigher levels of engagement in the early years.

Increased engagement in theSchool Facebook page.

N/A 197 page 'likes' in 2016 to 310 at the end of 2017.Family comments and 'shares' have increasedsignificantly. Families have indicated in surveys thatFacebook is their preferred option for accessinginformation about school events and achievements.

100% of Aboriginalparent/community actively

$4000 AboriginalBackground

All Aboriginal students had an authentic PLPdeveloped in collaboration with their class teacher






engage in the PLP process. and family member(s). Most family memberscontributed suggestions and feedback on theirchild's PLP. The employment of an Aboriginalteacher with an executive AECG role led to closerlinks being established between school, Aboriginalfamilies and AECG.

Aboriginal parent/communityparticipate in a range of culturallyinclusive school activities.

Aboriginal background An Aboriginal Family Support worker includedfamilies and students in cultural activities on aweekly basis throughout the year.

Next Steps

Prioritise family and community partnerships and engagement in the 2018–2020 school plan.

Introduction of parent, student, teacher meetings. Every teacher to meet with every parent and student personallyin Semester 1.

Encourage family members to become active in school partnerships, with the view to establishing a Parents and Citizensgroup.

Investigate the revitalisation of Positive Behaviour for Learning.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $45261 The employment of an Aboriginal teacher andsupport staff to ensure all students and staffreceive cultural mentoring and increasecultural competence.

All students have a Personal Learning Planand are making progress towards achievingsyllabus outcomes, measured against literacyand numeracy continuums. Culturalsignificance is an important feature ofthe PLP process working in collaboration withparents and extended family, and anAboriginal family support worker.

A speech pathologist assesses and supportsAboriginal students identified with significantlanguage delay.

Community engagement in planning forsignificant cultural events, including NAIDOCDay and Harmony Day is supported byNewcastle Family Support Aboriginalcommunity worker. The school fundedparticipation for all students K–6 in anAECG community Corroborree to celebrateNAIDOC.

PL for teachers ensured Aboriginalperspectives embedded across the curriculumfor all students, including Eight ways oflearning; two staff completing thecomprehensive AECG Connecting to Countrytraining; all staff undertaking a full day PL inraising cultural awareness through visitingsignificant local sites with Aboriginal elders.

English language proficiency $11096 Support for student learning providedthough employment of a teacher one day perweek allocation. Students received individualsupport in the classroom.

PL for ESL teacher aligned to student needs(STARTTS)

Purchase ESL resources for school

Cultural awareness raised throughparticipationin Harmony Day and culturalcooking classes as part of the Kitchen Gardenprogram.

Low level adjustment for disability $61568 LAST and SLSO to support targeted studentsin tiered interventions in literacy andnumeracy, aligned to Individual LearningPlans.

Data management

Quality Teaching, SuccessfulStudents (QTSS)

$5688 Additional release time was provided for theTeaching Principal to provide support andmentor staff on of aspects of pedagogy andteaching practices, aligned with the AustralianProfessional Standards for Teachers. Inaddition, management of wellbeingprocedures


Socio–economic background $125169 In 2017 an extra teacher was employedabove establishment. This facilitated theprovision of enhanced curriculum learningopportunities and personalised support for allstudents, and further support forthose identified with additional learningneeds. The Learning andSupportTeacher(LaST) team identifiedstudents requiring additional support inLiteracy and Numeracy. Some familiesrequired financial assistance to allow fullaccess to the curriculum and excursions dueto financial hardship. The school was able tosupport these families through the allocationof funds. Additional teacher support was alsoused to increase the allocation ofintervention support across the school.

Support for beginning teachers $17513 Early career teachers were provided withadditional release time and mentor teacherrelease. These teachers were also providedwith professional learning opportunities,aligned to their Professional DevelopmentPlans.

Early Action for Success $62155 Employment ofInstructional Leader K–20.4

We are a part of the State Governmentsupported Early Action for Success strategy,which supports schools with professionaldevelopment in current teachingpractice through strong InstructionalLeadership and close monitoring of studentdata. The Literacy, Language and LearningProgram (L3), is the framework we use toimplement all aspects of the Englishsyllabus. L3 promotes differentiatedinstruction for each student in a self–directedlearning environment. In Mathematics,Targeted Early Numeracy (TEN) focusesteaching and student learning on thefundamental number skills that are thebuilding blocks for all areas of Mathematics.

In 2017 the Early Action for Success strategyfocus on targeted teacher professionalLearning has contributed towards thestrengthening of teacher quality and improvedstudent outcomes. Collaboration with thePrincipal and Instructional Leader throughmentorship, including shoulder to shoulderclassroom support, lesson study and analysis,has supported teachers to reflect on andrefine their practice. All K–2 teacherscompleted their Ongoing ProfessionalLearning (OPL) year to become accredited inL3. K–6 teachers consolidated training in TENand were supported with the implementationof this initiative. Regular professional learningsessions continued to focus on buildingteacher capacity to deliver high quality,differentiated teaching and learning.

Student learning needs were explicitlyassessed and ongoing assessment used toplan, personalise, teach and monitor studentprogress. Student literacy and numeracyassessment data was entered into PLANevery five weeks and analysed in regular dataconversations with the Instructional Leader


Early Action for Success $62155 Employment ofInstructional Leader K–20.4

and Principal. Data was used to tailor smallgroup and individual literacy and numeracysupport, personalised to each student’sneeds.

Resources were purchased to supportimplementation of quality literacy andnumeracy programs.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 31 41 41 41

Girls 34 33 39 40

Waratah West Public School has a high mobility rateand therefore enrolment number change frequently.The school, however, is showing an overall upwardtrend on enrolment numbers since 2014.

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.1 97.1 93.7 89.6

1 95.5 92.5 93.5 93.2

2 91.6 94.1 93.9 94.5

3 91.1 89.1 90.1 94.9

4 93.6 87.8 88 86.9

5 93.1 90.3 82 90

6 98.5 93.5 87.1 88.9

All Years 93.4 92.5 90.3 91.4

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

Waratah West Public School monitors attendance dataclosely and follows the Department of Education'spolicy guidelines to assist families in ensuring studentsattend school regularly. The school works closely withthe Home School Liaison Officer to help students andtheir families with school attendance issues.Attendance is monitored at weekly Learning andSupport Team Meetings, with a focus on individualstudent attendance and school trends. Attendance

plans are developed in consultation with families, withthe aim of working in partnership to improve attendancefor identified students. There are a variety of initiativesthat the school community implementsto encourage students to be timely with their arrival,including the well attended free Breakfast Clubprogram.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 2.45

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.4

Teacher Librarian 0.2

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.51

Other Positions 0

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

Waratah West Public School has one staff memberwho acknowledges Aboriginality. The school enjoys aclose relationship with Muloobinbah, the localAboriginal Educational Consultative Group.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Professional learning and teacher accreditation


Throughout 2017 all staff engaged in professionallearning aligned to their Professional DevelopmentPlan, to enhance classroom practice and cater forstudent safety and wellbeing needs. Staff completed allmandatory training sessions, including Code ofConduct, Emergency Care, Anaphylaxis and ChildProtection, as well as various Work Health and Safetycourses.

Rigorous teacher professional learning occurred atWaratah West Public School in 2017, supported by theEarly Action for Success initiative. An InstructionalLeader worked two days per week supportingclassroom teachers to improve their practice in Literacyand Numeracy teaching. The EAfS Literacy andNumeracy trainer provided regular PL for the Principaland IL.

Further professional learning included training in Oliver(Upgrade to Library system), LMBR (LearningManagement and Business Reform) training andimplementation, PLAN (Planning Literacy andNumeracy) software updates, SCOUT.

All classroom teachers have weekly lessonobservations and evaluations, attend fortnightlyInstructional Leader meetings and meet regularly tointerrogate student data and receive feedback on theirteaching practice. The professional learning undertakenby the staff included: L3 and L3St1, L3 OPL,Progression training, Best Start 2, Project BasedLearning.

In 2017 Waratah West Public School three teacherswere working toward Accreditation and one teacher hasmaintained Proficiency. Teachers who have worked inNSW since before 1 October, 2004, and have not had abreak from teaching in NSW of more than five years,are not currently required to be accredited.

For 2017 Waratah West Public School received $7416for professional learning.

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 129,624

Revenue 1,167,050

Appropriation 1,086,125

Sale of Goods and Services 4,022

Grants and Contributions 75,137

Gain and Loss 0

Other Revenue 0

Investment Income 1,765

Expenses -1,142,810

Recurrent Expenses -1,142,810

Employee Related -1,054,010

Operating Expenses -88,800

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

24,239

Balance Carried Forward 153,863

Waratah West PS continues to implement the DoEstandardised finance system (SAP) and new financialprocesses for all NSW Public Schools aligned with theLMBReform. The school's financial managementprocesses and governance structures meet financialpolicy requirements, with a Finance Committee thatincludes the principal, school administration manager,executive and parent member.

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 618,665

Base Per Capita 12,226

Base Location 0

Other Base 606,439

Equity Total 243,093

Equity Aboriginal 45,261

Equity Socio economic 125,169

Equity Language 11,096

Equity Disability 61,568

Targeted Total 15,885

Other Total 69,066

Grand Total 946,708

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 My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.

Students:

In 2017, 18 students across Years 4, 5 and 6participated in the "Tell Them From Me" student survey

which measures indicators on school and classroomeffectiveness and student satisfaction. The key findingsfrom the survey include:

89% of students indicated they feel accepted andvalued by their peers and others at school, exceedingthe NSW government norm of 81%.

100% of students believe that schooling is useful intheir everyday life and will have a strong bearing ontheir future, exceeding the NSW government norm of96%.

76% of students indicated they are interested andmotivated in their learning.

94% of students indicated they try hard to succeed intheir learning, exceeding the NSW government norm of88%.

97% of students believe their classroom instruction iswell organised with a clear purpose and with immediatefeedback that helps them learn, exceeding the NSWgovernment norm of 82%.

96% of students find classroom instruction relevant totheir daily lives, exceeding the NSW government normof 79%.

61% of students believe that they do not get in totrouble at school for disruptive or inappropriatebehaviour.

91% of students understand there are clear rules andexpectations for classroom behaviour, exceeding theNSW government norm of 72%.

98% of students believe they have someone at schoolthat constantly provides encouragement, and can beturned to for advice, exceeding the NSW governmentnorm of 77%.

98% of students believe school staff emphasiseacademic skills and hold high expectations for allstudents to succeed, exceeding the NSW governmentnorm of 87%.

99% of students feel teachers are responsive to theirneeds and encourage independence with a democraticapproach, exceeding the NSW government norm of84%.

80% of Aboriginal students strongly agree they feelgood about their culture while at school. 100% ofAboriginal students strongly agree that their teachershave a good understanding of their culture.

Teachers:

Seven teachers participated in the "Tell Them FromMe" teacher survey which focusses upon leadership,collaboration, learning culture, data informed practice,teaching strategies, technology, inclusive schools andparent involvement.

The school has many areas of strength. Survey resultsindicate that staff believe they are well supported by


leadership (91%, well exceeding the NSW governmentnorm of 71%). 87% of teachers highly value thecollaborative culture and learning culture of WaratahWest PS. It is noted that teachers (83%) rely heavily ondata to inform their teaching practice with all teachersnoting that assessments help clarify where students arehaving difficulty. The teachers (91%, well exceedingthe NSW government norm of 82%) also note that theschool is an inclusive school with a special effort madefor inclusivity of students with additional learning needswithin class activities. Teachers have identifiedincreased parent involvement, up to 81% in 2017.

Teachers identified some areas of technology as beingareas for improvement. They noted that they did notfrequently use technology to give students immediatefeedback on their learning, or identify a challenginglearning goal relevant to the use of interactivetechnology.

Parents:

Community consultation is important and valuedat Waratah West Public School. Our school strives todevelop a culture of high expectations and continuallyimprove our relationship with the school community.We aim to provide parents and community memberswith as many opportunities as possible to attend bothformal and informal school activities. The school alsoencourages community feedback on schoolperformance and future directions. This is a sharedresponsibility that requires collaboration. Thisconsultative process is transparent and offers a clearunderstanding of school expectations anddevelopment, resulting in sustained and measurablewhole school improvement.

Families and the wider community were invited to takepart in a formal consultation forum where our schoolself assessment on the School Excellence Frameworkwas shared, and feedback invited. This eveningincluded discussion about how the SEFSAS informedfuture school planning 2018–2020, and opportunitiesfor families to contribute to the development of a schoolvision statement and strategic directions.

Surveys completed by families throughout theyear indicated that, on a scale of 1 to 4 (1 being Never,4 being Always), 100% families value a range oflearning and wellbeing opportunities at WWPS such as:Outdoor Learning; Cooking lessons; StephanieAlexander Kitchen Garden; Breakfast Club; Meal Deal;Children's University; Transition to School; FlexibleClassroom Environments; Sport; Swim school;Individualised literacy and numeracy groups; Animalsand pets in school. 100% of families surveyed scored 1(Never) for Scripture, indicating a lack of support forcontinuation. Families indicated they would in the futurelike to see more focus on Project Based Learning,Nature play and a K–6 Yearly major excursion. 100% offamilies surveyed viewed school staff as welcomingand contributing to a positive school culture. The smallsize of our school was valued as a positive, withfamilies indicating they felt known, welcome andvalued, with the school frequently being described as'like one big family'.

Kindergarten transition parents and caregivers wereinvited to provide feedback based on their experiencesduring the extended transition program. The keyfindings include:

All parents found the parent information sessionsinformative. They all believed that their child wasemotionally well prepared for school the following year,and value the school's planning for continuity oflearning from preschool to Kindergarten, includingcommunication with each child's early childhoodsetting. 100% of parents felt that they were wellinformed in regards to the ‘Best Start’ assessmentprocess.

Policy requirements

Aboriginal education

Waratah West Public School is committed to improvingthe educational outcomes and wellbeing of Aboriginaland Torres Strait Islander (ATSI) students so they canexcel and achieve in every aspect of their education.We foster collaboration between Aboriginal andnon–Aboriginal people to promote a betterunderstanding of our shared history, respect andacceptance of both cultures and recognition of theunique place Aboriginal and Torres Strait Islanderpeople have in the history of this school and thiscountry. In 2017, Waratah West Public School had upto 36 (50%) students that identified as Aboriginal.

Aboriginal education is based on the AboriginalEducation Policy. Its primary purpose is to promote theeducational achievement of Aboriginal students and toeducate all students about Aboriginal history, cultureand current Aboriginal Australia through inclusive,respectful practices. Class programs included aspectsof Aboriginal culture and history which were supportedand designed in partnership with our Aboriginalcommunity.

Waratah West Public School promotes improvedoutcomes for Aboriginal students and respect forAboriginal people and culture through these keyinitiatives:

Formation of a school Aboriginal Education Teamcomprising of staff members and communityrepresentatives, including Aboriginal community elders.

Acknowledging the traditional custodians of the land inall school gatherings.

Authentically embedding Aboriginal perspectivesacross Learning Areas so all students can developdeeper knowledge and understanding.

Implementation of the RAM and Personalised LearningSupport for Aboriginal Students funding to assistAboriginal students in literacy and numeracy.

Monitoring of Aboriginal student achievement datatracking Aboriginal student progress in Literacy andNumeracy. Developing of Personal Learning Plans forall Aboriginal students, collaboratively with students,


teachers and family members, including engaging withthe MGoals website. All students had a PLP whichincluded learning and cultural goals. Providing targetedexplicit small group teaching to students based onindividual needs, and maintaining communication withfamilies.

Participation in the Callaghan Learning CommunityCultural Awareness days and recognition assembly atJesmond Senior Campus. Whole school participationin NAIDOC week, including the local AECGCorroborree.

An Aboriginal Family Support worker providedmentoring and cultural experiences for students, andengaged families in school projects focused onincreasing engagement and cultural awareness.

Two staff attending Connecting to Country professionaldevelopment. All staff attending full day ProfessionalLearning on local history and cultural sites, andcontemporary issues, with Aboriginal elders.

Principal and staff members attending AECG meetings.

Multicultural and anti-racism education

At Waratah West PS we strive to ensure an inclusiveschool community with a racism–free learning andworking environment. The philosophy ofmulticulturalism and celebration of diversity isembedded into all of our Learning Areas. Our studentsare encouraged to embrace the differences betweencultures in an endeavour to enrich the lives of all, andto promote peace, harmony and tolerance.

The school has 2 trained Anti–racism Contact Officers(ARCO) who address issues involving race relatedbehaviours in the school. All staff are trained in theCode of Conduct annually, as per DoE policy.Multicultural education is incorporated into our HSIEUnits of History and Geography. Each year wecelebrate our multicultural compositionthrough Harmony Day. This day recognises theimportance of the contribution each student makes toenrich our school and our community.

The English as a Second Language (ESL) teacherdeveloped specific programs to address the needs ofstudents from non–English speaking backgrounds,including refugee students. Principal, executive andSAM and SLSO attended professional learning"Opening the School Gate: Engaging Culturally andLinguistically Diverse Families", to improve ourunderstanding and communication with families.


2017 waratah west public school annual report · nicola moroney principal school contact details...

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