2019 jugiong public school annual report · a complete cycle of the performance and development...

Jugiong Public School2019 Annual Report

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Printed on: 21 May, 2020 of 16 Jugiong Public School 2245 (2019)

Introduction

The Annual Report for 2019 is provided to the community of Jugiong 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

Jugiong Public SchoolFlyde StJugiong, 2726www.jugiong-p.schools.nsw.edu.aujugiong-p.school@det.nsw.edu.au6945 4210


School background

School vision statement

At Jugiong Public School we will learn, teach and lead for excellence.

We will empower and motivate our students to confidently explore, discover and learn through the provision of a broadrange of practical and innovative experiences which develop student creativity, critical thinking, communication andcollaboration skills.

School context

The village of Jugiong is situated on the Murrumbidgee River, along the Hume Highway between Yass and Gundagai.Jugiong Public School is a small, isolated rural school in the Yass Principal's Network. It is also a proud member of theMurrumboola Learning Community (MLC). The school provides an education for students drawn predominantly from therural areas surrounding the village. The school has two multi–stage classes, K–2 and 3–6. Students at Jugiong PublicSchool are involved in a variety of flexible learning experiences that foster confident, creative individuals who are activeand informed citizens.

The school implements the HOW2Learn pedagogy, focused on building our student's capacity to learn, through explicitlyteaching dispositions and habits within existing school programs and practices. The HOW2Learn approach supports thedevelopment of a learning culture that enables our students to be self–aware of their learning, use the language anddispositions of successful learners while also sharing an understanding that intelligence is able to be learned and isexpandable.

All elements of quality teaching are embedded in classroom practice ensuring a differentiated, integrated and inclusivecurriculum. Student achievement of literacy and numeracy outcomes is a priority for our school, while also highly valuingour strong educational programs across all key learning areas.

At Jugiong Public School, students participate in Project Based Learning which provides the students opportunities toactively explore real–world problems and challenges and acquire deeper knowledge.

Jugiong Public School, along with it's Murrumboola Learning Community partners, will be part of the Yalbinyagirri –Learning for the Future Project. Yalbinyagirri aims to foster a living history and continuing reconciliation journey byembedding local Wiradjuri history, culture and contributions in authentic learning experiences. As part of the project,Jugiong Public School has been the recipient of an Eco Schools Grant of $3500 to create a traditional Wiradjuri gardenand landscape, including a yarning place. Students will learn about totems, local culture and practices and Dream Timestories.

Jugiong students benefit from a music program (marimbas and ukulele) delivered by a tutor from the Young RegionalSchool of Music each week. In addition to class lessons, students are able to access group and individual tuition in guitarand keyboard.

Jugiong Public School is part of the Sporting Schools Program. This has introduced students to a variety of sports thatthey may not normally have easy access to, including cricket, tennis, athletics and orienteering.

Our staff include experienced and expert teachers who actively engage in collaborative practice and high calibreprofessional learning in order to deepen pedagogical knowledge and understanding.

At Jugiong Public School, we highly value our passionate and supportive community, encompassing our Parents &Citizens Association, broad parent body and local community members.


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


Strategic Direction 1

Excellence in Learning

Purpose

To ensure all students will have access to relevant, engaging and challenging learning experiences in order to achieveSMART goals and meet high expectations both now and in the future. To embed a school wide commitment to datainformed, collaborative and evidence based teaching practice where proficiency is the minimum expectation for everychild.

Improvement Measures

All students are achieving higher than expected growth on internal and external assessments for literacy andnumeracy.

All teachers utilising consistent, effective and evidence based pedagogies to support learning.

Progress towards achieving improvement measures

Process 1: Curriculum and Learning

Teachers will ensure that learning is data driven and based on formative assessment practices andlearning continuums. Teachers will be committed to identifying, understanding and implementing themost effective, contemporary and explicit teaching methods, with the highest priority given to evidencebased teaching strategies.

Evaluation Funds Expended(Resources)

In 2019, we focused on every teacher receiving targeted professionaldevelopment and applying effective, evidence based strategies such as: • Harnessing clear learning intentions that all students understand; • Setting learning tasks that promote critical and creative thinking; • Using success criteria for teaching and learning as well as assessment(rubrics); • examining What A Good One Looks Like (WAGOLL); • Implementing cooperative group structures; and • embedding effective formative assessment strategies e.g two stars and awish, peer feedback etc.The percentage of Year 5 students who achieved at or above expected levelgrowth compared to statistically similar school groups and the state were asfollows: 80% in Reading; 80% in Spelling; and 100% in Numeracy.

$1000 casual teacher relief

$726 Seven Steps to Writing Successteacher professional learning

$528 Critical and Creative ThinkingAcross The Curriculum teacherprofessional learning

$300 CSIRO Double Helix magazines

$338 Origo Stepping StonesMathematics Program

$273 Sound Waves Synthetic Phonicsprogram

$83 Inquisitive history and geographyprogram

$815 Decodable Readers

Process 2: Wellbeing

Teachers will implement timely, targeted intervention and feedback for all students reflecting bestpractice.

Well–developed and evidence based approaches, programs and assessment processes identify,regularly monitor and review individual students needs. Students will access tailored support, extensionor enrichment to maximise achievement of learning outcomes.

Individual Learning Plans for each child are developed in consultation with parents/carers and containholistic information about each child's learning and wellbeing needs, so students can connect, succeedand thrive at each stage of their schooling.




Individual learning collaboratively developed with parents for studentsidentified with specific learning needs. Formative and summativeassessments indicate growth in student achievement commensurate withlearning plans.

Wellbeing program has positively impacted student behaviours both in classand in the playground. Assessment of student behaviours has shownincreased resilience, greater risk taking,minimal bullying or antisocialbehaviours and increased respect of self and others.

Attendance plan developed in collaboration with Home School LiaisonOfficer, Learning and Support Officer, parents and school counsellor. Thisplan was effective in driving increased student attendance.

BeYou teacher professional learning to be undertaken 2020 as part of theregular weekly TPL schedule, in order to further development staffknowledge, understanding and skills in relation to mental health andwellbeing issues.

Enrichment opportunities included student participation in the Art&Aboutvisual arts initiative in 2019. This was highly motivational for our students andprovided an opportunity for student self expression and talent development. Ifavailable in 2020, ongoing participation will be sought.

Greater emphasis to be placed on the development of student individuallearning plans for all students in 2020.

Wellbeing and health teacher to be employed again in 2020.

3 way conferences held in Terms 1 and 3 fostering strong partnerships withfamilies and collaborating on individual student learning needs.

Funding Sources: • Quality Teaching, SuccessfulStudents (QTSS) ($4269.00) • English language proficiency($1268.00) • Low level adjustment for disability($13354.00)


Strategic Direction 2

Quality Teaching

Purpose

To ensure that student learning is underpinned by quality teaching practice and is consistently implemented across theschool through targeted professional development and a shared responsibility for student improvement.

Improvement Measures

All teachers have personalised performance and development goals, reflective of the teaching standards and schoolpriorities.

Students demonstrate expected growth across learning continuums relevant to expected timeframes.

Overall summary of progress

Jugiong Public School has made significant progress in our pursuit of educational best practice through effective qualityteaching.

A complete cycle of the Performance and Development Framework was implemented. Teachers were supportedthroughout the year with mentoring and coaching sessions as well as targeted professional development.

We participated in a number of collaborations with schools from the Yass, Gundagai and Temora networks to sharequality teaching practice.


Process 1: Research informed pedagogy

Draw on solid research to develop and implement high quality teaching and learning programs.


Full implementation of the Performance and Development Framework.

School executive supported targeted teacher professional developmentreflective of personal goals, school and system priorities was undertaken andunderpinned educational best practice. Staff were committed to developingtheir own capacities and capabilities through engagement in qualityprofessional learning, professional dialogue and collaborative planning.

In 2020, the development of a strengthened evaluative culture will continue tobe a priority. To inform future teaching and learning, teacher professionaldevelopment and scheduling for the regular collection of quality datathroughout the year will be a target.

Class teachers implementing synthetic phonics lessons and assessment,complemented by use of decodable readers. The Sound Waves SyntheticPhonics program was being used across the school K–6.

Following the professional development in visible learning and formativeassessment strategies based on the work of John Hattie previouslyundertaken, formative assessment methods are visible in both classrooms.

Students levels of achievement uploaded on PLAN2 and learningprogressions to inform future teaching and learning programs.

K–2 teacher completed a 1/2 day of Positive Behaviour for Learning trainingwith local coach.

$500 casual relief

$726 Teacher attendance at SevenSteps to Writing Success workshop

$ Teacher attendance at YassPrincipal Network Small SchoolsConference



Process 2: Effective Classroom Practice

Quality, explicit teaching practice will be developed and sustained through rigorous, timely and evidencebased professional learning, aligned to the school plan and reflective of localised need and systemicpriorities.


Embedding Positive Behaviour for Learning (PBL) principles across theschool has provided a consistent approach to behaviour management andstudent wellbeing. Using the Class Dojo app to positively reinforce behaviourwith 'fast and frequent' points has proven to be an effective method topromote expected behaviours.

Classroom teachers regularly reflect on their practice and collaborativelydevelop adjustments to progress the teaching and learning. Lessonobservations both within the school and at other nearby, like sized schoolsundertaken to build teacher capacity in the delivery of best practice.

As explained under Curriculum and Learning, a significant amount of moneywas used to develop teacher capacity in delivering effective classroompractice. Targeted professional development was undertaken in PositiveBehaviour for Learning (PBL) principles, Seven Steps to Writing Success,and Critical and Creative Thinking (CCT) Across The Curriculum.

$250 casual relief – K–2 teachercompleted a half day PositiveBehaviour for Learning in–service

Refer expenditure in Curriculum andLearning.

Process 3: Data Skills and Use

Strengthen evaluative culture and practice by scheduling regular collection of quality data throughoutthe year and providing targeted professional learning opportunities to inform future teaching andlearning


Collaboration with similar sized local schools was valuable and guidedteacher reflection and assessment on student work samples. The Data Skillsand Use sessions provided valuable teacher understanding of the learningprogressions in monitoring and recording student levels of achievement andgrowth. This will be an area of further development moving forward.

As reported in Curriculum and Learning, the majority of students areachieving at or above expected level growth in key learning areas.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency English LanguageProficiency equity funding$1,268

100% of EAL/D students making expectedgrowth as indicated on the EAL/D scales.

Low level adjustment for disability Low level adjustment fordisability staffing funds$10,672 (0.1)

Low level adjustment fordisability flexible funds$2,682

Total funds = $13,354

100% of students receiving targeted supportto achieve personalised learning goals.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS Funding $4,269 Effective integration of digital technologiesacross teaching and learning programs.Positive outcomes evident in management ofstudent behaviour.

Socio–economic background Socio–economicbackground flexible funding$2,365

Data indicates achievement and growthacross the key learning areas for studentsfrom various socio–economic backgrounds.


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 11 16 14 9

Girls 13 13 10 10

Student attendance profile

School

Year 2016 2017 2018 2019

K 74.6 96 86.6 95.4

1 96.8 84.6 94.9 99

2 90.3 95.2 80.2 96.1

3 97.3 95.2 91.9 88.5

4 89.8 97.1 92 100

5 89.8 91.9 92.4 98.2

6 98.3 90 89.7 99.5

All Years 89.8 92.8 90.7 96.3

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 93.9 93.4 92.9

5 93.9 93.8 93.2 92.8

6 93.4 93.3 92.5 92.1

All Years 94 93.9 93.4 92.8

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) 0.5

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration and Support Staff 0.88

*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 11,418

Revenue 409,533

Appropriation 394,640

Sale of Goods and Services 264

Grants and contributions 14,509

Investment income 121

Expenses -395,556

Employee related -362,515

Operating expenses -33,041

Surplus / deficit for the year 13,978

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 17,219

Equity - Aboriginal 0

Equity - Socio-economic 2,365

Equity - Language 1,268

Equity - Disability 13,585

Base Total 350,888

Base - Per Capita 5,631

Base - Location 11,629

Base - Other 333,628

Other Total 24,797

Grand Total 392,904

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.


Parent/caregiver, student, teacher satisfaction

This year our school sought feedback through a number of surveys including the NSW DoE Tell Them From Me initiative.

We were very grateful that 75% of our parent body completed the 'Partners in Learning' Parent Survey. An analysis ofthe findings from the survey include:

* Parents Feel Welcome – JPS 8.4 / NSW DoE Govt Norm 7.4

* Parents Are Informed – JPS 8.1 / NSW DoE Govt Norm 6.6

* Parents Support Learning At Home JPS 8.6 / NSW DoE Govt Norm 6.3

* School Supports Learning JPS 8.1 / NSW DoE Govt Norm 7.3

* School Supports Positive Behaviour JPS 8.7 / NSW DoE Govt Norm 7.7

* Safety At School JPS 8.5 / NSW DoE Govt Norm 7.4

* Inclusive School JPS 8.7 / NSW DoE Govt Norm 6.7

It is pleasing to report that when responding to 'I can easily speak with the school principal' our school scored 9.4/10.Furthermore, parents felt that the school's administrative staff are helpful when they have a question or problem, scoringour school 9.2/10.

In October, our students also completed the Tell Them From Me Primary Student Survey. An analysis of the findingsfrom the survey are as follows:

* 82% of students felt a Positive Sense of Belonging (A 12% increase from April 2018)

* Students responded 9.2 / 10 for Effective Learning Time (A 1.8 point increase from April 2018) Effective learning timeencompassed teacher explanation when students don't understanding something, important ideas being taught well,clear responses given by teachers to questions, and teachers using class time to help children to learn.

* A 31% decrease in incidences of students being victims of Bullying JPS 9% / NSW DoE Govt Norm 36%

* Students reported a significant increase in Advocacy at School JPS 9.1 / NSW DoE Govt Norm 7.7 (An increase of 1.6points from April 2018). Students felt that they have someone at school who consistently provides encouragement andwho can be turned to for advice.

* A 0.9 increase in student's feeling that the school staff value academic achievement and hold high expectations for allstudents.

Staff reported a strong sense of pride and connection to the school and were passionate about providing a high qualityeducation in our small school setting. Staff appreciated opportunities for ongoing professional development.


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.

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.

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.


2019 jugiong public school annual report · a complete cycle of the performance and development...

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