2018 eglinton public school annual report · do this through programs such as: positive behaviour...

Eglinton Public SchoolAnnual Report

2018

1823

Printed on: 26 May, 2019 of 22 Eglinton Public School 1823 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Eglinton as an account of the school's operations andachievements 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.

Vicki O'Rourke

Principal

School contact details

Eglinton Public SchoolAlexander StEglinton, 2795www.eglinton-p.schools.nsw.edu.aueglinton-p.school@det.nsw.edu.au6337 1205

Message from the Principal

Eglinton Public School vision is one of high expectations linked directly to engaging, enabling and empowering ourstudents, staff and community to provide opportunities for all.

The whole school community demonstrates aspirational expectations of progress and achievement for all students withthe wellbeing of our students being paramount. This is achieved through a planned and strategic approach to develop apositive environment for learning, so students can connect in multiple ways according to their learning style.

Parents and carers are kept up to date with their child's progress through personalised reports and regular parentmeetings. Our school community is regularly involved in school events (both academic and co curricula) providing inputwith the decision making process of the school. This strongly supports the implementation of evidence based programs.

There is a strong partnership with the P&C who have a diverse range of roles and responsibilities within our school. TheP&C use the school facilities through OOSH and events such as weekend band sessions. Further communitypartnerships with feeder preschools, the Bathurst Alliance of schools and associated networking programs all have apositive impact on the education of our students.

Vicki O'Rourke


School background

School vision statement

Our Vision

Eglinton Public School provide opportunities for all to Engage Enable and Empower.

Our Values

We value trust; respect; integrity; responsibility, equity and fairness, tolerance, honesty loyalty, care and goodcitizenship.

Our Beliefs

We agree that every child has the capacity to learn and experience success. All children need to be known, valued andcared for. Everyone needs to feel heard. Everyone needs to feel safe with a strong sense of belonging.

School context

Eglinton Public School, established 150 years ago, is a dynamic village school nestled on the Macquarie River inBathurst.

The school enjoys close ties with its community and the range of programs acknowledges both community and individualstudent needs. The school provides a wide range of sporting options, enrichment programs in debating and publicspeaking and learning support programs in literacy and numeracy.

The school has a proud tradition of achievement in the creative arts with outstanding established programs in visual artsand music, choir and dance.

Eglinton Public School strongly supports 480 students (including 7% Aboriginal and 2% EALD) across 19 mainstreamand 2 special needs classes. Our student welfare, and learning support policies and programs, create a quality learningenvironment for all students underpinned by a culture of high expectation, respect, personal pride and tolerance.

We hold a strong partnership with the Bathurst Alliance of Schools and our feeder high schools – Denision College.

Our active school community manage several sub–committees under the P&C, providing support for student learningand welfare. These include two band programs, OOSH services, Canteen, Uniform shop, Garden Club and our annualCountry Fair.

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.

Our self–assessment and the external validation process will further assist the school to refine the strategic priorities inour School Plan leading to further improvements in the delivery of education to our students. Using theExternalValidation and the School Excellence Framework self–assessment process we have evaluated our currentschool–funded initiatives. We will use EXCELLING statement language to inform and direct our future goals andmilestones, and continue to use the School Excellence Framework and the Australian Professional Standards forteachers as our reference point for continuous improvement and evaluation by all staff.

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

ENGAGEMENT in School Life

Purpose

At Eglinton Public School all school staff will provide engaging opportunities for students to reach their full potential inrich academic and social learning experiences that will develop their confidence and capacity to grow for their futuresuccess.

Engagement in school life will be underpinned by positive relationships between students, parents and staff creating alearning environment that supports student wellbeing to ensure every student is known, valued and cared for.

Overall summary of progress

What are we doing well?

In the element Learning Culture we are Sustaining and growing. Our evidence shows; • The Eglinton Public School vision is one of high expectations linked directly to engaging, enabling and empowering

our students, staff and community to provide opportunities for all. • Our school culture is focused on differentiated learning, setting measurable goals and improving the ability of all

students. • The whole school community collaborates to build a strong learning culture committed to ongoing performance

improvement with focused, strategic directions for whole school achievement in a caring and enrichingenvironment.

In the element Wellbeing we are Delivering. Our evidence shows; • The wellbeing of all EPS students is supported by a strong Learning Support team who use a planned and

strategic approach to develop a positive environment for learning. • Specific whole school programs include Positive Behaviour for Learning, Bounce Back and Live Life Well. These

programs focus on the social and emotional needs of students to enable them to thrive and successfully engagewith their learning.

• The school uses Sentral as a common point to collect data to inform decision making that responds to the localcontext and student needs as required. This practice is aligned with the improvement measures in StrategicDirection 1 of the EPS school plan.

In the element Curriculum we are Delivering. Our evidence shows; • All teachers use assessment data to understand what their students know and can do to then inform teaching

practices and programs. • Strategically planned professional development in the interpretation of student performance (Using data with

confidence; SCOUT). • Student assessment and data is used by most teachers on a regular cycle to plan teaching and learning programs

based on syllabus outcomes relevant to student needs, with accommodations and adjustments as required forparticular students to ensure they successful access curriculum.

• The curriculum is further enhanced through learning alliances with other schools in the Bathurst Alliance.

In the element Assessment we are Delivering. Our evidence shows; • A consistent school–wide assessment framework to guide the monitoring, planning and reporting on student

learning consistently across the stages. • Effective data analysis to ensure teaching and learning programs across the school show evidence that they are

adjusted to address individual student needs, so that all students are challenged and all adjustments lead toimproved learning outcomes as students transition at key points in their learning.

• Students receive effective feedback and use goal setting and self–assessment as tools to enable their learning.

In the element Reporting we are Delivering. Our evidence shows; • Student reports are personalised and comprehensive, providing clear and specific information about student

learning, next steps and improvement measures. • Parents and carers are kept up to date with their child's progress through personalised reports, stage and school

newsletters and regular parent meetings.

In the element Student Performance Measures we are Delivering. Our evidence shows;


Most students are at or above national minimum standards on external performance measures • Year 3 50% of students at EPS achieved in the top two bands for NAPLAN in reading and numeracy in 2017. • Year 5 33% of students achieved in the top two bands for NAPLAN in reading and numeracy in 2017.

Most students are showing expected growth on internal school performance measures • As a Bump It Up school we identify growth targets for individuals using internal progress and achievement data. • NAPLAN results continue to grow and other school performance measures are regularly monitored and reviewed.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased ' studentconnectedness' to school lifemeasured by annual March andOctober data collated fromstudent attitudes to school criteriawithin Tell Them from Mesurveys.

Teacher ProfessionalLearning Funds

Professional development in Live Life Well for thedevelopment of school wide health and wellbeingpractices has been completed by the staff team. Aninter–stage fundamental movement skills andfitness program has been successfully trialled threemornings a week. Crunch and sip is a successfulschool–wide program supported by parents.

Increased 'student engagementwith school' measured by annualMarch and October data collatedfrom student participation inschool activities and studentswith a sense of belonging criteriawithin Tell Them from Mesurveys.

The school PBL Team has led the staff to developschool expectations about students being Safe,Respectful and Responsible. Student data istracked using Sentral to identify a behaviourallearning focus over time.

Parent, staff and student surveysindicate an increased positiveschool culture of inclusion andrespect.

Systems established Individual learning plans;behaviour management plans; Through theLearning and Support Team, the Principal andschool leadership team meet weekly to targetintervention. Policies, procedures, referrals andstudents at risk are discussed on a weekly basisensuring that no student is overlooked. Support foridentified students in place: Regular complex casemanagement meetings as required; Individuallearning plans, personalised learning plans, riskmanagement plans.

Next Steps

• Sustain primary stage based classes and review stage based classes in K–2. • Ensure further professional learning in learning progressions/ PLAN2 and effective reading strategies, assessing

reading benchmarks with high expectations of all students to show growth towards stage exit outcomes. Bump itup expectations will continue to be a focus for all class teachers. School NAPLAN results will be used to monitorthe effectiveness of this process.

• Develop an integrated approach to quality teaching, curriculum planning/delivery and assessment in wellbeing.The school will collect, analyse and use data to monitor and refine a whole school approach to wellbeing. We willdo this through programs such as: Positive Behaviour for Learning, Live Life Well, Bounce Back and social skillsprograms.

• Official launch Positive Behaviour for Learning. • Develop Guardian Angel program. • Initiate a school evaluation team to analyse and share with the wider staff internal and external assessment data to

monitor and report on student and school performance. • Consolidate the use of the K–6 Assessment schedule to ensure systematic collection of data. Student reports will

contain personalised information about individual student learning progress and achievement. • Revise the scope and sequence in English. • Whole school and personalised attendance approaches will improve attendance rates including those at risk.

Develop strategies to encourage all students to arrive at school on time. • Review class feedback sheet for key handover transitions for format and consistency K–6.


• Continued partnerships with parents support clear improvement aims and planning for learning. Term 1 and 3parent meetings; Individual Education Plans; Access requests…

• Implement the PD/H/PE committee recommendations for the Live Life Well component of the PD/H/PE syllabus.



ENABLING Excellence in Teaching and learning

Purpose

At Eglinton Public School all teachers will enable excellence. Teachers will share personal responsibility, accountabilityand commitment to ensure student growth in literacy and numeracy.

The use of analytical and evaluative practices will ensure teacher expertise and confidence in diagnosing the impact oftheir teaching and they will adapt strategic interventions to enable student growth and improvement in literacy andnumeracy.


In the element Effective classroom practice we are Delivering. Our evidence shows; • Staff working in stage–based expert teaching teams supported by an interventionist teacher in K–2 and the

learning and support teacher K–6. • Effective classroom practice has involved staff becoming conversant with Hattie's, Visible Learning concept which

involves evidence–based teaching strategies. The use of visible learning tools, such as success walls withcontinuum markers represent the school's move towards encouraging students to take responsibility for their ownlearning and for students to track their progress against defined criteria is evident K–6.

• Most students have a clear understanding of learning intentions and success criteria in literacy and numeracy.They receive effective feedback and use goal setting and self–assessment as tools to enable their learning.

In the element Data skills and use we are Working towards delivering. Our evidence shows; • Teachers regularly collaborate to share information about quality teaching, student achievement and student

progress through regular stage planning days. • Working towards a 5 week data cycle of regular monitor and review: Interventionists/ tiers/ stage planning. • Data is successfully used to monitor growth in accordance with the Premier's Priorities and targeted groups (Bump

It Up and Aboriginal students) are tracked over time.

In the element Professional standards we are Delivering. Our evidence shows; • The school monitors the accreditation of all staff and encourages the pursuit of higher accreditation. All teachers

use professional standards and Performance development plans to identify and monitor specific areas fordevelopment and continual improvement.

• Processes in place to support teacher mentoring and coaching of beginning and newly accredited staff. • Professional learning is aligned with the school plan and quality teaching practice is maintained with up to date

professional learning that meets NESA standards. • All staff demonstrate commitment to their ongoing development and engage in professional learning to improve

their practice. • Three teachers have achieved their accreditation at proficiency in 2018.

In the element Learning and development we are Delivering. Our evidence shows; • Executive, staff, stage and team meetings are used to review and revise teaching practices and learning programs

to meet the needs of learners based on evidence of student progress and achievement. • The school has identified expert teachers within the staff to further develop its own professional learning

community and deliver on school targets. • All teachers participate in and share professional learning targeted to school priorities in literacy and numeracy. • Policy and procedure in place for teacher performance and development. • Targeted professional development (Aboriginal education) occurs to improve whole of school practice.





Analysis of NAPLAN data showsan annual increase in theproportion of students achievingproficiency in line with the

Executive undertake training if Effective Use ofData and SCOUT. Baseline data for Bump It Upstudents monitored. Assessment and reportingcommittee formed. Sentral used to produced






Premier's Priorities. student reports in 2018. Value added growthmonitored for every student in Year 3 and Year 5.

Analysis of NAPLAN data showsimproved growth (including BumpIt Up students) from Year 3 toYear 5 in reading comprehensionand numeracy and shows anincrease of 8% of studentsachieving in the top 2 bands.

Stage planning days

Literacy and numeracy($12992.00)

Eglinton Public School is a Bump It Up School. Thepercentage results for Eglinton Public School in theTop 2 Bands for Reading and Numeracy haveincreased from 26.09% in 2016 to 42.69% in 2017and 33.57% in 2018.

Analysis of NAPLAN data showsan increasing proportion ofAboriginal students in the top twoNAPLAN bands for reading andnumeracy by 2019..

The % results for Aboriginal students in the top 2NAPLAN bands for reading and numeracy hasincreased from 30% in 2017 to 57.89% in 2018.

Next Steps

• Tell Them from Me data (TTFM ) suggests that although students are engaged they are not intellectuallystimulated. Rigor is lacking within learning. Academic based rich learning opportunities like STEM challenges,robotics, extension writing and mathematics competitions are areas to consider in 2019 and beyond.

• Review of school calendar to ensure a consolidation of uninterrupted literacy and numeracy time. • The learning goals for students are informed by the analysis of student progress and achievement data. Progress

towards goals is monitored through the collection of quality valid and reliable data. • Strengthen collection of data and analysis of student achievement across the whole school with specific targets for

growth in literacy and numeracy clearly established and tracked by all teachers. Consolidation of a 5 week (K–3)and 10 week (4–6) data cycle of regular monitor and review: Interventionists/ tiers/ stage planning.

• Professional learning to empower staff to analyse the data and build strategic interventions within their classrooms.Redeploy staff to allow class teachers to assess own student learning: to gather own data, predict, setexpectations and program for growth.

• Use of L3 in all Kindergarten and Year 1 classrooms. L3 Year 1 and 2 require training for all year 2 teachers whohave not undertaken L3. Training will take place inhouse.

• Continuity of visible learning strategies from Stage 2 into Stage 3. Use of explicit criteria, learning goals, explicitfeedback evident in Stage 3.

• Stage 3 links with Denison College English team to develop key English program based on conceptual English. • Whole school to revisit: Quality Teaching Framework elements to address explicit teaching – linked to current

research. Embed strategic systems for collaboration, classroom observation and modelling of effective practiceacross the whole school and through interschool relationships.

• Strengthen teachers' implementation of evidence based research to improve their performance in literacy andnumeracy delivery.



EMPOWERING Excellence in Leading

Purpose

At Eglinton Public School through distributive leadership all staff will be empowered to be leaders of learning. Teacherswill undertake purposeful leadership roles that grow their expertise to work within the Bathurst Alliance of schools andEglinton Public School, so that we create a community of self–sustaining and self–improving teachers underpinned bystrong organisational systems, structures and effective collaboration that ensure safety, promote positivity and a qualityeducation.

We will build stronger relationships enhancing communityengagement and participation in a collaborative andsustainable culture of success.


Management practices and processes are aligned with the overall vision of the school. The operational philosophy of theschool is placing students' needs at the centre.

In the element Educational Leadership we are Delivering. Our evidence shows; • The leadership team ensures the performance and development policy is implemented in a culture of high

expectations for every staff member by actively promoting changes that lead to school improvement. • Strategic professional learning has been undertaken by the executive team within the Bathurst Alliance/Bathurst

network. • The school leadership team can clearly articulate management priorities and practices, with a primary focus on the

delivery of best practice teaching and learning activities. This is further enhanced by the leadership teamempowering staff by developing their skills in administration alongside teaching.

• Our school community is regularly involved in school events (both academic and co curricula) providing input withthe decision making process of the school. We ask for, and analyse, responses from the school community andare responsive to their feedback.

In the element School planning implementation and reporting we are Delivering. Our evidence shows; • The leadership team undertake collective planning through weekly leadership meetings, stage planning days and

team sharing during stage and staff meetings to drive school improvement through collective efficacy. • The school plan has been developed through extensive consultation processes to involve staff students parents

and the wider school community. • The leadership team has been trained in the use of SpARO and individual leaders across the school are

responsible for the input and monitoring of milestones within the School Strategic Directions. This informationinforms the Annual School Report.

In the element School resources we are Delivering. Our evidence shows; • Innovative use of school resources are used flexibly to meet a broad range of student needs, learning interests and

to enhance learning, such as the allocation of stage budgets. • Programs to meet individual learning needs are prioritized through distributive leadership systems. Through this

model, physical learning spaces have been organized throughout the school to enhance whole class, small groupand individual work and technology is used effectively to maximise student learning.

• Processes are in place to ensure transparency to staff that full curriculum implementation and deliveryrequirements are met.

• Careful planning and review of staffing each year that enables our school to provide flexible arrangements for staffto meet the needs of all students.

• There is a strong partnership with the P&C who have a diverse range of roles and responsibilities. The P&C usethe school facilities through OOSH and events such as weekend band sessions.

In the element Management practices and processes we are Delivering. Our evidence shows; • The school makes informed choices about the administrative practices and systems in place, based on cost

effectiveness, evidence and in response to local context and need. • The school engages in strong collaboration between parents and the community to support all students at key

transition points and, throughout their time at school by providing rich learning experiences.


The principal and other school leaders have introduced programs and strategies to identify and address the needs ofstudents in the school and are sourcing and applying available resources to meet those needs. The school hasdeveloped processes for identifying student learning needs. Programs to meet individual learning needs are prioritizedthrough distributive leadership systems. Through this model, physical learning spaces have been organized throughoutthe school to enhance whole class, small group and individual work and technology is used effectively to maximisestudent learning.

• Parent and community engagement have a range of opportunities to engage in school activities and feedback intoschool practices. In 2018 parent surveys included Tell Them from Me; school reports, school expectations, uniformand student well being.

• Effective communication tools providing timely information to the community and the school through Schoolstream, Facebook and the updated School Website.

• The introduction of the Sentral Communication system has delivered improved communication across the entireschool.





The school will improve its annualself assessment using the SEFfrom working towards anddelivering to sustaining andgrowing.

School support allocation($25865.00)

Assistant Principals and aspiring leaders aredeveloping a common language based on theirdeveloping knowledge of the School ExcellenceFramework. Team capacity building is evident incompletion of External validation data sets andanalysis.

The annual teacher component ofthe Tell Them from Me survey willmeasure teacher satisfactionregarding the impact of theschool plan in terms of schoolimprovement progress.

Team capacity building is evident in completion ofExternal validation data sets and analysis.

Increased effectiveness ofcommunitypartnership and its effect onstudentengagement through qualitativeandquantitative data

Tell Them From Me surveys have been completedby staff, students and parents for 2018 and resultsanalysed and shared.

Next Steps

Targets for improvement are emerging and timelines for milestones are being developed and monitored. The schoolleadership team is clearly committed to finding ways to improve on current student outcomes. This is reflected in aneagerness to learn from research evidence and from other schools that have achieved significant improvements.

• Systems and processes are being developed across the school to support student learning. • Strategic plan on feedback required to consolidate existing policy and procedures within the school. • Careful monitoring of staff performance to challenge and address underperformance. • Build capacity of leaders and aspiring to build a model of distributive leadership across the school. • Build teams based on research, evidenced based strategies. • Strategic selection and purchase of technology to support staff and students. • The leadership team allocates non–educational administrative tasks to non–teaching staff. • Creative use of physical resources. • Targeting wellbeing initiatives as part of the school plan to be funded appropriately to ensure staff training and

school–wide introduction of PBL is consistent and clearly communicated. • The school embeds opportunities for community to regularly feedback on school issues through Tell Them from

Me surveys, survey monkey, School Stream and parent forums. The school analyses and responds to thefeedback to make positive change to effectively cater for the range of equity issues in the school.

• The school continues to nurture and support partnerships with its community regarding decision about and accessto school assets and resources.

• The leadership team is transparent in sharing its analysis and actions in response to the community feedback.


• The School Plan has been a highly collaborative process with regular meetings to conceive, plan and monitor theoutcomes. The leadership team and aspiring leaders track milestones regularly to ensure practices are embeddedand products developed to lead continuous improvement. Data is checked to monitor growth, plan for the futureand ensure that internal and external data sources correlate.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal backgroundloading $42000

The school monitors student growth andenrolment status of indigenous students atEglinton, in relation the Premier’s Priority tomatch or better the outcomes of the broaderstudent population at EPS.SCOUT enrolment data displays a gradualgrowth in the enrolment of Aboriginal studentsin our school. We are meeting the Premier’sPriority of targeted support for Aboriginalstudents with growth in Year 3 reading andnumeracy. We are not there yet in Year 5results.

Low level adjustment for disability The wellbeing of students isexplicitly supported byidentified staff. SchoolLearning and supportofficers; LaST; schoolcounsellor and learningsupport team memberslead by the principal.

Low level adjustment fordisability ($ 141422.00)

• Low level adjustment fordisability ($141 422.00)

Through the learning and support team, theprincipal and school leadership team meetweekly to support students who have beenreferred by the class teacher or parents forwellbeing and/or learning interventions. Theinvolvement of parents and key stakeholdersform a 'wrap–around' team for students on theLST caseload to ensure the best possibleeducational outcomes.

Quality Teaching, SuccessfulStudents (QTSS)

Quality Teaching,Successful Students(QTSS) ($ 90578.00)

• Quality Teaching,Successful Students(QTSS) ($90 578.00)

The formation of classes across EglintonPublic School (EPS) in 2018 are stage basedrather than year based to focus on individuallearning needs of students and the building oftheir educational aspirations. This modeladdresses the needs of all students andprovides differentiated lessons based onability and not age. It has been a significantchange for our school in 2018. This changewas funded via Quality Teaching SuccessfulStudent funding with 1 above establishmentteacher being employed. Impact: Success isdemonstrated through the Tell Them from Medata, comparing September 2017 and April2018 data. Referring to 'DRIVERS of studentoutcomes', 6 of the 8 outcomes demonstratepositive growth [2]. The culture of learningwithin each classroom is improving, and theaddressing of individual student needsthrough stage groupings rather than agegroupings appears to be having a positiveimpact. The ability to spread students over agreater number of classes also appears tohave reduced classroom behaviour issues.

Socio–economic background Socio–economicbackground ($ 54518.00)

• Socio–economicbackground ($54 518.00)

The Sentral system has been used to developstudent reports from a central template todistribute to parents each semester. Thisyear we trialled a new Reporting formatacross Stage 1 and Stage 2. The new Reportis more closely aligned with the syllabusproviding accurate information that supportsfuture progress and recognises studentachievement It was also contains greaterdetail about individual student’s extracurricula activities. We sought feedback fromour community about the new style reports.


Socio–economic background Socio–economicbackground ($ 54518.00)

• Socio–economicbackground ($54 518.00)

Overall, 25% of families responded and theircomments were very diverse. The bulk ofparents were happy with the layout andlanguage used but many parents wereconfused with other aspects of the Report.This feedback will be discussed with staff andamendments made before the Semester 2Reports were finalised. The parents andcarers are effective partners and providefeedback to support us in directions forimprovement. Responding to feedback fromour community ensures a trusting andcollaborative relationship.

Support for beginning teachers Support for beginningteachers ($ 8855.00)

• Support for beginningteachers ($8 855.00)

The school monitors the accreditation statusof all staff and encourages the pursuit ofhigher levels of accreditation. All teachers useprofessional standards and PDPs to identifyand monitor specific areas for developmentor continual improvement.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 250 247 238 246

Girls 225 232 242 229

Enrolment numbers have been maintained and remainsteady over a 5 year period.

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.8 95.3 95.9 93.8

1 95.3 94.4 94.4 93.8

2 95.1 94.4 94.2 94.3

3 95.1 94.3 96 94.6

4 94.1 94.6 94.3 94.8

5 95.8 95.1 94.4 93.3

6 94.1 94.1 94.6 93.2

All Years 94.9 94.6 94.8 93.9

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Attendance remains consistent with previous years'figures. Student attendance is overseen by theLearning and Support teacher directly liaising with theHome School Liaison Officer and the Eglinton Learningand Support team. Students are identified who requiresome form of intervention to improve their schoolattendance. This includes the development ofattendance plans, and where required, the support ofthe Home School Liaison Officer.

Class attendance is closely monitored by classroom

teachers and procedures are clearly embedded acrossthe School.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 18.59

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 0.9

Teacher Librarian 1

School Administration and SupportStaff

5.43

*Full Time Equivalent

At Eglinton Public School one member of staff identifiesas Aboriginal or TorresStrait Islander.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 75

Postgraduate degree 25

Professional learning and teacher accreditation

Throughout the course of 201,8 the AustralianProfessional Standards for Teachers formed the basisof our strengthened strategic approach learning.Teachers were supported to reflect on the standardswhen developing and working towards theirperformance and development goals and subsequentprofessional learning opportunities. Processes wereestablished to identify and track common goals,allowing for the establishment of 'dip–in' professionallearning. There were 4 teachers who achievedproficient accreditation in 2018. There are no teacherscurrently being supported throughout their maintenancephase of accreditation. The school introduced astrategic approach to teacher professional learning in2018 linking individual teacher goals to the professionallearning on offer. This included training for Early StageOne teachers in the Language, Literacy andLearning[L3] Ongoing Program, and Stage 2 teachersattending


John Hattie, Visible Learning. All staff participated inmandatory training in 2018.

The executive staff were trained in the use of SpARO,Using Data, MyPL and SCOUT to analyse data andsupport their undertaking of External Validationprocesses. The Principal undertook School Law, aswell, participated in various Bathurst Principals'Network meetings and Bathurst Alliance meetings.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 224,666

Revenue 4,210,179

Appropriation 4,044,526

Sale of Goods and Services 3,482

Grants and Contributions 159,030

Gain and Loss 0

Other Revenue 0

Investment Income 3,141

Expenses -4,088,727

Recurrent Expenses -4,088,727

Employee Related -3,700,676

Operating Expenses -388,050

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

121,452

Balance Carried Forward 346,118

The financial statement for 2018's revenue andexpenses is an accurate view of the school'soperations. Eglinton Public School transitioned toLearning Management Business Reform system inOctober 2017. The deployment of this system createdan opportunity to improve the financial literacy of alladministrative and executive staff. Operating expensesincluded the purchase of replacement projectors forwhiteboards. Expenditure also included the purchase ofSentral as a communication platform across the school,refurbishment upgrade of office administration; andredevelopment of the Heritage Garden area inEglinton's 150th year of education.

Financial summary equity funding

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


2018 Actual ($)

Base Total 3,072,299

Base Per Capita 95,145

Base Location 4,399

Other Base 2,972,754

Equity Total 212,209

Equity Aboriginal 20,148

Equity Socio economic 54,518

Equity Language 646

Equity Disability 136,898

Targeted Total 423,230

Other Total 158,227

Grand Total 3,865,965

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

NAPLAN – Literacy – including Reading, Writing,Spelling, and Grammar and Punctuation

School average % results in the top two bands in 2018in Year 3 and Year 5 in Literacy and Numeracy was33.57%. In 2017 it was 42.69% and in 2016 26.09%

Year 5 Reading: 28% of students scored in the top 2bands a decrease from 2017 at 37.5% .

Year 3 Reading: 28% of students scored in the top 2bands a decrease from 2017 at 42% However, we had2.3% of Year 3 students working beyond Year 3expectations in Reading.

Both Year 3 and Year 5 Writing results are above Stateaverage and are consistent over a 3 year period. 34.9%of Year 3 students scored in Band 5 and 10.4% in Band6 and 1.6% in Band 7.Year 5 writing statistics reflect a state trend but at41.5% we are 15% below the State trend.

Band 1 2 3 4 5 6

Percentage of students 1.6 7.9 17.5 28.6 12.7 31.7

School avg 2016-2018 3.1 6.7 17.6 25.9 17.6 29


Band 1 2 3 4 5 6


School avg 2016-2018 2 6.1 18.9 18.9 27.6 26.5

Band 1 2 3 4 5 6


School avg 2016-2018 0.5 7.8 21.2 25.9 31.1 13.5

Band 1 2 3 4 5 6


School avg 2016-2018 0.5 4.7 23.4 34.4 32.8 4.2


Band 3 4 5 6 7 8


School avg 2016-2018 4.2 15 22.1 33.3 13.1 12.2

Band 3 4 5 6 7 8


School avg 2016-2018 2.8 11.3 23.5 31 17.8 13.6

Band 3 4 5 6 7 8


School avg 2016-2018 3.3 9.9 26.3 34.7 16 9.9


Band 3 4 5 6 7 8


School avg 2016-2018 11.7 14.6 40.4 26.8 6.1 0.5

Numeracy Year 3: 42% in Bands 5 & 6. This is anincrease from 13.6% in 2016 and remains steady from2017 data – excellent growth.Numeracy Year 5: 12.8% in Band 7 and 0% in Band 8.

Band 1 2 3 4 5 6


School avg 2016-2018 2.1 13.7 25.3 26.8 20 12.1


Band 3 4 5 6 7 8


School avg 2016-2018 2.8 15.5 33.3 29.1 15 4.2

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

Premier's Priorities: Improving education results andState Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bandsThe Premier's Priority report provides percentage ofNAPLAN Reading and Numeracy results in the top 2bands for a school as specified in the Premier's Priorityto improve education results.Eglinton Public School is a Bump It Up School. Thepercentage results for Eglinton Public School in the Top2 Bands for Reading and Numeracy have increasedfrom 26.09% in 2016 to 42.69% in 2017 and 33.57% in2018.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. 'TellThem from Me' was used to gather information fromstudents. Their responses are presented below.

Student participation in extracurricular activities.

Students take part in art, drama, or music groups;extracurricular school activities; or a school committee.* 56% of students in this school had a high rate ofparticipation in extracurricular activities. * 76% of thegirls and 34% of the boys in this school had a high rateof participation in extracurricular activities.

Tell Them from Me Student Outcomes Trend data

At Eglinton 6 of the 8 drivers of Student Outcomeswhich measure levels of student engagement havedisplayed a positive upward trend in the 6 monthsbetween November 2017 and April 2018. Of the 6drivers that show growth, 5 of them are either equal toor above NSW government norms suggesting that ourschool is sitting within acceptable levels. This is majorshift in our school which could be attributed to the movefrom age based classes to stage based classes.Teachers have commented that Stage based classeshave been a positive move for our primary students andhave allowed for greater differentiation which targetsindividual needs. The two drivers which do not show apositive trend are 'students who are victims of bullying'and 'relevance'. Athough the 'relevence' outcome hasdeclined for our school, it still sits higher than theGovernment norm, while a reduction in the bullyingelement is a positive result.

Wellbeing

The school's Wellbeing program also solicited feedbackfrom parents and the community to reach a consensusregarding the future plans for wellbeing. The recentimplementation of Positive Behaviour for Learning sawparents surveyed to choose three out of four key focuspoints for our school's Wellbeing policy. These focuspoints formed the backbone of the school plan forstudent engagement. The final results were discussedand the staff supported the survey agreeing withfindings and agreed to implement the parents'responses. Although only 10% of parents responded,adopting the survey results will have a positive impacton parental engagement ensuring that parents feel thattheir input and assistance in the decision makingprocess of the school is valued. It will also support theschool's wellbeing policy as parents may use thelanguage of PBL at home to reinforce the wellbeingfocus at the school.

School reports

Reports are distributed to parents every semester andfollow up interviews can be requested. This year wetrialled a new Reporting format across Stage 1 andStage 2. The new Report is more closely aligned withthe syllabus providing accurate information thatsupports future progress and recognises studentachievement. It also contained greater detail aboutindividual student's extra curricula activities. We soughtfeedback from our community about the new stylereports. Overall, 25% of families responded and theircomments were very diverse. The bulk of parents werehappy with the layout and language used but manyparents were confused with other aspects of theReport. This feedback will be discussed with staff andamendments made before the Semester 2 Reports arefinalised. The parents and carers are effective partnersand provide feedback to support us in directions forimprovement. Responding to feedback from ourcommunity ensures a trusting and collaborativerelationship.


Policy requirements

Aboriginal education

The school monitors student growth and enrolmentstatus of indigenous students at Eglinton, in relation thePremier's Priority to match or better the outcomes ofthe broader student population at EPS.

SCOUT enrolment data displays a gradual growth inthe enrolment of Aboriginal students in our school. Weare meeting the Premier's Priority of targeted supportfor Aboriginal students with growth in Year 3 readingand numeracy. We are not there yet in Year 5 results.

Students are achieving at high levels on external andinternal school performance measures. Equity gaps forour Aboriginal students are closing in Year 3 and beingclosely monitored in Year 5. Current enrolments ofAboriginal students are increasing.

Our cultural immersion tour on Staff Development Day3 2018 saw our staff partner with elders from the localAboriginal community. The purpose was to understandthe Aboriginal history evident in our local area, as thebasis for content, to develop quality teaching programs.The day was planned and organised by aspiringleaders from the staff, providing them with theopportunity to improve their organisational andcommunication skills.

Led by community Wiradjuri elders, [11] staffparticipated in professional learning designed toincrease their understanding of Aboriginality, identityand the diversity of the local Aboriginal culture andimportant local sites. This learning will increase teachercapacity and understanding of indigenous links to theland, leading a greater sense of understanding ofcommunity for our indigenous students.

Multicultural and anti-racism education

Multicultural education outcomes are included withineach Key Learning Area where appropriate.Kindergarten to Year 6 students enriched theirunderstanding of different cultures around the world.Eglinton Public School is committed to the principles ofmulticultural education and anti–racism through:

* Welfare policy development considering all cultures.

* Providing multicultural perspectives within allteaching/learning programs.

Other school programs

Arts participation is strongly supported by our P&C andparents. The P&C provide school Band opportunitiesfor all students this involves music tutors, instrumenthire and weekend workshops. As well as arrangementof practice sessions weekly in the school hall, caringand storing equipment and promotional material. Ourschool Bands annually enter the Bathurst Eisteddfodand perform at a local spring concert. Students are

provided with an opportunity to learn an instrument.The school annually auditions for the NSW PublicSchools Spectacular event. Our success over the pastseven years has enabled our students the opportunityto be part of the biggest variety performance in theworld. Research shows that Arts participation has apositive impact on academic learning, particularly in thePrimary years. There is evidence to support that artsparticipation has wider benefits on attitudes to learningand well–being.

A variety of opportunities exist for students toparticipate in a range of extra curricula activities. Theseactivities foster student interest, develop theirknowledge, understanding and skills. Extra curriculaactivities at Eglinton include:

– PSSA sport

– Inter–school debating

– Science fairs

– Bathurst Eisteddfod

– School Spectacular

– and our annual Pedal Push.

Parents support these rich learning experiences with79% of respondents in a recent survey positivelycommenting that their child's extra curricula activitieswere adequately identified and recognised. TTFM datashows that over 50% of students participate in extracurricula activities and these activities aim to increaseengagement in school life and to build positiverelationships with learning and with staff. The impact ofextra curricula activities ensures student engagementand transfers to successful learning in the classroom. Itbuilds a greater sense of belonging amongst studentswhich promotes a positive learning climate.


2018 eglinton public school annual report · do this through programs such as: positive behaviour...

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