2019 binya public school annual report - amazon web services

Binya Public School2019 Annual Report

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Printed on: 1 June, 2020 of 18 Binya Public School 1238 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Binya 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.

School contact details

Binya Public School16 Stephensons RdBinya, 2665www.binya-p.schools.nsw.edu.aubinya-p.school@det.nsw.edu.au6968 3221

Message from the principal

Our students have finished this year with many fantastic memories, of what they have achieved, opportunities they haveexperienced, the friends they have made and the people who have helped guide them through the year. We believelearning will thrive if the learner is open to all aspects of it, especially the parts that do not come easily. We believe apositive, supportive 'culture' is essential to learning. In developing the learning culture at Binya Public School ourstudents are beginning to combat the fear of failure and risk taking when learning and they are learning to use thesevaluable learning tools to grow! For this, we are very proud.

Thank you to all of the staff at Binya Public School who have worked with our students this year – we have an extremelytalented, committed team.

Thank you to each of the families who have supported the students and school, to ensure we are providing the bestlearning environment that our students deserve, nurtured by staff and community. Thank you for supporting yourchildren, valuing our knowledge and expertise and trusting that we have your children's best interests at the core of whatwe do.

Congratulations on a fabulous year and we look forward to seeing you all back, set for another big year of learning in2020.

Jaimee Damini

Principal

Binya Public School


School background

School vision statement

Binya Public School is committed to fostering the growth of each student. This is achieved by focusing on the individuallearning needs of each student to equip the students with the skills for future success and positive wellbeing.

Together we nurture, guide, inspire and challenge students. Binya Public School provides students with opportunitiesthrough their academic, social, physical and community lives to:

• Strive for excellence • Experience success; • Find the joy in learning; • Become resilient, resourceful and flexible learners. •

Success is achieved by students, parents, the community and teachers working collaboratively to achieve a commongoal.

School context

Binya Public School is a rural P6 school in central Riverina. Located in Wiradjuri land, Binya community nurtures strongsporting and social relations with neighbouring towns and villages. Our school enjoys magnificent views of borderingfarmlands and the Binya Hills, with Cocopara National Park our showcase.

Binya Public School has great history and strong traditions. Our Parents and Citizens Association are highly active intheir support and involvement in school programs, activities and future planning.

Our school aims to build on our rich history by providing students with a balanced, comprehensive, challenging andstimulating curriculum, focusing on the future. Our multi–stage K–6 classroom supports our child–centred approach, withopportunity for students to access skills and understandings from any stage of the learning continuum.

Not only do we offer excellence in our teaching and learning programs, structured according to latest educational trends,our staff are extremely professional, caring and innovative.

Every child is cared for and nurtured in a personalised manner academically, socially and physically. High expectationsfor learning and behaviour provide a caring and safe environment for all students.


Self-assessment and school achievement

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

This year, our school undertook self–assessment using the School Excellence Framework. The Framework is astatement of what is valued as excellence for NSW public schools, both now and into the future. The Frameworksupports public schools throughout NSW in the pursuit of excellence by providing a clear description of high qualitypractice across the three domains of Learning, Teaching and Leading.

Each year, we assess our practice against the Framework to inform our school plan and annual report.

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

For more information about the School Excellence Framework:https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/school–excellence

Self-assessment using the School Excellence Framework

Elements 2019 School Assessment

LEARNING: Learning Culture Sustaining and Growing

LEARNING: Wellbeing Sustaining and Growing

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Sustaining and Growing

LEARNING: Student performance measures Delivering

TEACHING: Effective classroom practice Delivering

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Delivering

LEADING: Educational leadership Sustaining and Growing

LEADING: School planning, implementation andreporting

Sustaining and Growing

LEADING: School resources Sustaining and Growing

LEADING: Management practices and processes Sustaining and Growing


Strategic Direction 1

Innovative Learning

Purpose

Students will develop strong literacy and numeracy skills, deep content knowledge and the ability to learn and adapt.

By developing growth mindsets students will gain the skill to become self–regulated, resourceful, responsible, reflectiveand reciprocal learners in an ever–changing world.

Improvement Measures

Increase the proportion of Binya Public School students in the top two NAPLAN bands.

Increase the proportion of Aboriginal and Torres Strait Islander students in the top two NAPLAN bands for reading andnumeracy.

100%of students will achieve growth in literacy and numeracy as measured through NAPLAN and school basedassessment.

Value added growth for K–3, 3–5 and 5–7 will meet or exceed the average value added scores for all schools in thestate.

Progress towards achieving improvement measures

Process 1: Differentiated learning

Develop a whole school approach for student learning and success where planning for learning isinformed by sound holistic information about individual student's learning needs in literacy andnumeracy.

Evaluation Funds Expended(Resources)

Progress: • implement phonics based program to improve spelling/writing • RIEN PL for Principal and teachers regarding syllabus documents, scopeand sequences, NESA requirements and unit planning. • Student Focus Plans developed. Three–way conferences held withparents, staff and students to discuss student learning. • Staff planning days regarding teaching and learning programs. • Began development of online programming and monitoring of studentsamples providing timely feedback etc. • RIEN PL focussing on building capacity of Principals to then lead at schoollevel. • Content for Mathematics has been split to provide more time and explicitteaching on each area to ensure outcomes are covered. • Continued to develop scope and sequences for all subjects (Maths,PD/H/PE and Creative Arts). Maths and PD/H/PE have started, finish thesebefore moving on to Creative Arts. • History and Geography draft for implementation 2020 •Where to: • RIEN to take part in Instructional Rounds in 2020 – Ann–Marie tofacilitate/up–skill. • Planned continuation in the RIEN. New leadership for 2020.

Principal relief for the developmentand compilation of Phonics basedprogram and syllabus documents.

Casual relief for all staff to be off classfor student focused meetings.

Process 2: Growth mindset

Implement strategies for students to become self–regulated, resourceful, responsible, reflective andreciprocal learners in order to succeed.




Progress: • Continue classroom dialogue around growth mindsets and build on theculture of learning. • Feedback from students re: what I wish my teacher knew. • Positive Postcards continue. • A focus on mental health through PD/H. Students are partaking inmindfulness practices. Students begin writing in journals. • Online/collaborative communication re: student progress and wellbeing. • Implement a growth mindset activity/task/discussion daily. Maybeincorporate it with our daily fundamental movement skills (10–15 mins). • Students and parents have responded well to the Positive Postcards. •Children have become more in tune with positive self–talk and reflecting ontheir thoughts.

Where to: • Aside from overall class discussions during learning about growthmindsets. Progress in this area has slowed. • Next year actively implement a growth mindset activity/task/discussiondaily. Maybe incorporate it with our daily fundamental movement skills(10–15 mins).

Process 3: Assessment

Develop and embed a school wide systematic approach to assessment of and for learning whereby allstaff and students are actively engaged in assessment practises.


Progress: • Joined guided reading register for teacher to record student progress andobservations. Enable teachers to pick up where the other left off. • As a part of the RIEN developing unit plans, backward mapping from end ofunit assessments. • Online recording platform developing for the point of need student growth,observations and assessment. • Student begin adding work samples to online forum. • RIEN focus moving forward is quality assessment tasks. Building Principalcapacity to lead this is schools. Focus KLA will be Geography (as result ofRIEN scope and sequences). • Revisit Samples of Assessment schedules and look at what we arecurrently doing to make a list of what we want to keep. Survey staff. • Develop whole class Assessment which can be differentiated to achieveoutcomes for Geography unit (RIEN Strategic Support). • Assessments have been shared on RIEN drive to match scope andsequence and unit plans for 2020 for History, Geography, Science &Technology. • School has been trialing the implementation of a variety of assessmentstrategies to get accurate and growth data such as PAT–R testing andEssential Maths. • Individual learning progress is tracked for Spelling and reading. • Most assessment information is collated in an online collaboration spacefor teachers. •Where to: • Into the future it would be good to streamline this into a cohesive documentso that it is easily understood for people new to the school..

Casual relief for attendance of PL.

Release time back at school to plantogether.



Teaching for Learning

Purpose

Establish a collective, collaborative community of learning to improve teacher quality that reflects current evidence basedresearch and quality teaching practices.


Measure teacher improvement as evidenced by the Australian Institute for Teaching and School Leadership (AITSL)Self–Assessment Tool.

Teachers are reflecting on practise and achieving goals set in their Professional Development Plan (PDP).

A sustainable collaborative practise system is embedded across the Rural Innovative Educators Network (RIEN).


Process 1: Improving teacher quality

Establish an action plan across the Rural Innovative Educators Network (RIEN) and within Binya PublicSchool for the implementation of evidence–based, quality teaching practises.


Progress: • PL for teachers with RIEN as a apart of the strategic support model.Up–skilling teachers in the area of teaching and learning programming,syllabus knowledge and NESA requirements. • Decision was made to focus on Principal capacity building so that we candeliver at school level/across schools as funding/casuals/movement of staffproving difficult for schools to get all staff involved. • All staff to begin using Unit Overview template developed by RIEN for otherKLAs. • All staff to continue SCOPE training at the beginning of Term 3. • RIEN Strategic Support to focus on quality assessment, QTF and generalcapabilities/learning across the curriculum. Share with staff. • Quality Teaching Rounds Training attended. •Where to: • RIEN to take part in Instructional Rounds in 2020 – Ann–Marie tofacilitate/up–skill. • Planned continuation in the RIEN. New leadership for 2020.

Casual relief for all staff to attend PLwith RIEN

Process 2: Collaborative practise

Develop and embed explicit systems to facilitate professional dialogue, collaboration, classroomobservation, the modelling of effective practice and the provision of specific and timely feedbackbetween teachers within the Rural Innovative Educators Network (RIEN) and Binya Public School formonitoring student learning.


Progress: • Joining with RIEN for PL. • Following up what we are learning with the RIEN with our own staff PL.Discussing how we will implement what we have learnt in our environment. • Development of an online forum for programming and communicationregarding student learning. • Plans to develop a better system for sharing knowledge on return from PLexperiences. (what needs to be shared? who needs to know?)

Casual relief to allow for all staff towork together.



*Suggestions for a short filled out form to bring back / added to online forum. • Staff Development session focusing on QTF and generalcapabilities/learning across the curriculum. • Allocation of time for collegial report writing has meant a more detailedcohesive end of year report for our students.Where to: • The ongoing allocation of whole staff collaboration and professionaldevelopment days have proven very beneficial to improving the collegiality ofour staff, programming, their sense of input and the over all school culture.



Connect, Succeed and Thrive

Purpose

Create a planned approach for students to connect, succeed and thrive through the nurturing of student, community andstaff wellbeing.


Increased student, teacher and community engagement in all aspects of school life.

Increase the proportion of students demonstrating active engagement with their learning.


Process 1: School wellbeing

Develop and implement a whole school integrated approach to wellbeing in which students, communityand staff can connect, succeed and thrive.


Progress: • Class Dojo continue to be used to strengthen home/school relationships. • Adjustment of school counsellor time from twice a term to every Mondayafternoon for an hour. This enables the students to develop relationships withthe school counsellor. • Time is made for the discussion of our student wellbeing of our weekly staffmeetings. • Three–way meetings held to discuss student learning and goals for StudentFocus Plans. • Planning and execution of community event – Binya Public SchoolCentenary. Opportunity for community to engage with our school. • Continue positive postcards to promote home and school relationships. • Fundamental Movement Skills Scope and Sequence developed and beginimplementation. • Create community notice board with student successes, numbers to calletc. • Asha's cubby erection, P&C day. • Seek Professional Development through Employee Assistance Program. • Community day to be held in Week 6, open classrooms, shared lunch, menof the community vs students cricket, assembly. • Meet with Jenny Cox WHS, further trauma support sought. • Outside counselling agency brought in to discuss ways to support oneanother through drought and ongoing trauma and grief.Where to:

Continually check in with families on a one on one basis to see how they aretravelling and offer additional support where necessary or needed.

School counsellor.

Input from all staff.

Funding for outside counsellorsupplied by David Lamb/Dean White.

Process 2: Individual learning needs

Develop a process whereby there is a school wide approach to student learning and success which isshared by parents/carers and students. Learning is informed by sound holistic information about eachstudent's wellbeing and learning needs.


Progress: • Well being a part of the Student Focus Plans and three–way conferencesheld with parents and students.

Casual relief for staff to be off class tobe at the meetings.



• Meet with students to discuss reports before sending them home. • Survey families – what could we do better, examples of information theywould like shared and how… • Follow up Student Focus plans via check in call or three–way meeting.Share survey results with staff. • Share survey results with families. Discuss how we are addressing thesethings– P&C responded well to this collation and sharing our plans to addressthe parts that we could do better.Where to:

Continually address the learning needs of each student on an individual basisas stated in their student focus plans and as observed in their tracking oflearning.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding = $907 Enabled smaller adult:student ratio, timelyfeedback and assistance on demand.

Low level adjustment for disability Funding = $12595 Adult support given at point of need tofacilitate learning in order to bridge the gap

Quality Teaching, SuccessfulStudents (QTSS)

Funding = $2348 Adult support given at point of need tofacilitate learning in order to bridge the gap

Socio–economic background Funding = $281 Enabled smaller adult:student ratio, timelyfeedback and assistance on demand.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 7 6 7 4

Girls 6 5 6 5

Student attendance profile

School

Year 2016 2017 2018 2019

K 93.5 94.6 92.6 97.9

1 96.2 87.1 95.8 97.7

2 96.8 94.6 98.9 95.8

3 82.8 98.9 97.4 89.6

4 95.3 97.9 96.4

5 98.3 99.2

6 92.2 94.9

All Years 93.6 96 95.6 96.4

State DoE

Year 2016 2017 2018 2019

K 94.4 94.4 93.8 93.1

1 93.9 93.8 93.4 92.7

2 94.1 94 93.5 93

3 94.2 94.1 93.6 93

4 93.9 93.4 92.9

5 93.8 92.8

6 93.4 92.5

All Years 94 94 93.4 92.9

Attendance at Binya Public School is always closely monitored. We continued to set attendance as a target, with anyabsences followed up, cutting the rate of absence.

Management of non-attendance

Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not atschool they miss important opportunities to learn, build friendships and develop their skills through play. Regularattendance at school is a shared responsibility between schools and parents. By working together we can have a positiveeffect on supporting our children and young people to regularly attend school.

Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place torecord attendance and follow up student absences promptly. They are guided by the School Attendance policy whichdetails the management of non–attendance.


Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 0.15

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration and Support Staff 1

*Full Time Equivalent

Aboriginal and Torres Strait Islander workforce composition

The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employeesthrough the use of identified positions, scholarship opportunities to become a teacher and by providing a culturally safeworkplace. As of 2019, 3.9% of the Department's workforce identify as Aboriginal people.

Workforce ATSI

Staff type Benchmark1 2019 Aboriginal and/or Torres Strait Islander representation2

School Support 3.30% 7.20%

Teachers 3.30% 2.90%

Note 1 – The NSW Public Sector Aboriginal Employment Strategy 2014–17 introduced an aspirational target of 1.8% by 2021 for each of the sector'ssalary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginalemployees in the sector is expected to reach 3.3%.

Note 2 – Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. Thesestatistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.

Teacher qualifications

All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Educationapproval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, andhold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.

Professional learning and teacher accreditation

Professional learning is core to enabling staff to improve their practice.

Professional learning includes five student–free School Development Days and induction programs for staff new to ourschool and/or system. These days are used to improve the capacity of teaching and non–teaching staff in line withschool and departmental priorities.


Financial information

Financial summary

The information provided in the financial summary includes reporting from 1 January 2019 to 31 December 2019. ThePrincipal is responsible for the financial management of the school and ensuring all school funds are managed in linewith Department policy requirements.

2019 Actual ($)

Opening Balance 14,270

Revenue 379,723

Appropriation 349,311

Sale of Goods and Services -300

Grants and contributions 30,542

Investment income 170

Expenses -385,246

Employee related -336,563

Operating expenses -48,683

Surplus / deficit for the year -5,524

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


Financial summary - Equity loadings

The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.

2019 Approved SBA ($)

Targeted Total 0

Equity Total 13,783

Equity - Aboriginal 907

Equity - Socio-economic 281

Equity - Language 0

Equity - Disability 12,595

Base Total 301,060

Base - Per Capita 3,050

Base - Location 7,611

Base - Other 290,399

Other Total 31,405

Grand Total 346,248

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


School performance - NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments arereported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills andunderstandings demonstrated in these assessments.

From 2018 to 2021 NAPLAN is moving from a paper test to an online test. Individual schools are transitioning to theonline test, with some schools participating in NAPLAN on paper and others online. Results for both online and paperformats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such ascomparisons to previous NAPLAN results or to results for students who did the assessment in a different format – shouldbe treated with care.

NAPLAN Online

The My School website provides detailed information and data for national literacy and numeracy testing. Go tomyschool.edu.au to access the school data. As schools transition to NAPLAN online, the band distribution of results isnot directly comparable to band averages from previous years. While the 10 band distribution available to schools whocompleted NAPLAN online is a more accurate reflection of student performance, caution should be taken whenconsidering results relative to what was formerly a six band distribution. As the full transition of NAPLAN onlinecontinues, the most appropriate way to communicate results for NAPLAN online is by scaled scores and scaled growth.This is the reporting format agreed by state and territory education ministers, and is reflected on the myschool website.

Literacy

Due to a small cohort we are unable to report on the 2019 NAPLAN– Literacy results.

Numeracy

Due to a small cohort we are unable to report on the 2019 NAPLAN– Numeracy results.


Parent/caregiver, student, teacher satisfaction

Parents are invited to give feedback and suggestions regularly throughout the year as part of the consultation process inschool planning. Parents and Citizens Association meetings engage 100% representation with feedback often sourcedduring these sessions, sometimes extending to surveys sent home for both parents to independently engage to drawwider family perspectives. Staff are consulted in every step of the planning process, in conjunction with the school planand strategic directions. Students, staff and parents are surveyed together annually on programs and initiatives they feelare of highest benefit for student outcomes.

Eight respondents from the parent community viewed us as performing well in: education, care, community involvementand involving students in the community, safety and communication. They feel the environment is welcoming andstimulating, with inclusion of students and community duly noted. There is a strong confidence in the P&C, and staffcompassion for students, going above and beyond.

Areas individuals felt we could do better include– use of social media or contacting parents directly with regards tonotices; less focus on technology and more traditional hands on skills; English and Math; more personalised reports; lessexcursions and introduce a canteen. Some would like to know test results, what areas they have difficultycomprehending, major milestones in curriculum, how they are going and whether they need extra home support. Therewere comments around the desire for their children to develop research and technology document creation skills, socialinteractions and acknowledgement of achievements.

Binya is generally acknowledged as being 'a small school with BIG opportunities'.


Policy requirements

Aboriginal Education Policy

The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy shouldunderpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.

Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group,

Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is

engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high

expectations.

Aboriginal Education and Aboriginal perspectives are implemented across all Key Learning Areas Kindergarten–Year 6at Binya Public School. All children demonstrate understanding and knowledge of the Aboriginal culture and historythrough their engagement with the curriculum and whole school events.

Students are immersed in the Aboriginal culture via the curriculum through the teaching of Aboriginal perspectives. Unitsof work provide ideal opportunities for children to make informed judgements and inferences about situations and earlyAustralian history.

Our students engage in an annual Naidoc Week celebration at Yoogali Public School for a day learning about Aboriginalculture. Binya will continue to place an importance on Aboriginal Education.

At the school level, we will build upon the successes within the curriculum as well as continue to promote tolerance of allcultures.

Anti-Racism Policy

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism.

All teachers are responsible for supporting students to develop an understanding of racism and discrimination and theimpact these may have on individuals and the broader community. Principals are responsible for examining schoolpractices and procedures to ensure they are consistent with the policy. All schools have an Anti–Racism Contact Officerwho is trained to respond to concerns in relation to racism. Binya Public School had no reported incidents of racism andracist behaviour, highlighting the effectiveness of this program.

Multicultural Education Policy

Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies, programs andpractices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes.

Teachers address the specific learning and well being needs of students from culturally diverse backgrounds throughtheir teaching and learning programs. Principals are responsible for ensuring that school policies , programs andpractices respond to cultural, linguistic and religious diversity of the school community, and provide opportunities thatenable all students to achieve equitable education and social outcomes. Binya Public School promotes tolerance andrespect for all cultures through an integrated curriculum. All teachers ensure that multicultural perspectives are taught inlessons and celebrate diversity and promote a variety of cultures and customs.


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