2019 towradgi public school annual report

Towradgi Public School2019 Annual Report

3866

Printed on: 11 May, 2020 of 23 Towradgi Public School 3866 (2019)

Introduction

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

Towradgi Public SchoolCarters LaneFairy Meadow, 2519www.towradgi-p.schools.nsw.edu.autowradgi-p.school@det.nsw.edu.au4284 4527


School background

School vision statement

At Towradgi Public School, we strive each day to enable our students to become successful learners and confident andcreative individuals who will contribute globally as active and informed citizens.

We aspire to have a continuous and positive culture of high expectations and to deliver excellence in education that willengage all of our students so that they can achieve their full potential.

Our school holds in high regard the values of Respect, Responsibility and Safety which are reflected in the core values ofthe NSW Department of Education. Towradgi Public School aims to ensure that our students, staff and community areengaged with and practice these values each and every day.

School context

Towradgi Public School is a dynamic school community that is committed to collaboratively delivering rich, broad andauthentic learning opportunities within a supportive and nurturing environment. The school population comprises of 173students with 11% of the student population identifying as Aboriginal and/or Torres Strait Islander and 22% of studentsfrom a language background other than English. Overall there is an average socio–economic advantage as a result ofthe great diversity amongst the school community in terms of family occupation and education. In addition to ourmainstream classes, a unique feature of the school is a support unit comprising three support classes. The EarlyIntervention Unit is a preschool for children with disabilities. There is one IO support class consisting of ten students witha moderate intellectual disability and one multi–categorical (MC) support class consisting of eight students with similarsupport needs. The school community values individual difference and inclusion and all students are supported andchallenged to achieve their full potential. Staff and students have outstanding access to the latest technology and theschool has a dynamic and committed staff team who set high expectations for student achievement and use currenttechnology as a tool to deliver quality teaching and learning programs. Meaningful partnerships with family members andcommunity groups have been established and the whole school community is encouraged to play an active role in theeducation of the students. Students in the school experience calm and settled classroom and playground environmentswhere positive behaviours are expected and rewarded. This is achieved through the underpinning school values ofsafety, respect and responsibility.


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 Delivering

LEARNING: Curriculum Sustaining and Growing

LEARNING: Assessment Sustaining and Growing

LEARNING: Reporting Delivering

LEARNING: Student performance measures Sustaining and Growing

TEACHING: Effective classroom practice Sustaining and Growing

TEACHING: Data skills and use Delivering

TEACHING: Professional standards Sustaining and Growing

TEACHING: Learning and development Sustaining and Growing

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

Excellence in Literacy and Numeracy Instruction.

Purpose

To provide a whole school approach in the delivery of quality learning experiences that are focused and differentiatedand incorporate high expectations.

Mechanisms are in place to ensure that students receive the instruction they need. Quality curriculum differentiation ishighly valued and effectively implemented for all students.

The different learning needs and challenges of each student are identified to ensure that individual student learningoutcomes remain the priority.

Improvement Measures

Increased percentages of students achieving 'at or above proficiency' in NAPLAN for Years 3, 5 and 7 with Aboriginalstudents results in Literacy and Numeracy being tracked to show expected or exceeded levels of growth.

Effective differentiation is evident in every classroom through fluid groupings of students. This is articulated in teacherprograms and personalised learning and support plans.

All students will achieve improved individual internal school results in ongoing assessment data with performanceexpectations and success criteria being explicitly taught.

All students will have personal learning goals to guide their individual learning. These will be evident in classrooms andwill continuously inform current teaching practice. Students to achieve at least one year's growth for one year'sinstruction in Literacy and Numeracy.

Progress towards achieving improvement measures

Process 1: Differentiation

Deliver quality student centred and self–regulated learning experiences which enable students tounderstand how they learn and to set and achieve their learning goals. Students access tailoredsupport, extension, or enrichment to maximise outcomes.

Teaching Domain: Effective Classroom Practice

Evaluation Funds Expended(Resources)

• PLaSP Evaluation • Review Meeting Minutes • PLP Evaluations • Evidence of Personalised Learning Goals • Observation Feedback Sheets by FAT Leader

• PLaSP Templates • Observations by the FAT TeamLeader • PLP Templates • Personalised Learning GoalTemplate

Process 2: Formative Assessment

Learning will be data driven and based on formative assessment practices and learning progressions.Timely, targeted intervention and feedback for all students will reflect best practice. Each teacher willensure effective learning intentions and success criteria are available to personalise teaching toeffectively support all students.

Teaching Domain: Data Skills and Use


• Evidence of teachers planning and implementing Formative Assessmenttechniques. • 'Tell Them From Me' student and teacher surveys



• Observation Feedback Sheets by FAT Leader

Process 3: Learning and Support

Our whole school learning and support practices will be clear, specific and targeted giving studentsevery opportunity to connect, succeed and thrive in every classroom.

Learning Domain: Well–Being


• Executive Meeting Minutes • Executive Meeting



Innovative, Future Focused Curriculum

Purpose

To build a culture of collective beliefs that positively impact on student learning and promote successful studentoutcomes.

To encourage students to look to the future through disciplined teamwork and exploration of issues that includeglobalisation, citizenship and sustainability.

To create future focused and personalised opportunities for students to develop their own learning capacity and usetechnologies to enable them to create and use new knowledge to solve problems and find solutions to challenges.

To provide assessment processes that are responsive and dynamic in building an inclusive and flexible learningenvironment.


Increased number of learning opportunities 'Modified' or 'Redefined' as described in the 'SAMR Model' – Dr. RubenPuentedura from less than 50% to above 80%

Higher numbers of students demonstrating use of creative and critical thinking. 100% of teaching and learningprograms show evidence of critical and creative thinking.

More than 50% of the units of work delivered show evidence of integration and future focused learning through ademonstrated understanding and implementation of High Possibility Classroom environments – Jane Hunter


Process 1: Implement, review and deliver innovative practices through integrated units of work across all curriculumareas.

Curriculum – Teaching and Learning Programs


Collection of all units.

Summary of observations.

Were we able to cover the content?

Template

Process 2: Extend opportunities for all students to engage in broad learning experiences that further develop theirareas of interest.

Learning Culture – Transitions and Continuity of Learning


Is there a plan? Is there a timetable? Is there staff buy–in?

Process 3: Integrate and implement the most effective teaching strategies utilising a broad range of technologyincluding, but not limited to, the BYOD program.

School Resources – Technology


What percentage of teachers Modify and Redefine at least one activity perday using ICT?



Leading Quality teaching for Every Student Every Day.

Purpose

To capture and sustain a high standard of quality teaching through the delivery of innovative teaching practices. Schoolleaders support teachers' professional learning and assume a central role in collaborative networks to identify strengthsand areas of challenge across the school.

To promote a high level of professional dialogue through conferencing, current research and updated curriculum that isembedded in the customs and practices of the school. Teachers engage in professional collaboration that aims toexplicitly improve teacher practices and student outcomes.


All teachers demonstrating professional practice as defined by the Professional Standards for Teachers.

A concise and explicit school wide system that supports positive relationships and increased engagement in learning.

Increased resilience and positive communication and engagement with our parents and carers from culturallydiverse and Aboriginal backgrounds.


Process 1: Quality Teaching, Successful Students

Targeted support for all staff will drive improved teacher efficiency. Teachers will be provided withexplicit systems for collaboration and feedback to sustain quality teaching practice.

Teaching Domain:

Learning and Development.


Teachers are responsible for documenting of TPL and bring evidence ofhours to PDP meetings.

Built in time to follow up.

Process 2: Positive Behaviour for Learning

The school will continue to develop and refine a strategic and planned approach to whole–schoolprocesses that support well–being through the implementation of Positive Behaviour for Learning.

Learning Domain: Well–being


Development of clear systems and procedures which all teachers arecompetently using.

Regular meetings for PBL team – 1per fortnight.

Process 3: Cross–Curriculum Priorities

Increase social inclusion and community harmony by providing all of our staff and students with theknowledge, skills and values needed to participate in our culturally diverse society.

Learning Domain: Wellbeing


Building community and family partnerships. Time built in for organisation.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6000 for Construction ofYarning Circle

$2000 for Art

$500 for staff release toreview and rewrite the PLPprocess

$600 Aunty Shas to hostlessons

Is the Yarning circle built and in use?

Is the PLP process up to NIAECG standard?

Survey of Aboriginal students regardingknowledge of and connection to Country afterAunty Shas visit.

Low level adjustment for disability SLSO – $16225.

0.4 teacher – $42686.

Reading Eggs $477.

Students demonstrating growth andunderstanding in word structures thattransfers to their development of skills inreading and writing across all stages.

Students identified for support through LST

Quality Teaching, SuccessfulStudents (QTSS)

AP's 1 day each per weekX 3

AP Support 1 additional dayfor admin support

Collaborative practices promote a high levelof teacher and student engagement.–Developed a teacher collegial mentoringprogram.One full day off class for each AssistantPrincipal each week to provide additionalQTSS/mentoring/lesson observations relatedto PDP goals and QT framework, one hour oftracking and teaching targeted learningsupport students as identified through LSTand inclusive of class teacher professionaljudgement. In addition this day allows forsome additional feedback and executiverelease time. Class teachers have developedstrong and collegial working relationships withone another and the executive staff in strivingto excel and sharing evidence, research anddata to underpin policy and practice.

Socio–economic background • MiniLit / MultiLit • MiniLit / MultiLit facilitator • Intervention teacher

– Does NAPLAN Data bottom bands readingreflect improvement?

Support for beginning teachers • Casual employed one perweek to cover beginningteacher release time. • K–2 teachers enrolled inappropriate L3 training.Funding Sources: • Support for beginningteachers ($1.00) • Quality Teaching,Successful Students(QTSS) ($1.00)

• Support For Beginning Teacher funds wereutilised to provide each beginning teacherswith an additional 2 hours release time eachweek • .Programs were developed andsuccessfully implemented for each beginningteacher addressing the following areas: • A reduction in teaching load sufficient tosupport the development of their skills • Ongoing feedback and support provided bysupervisors that was embedded in thecollaborative practices of the school. • Mentoring structures and collaborativepractices to support beginning teachers withinthe school. QTSS funds were allocated toallow teacher mentors the flexibility in theirteaching responsibilities to support classroomobservation and provide structured feedback • Access to L3 professional learning thatfocused on classroom strategies to buildstudent learning and engagement in English.Access also provided to professionallearning/mentoring on collaborativeprofessional practices within the school and


Support for beginning teachers • Casual employed one perweek to cover beginningteacher release time. • K–2 teachers enrolled inappropriate L3 training.Funding Sources: • Support for beginningteachers ($1.00) • Quality Teaching,Successful Students(QTSS) ($1.00)

building productive relationships with parentsand care givers.

Targeted student support forrefugees and new arrivals

• EAL/D Specialist teacher– FTE 0.2 New arrivals /FTE 0.3 FTE EAL/DFunding Sources: • English languageproficiency ($16 743.00)

• New arrival students and students of EAL/Dbackground are able to access curriculum,socialise and achieve expected growth. • Refugee and new arrival students weregiven all of the necessary equipment andtools to learn (including school uniform).


Student information

Student enrolment profile

Enrolments

Students 2016 2017 2018 2019

Boys 95 88 85 86

Girls 65 65 74 73

Student attendance profile

School

Year 2016 2017 2018 2019

K 96.9 93.6 93.9 93.3

1 95.6 95.2 94.9 94.5

2 96.2 95.9 94.6 93.4

3 95.9 93.4 96.8 92.6

4 96.7 96.1 95.5 93.9

5 95.3 93.9 94.1 92.9

6 93.4 95.7 93.5 93.9

All Years 95.8 94.9 94.7 93.6

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

Assistant Principal(s) 3

Classroom Teacher(s) 8.24

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.4

Teacher Librarian 0.4

School Administration and Support Staff 5.42

*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 128,087

Revenue 2,448,323

Appropriation 2,388,935

Sale of Goods and Services 3,641

Grants and contributions 54,539

Investment income 1,208

Expenses -2,393,490

Employee related -2,167,793

Operating expenses -225,698

Surplus / deficit for the year 54,833

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 741,332

Equity Total 114,803

Equity - Aboriginal 19,892

Equity - Socio-economic 19,256

Equity - Language 16,743

Equity - Disability 58,912

Base Total 1,274,455

Base - Per Capita 39,124

Base - Location 0

Base - Other 1,235,331

Other Total 165,494

Grand Total 2,296,084

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.

Literacy and Numeracy Graphs

Band 1 2 3 4 5 6

Percentage of students 0.0 0.0 15.0 25.0 35.0 25.0

School avg 2017-2019 0 3.5 17.5 24.6 26.3 28.1


Band 1 2 3 4 5 6


School avg 2017-2019 0 5.3 21.1 26.3 26.3 21.1

Band 1 2 3 4 5 6


School avg 2017-2019 0 12.3 22.8 24.6 24.6 15.8


Band 1 2 3 4 5 6


School avg 2017-2019 0 3.5 8.8 35.1 43.9 8.8

Band 3 4 5 6 7 8


School avg 2017-2019 3.7 11.1 20.4 33.3 14.8 16.7


Band 3 4 5 6 7 8


School avg 2017-2019 1.9 9.3 31.5 29.6 16.7 11.1

Band 3 4 5 6 7 8


School avg 2017-2019 5.6 5.6 14.8 38.9 24.1 11.1


Band 3 4 5 6 7 8


School avg 2017-2019 0 7.4 44.4 29.6 9.3 9.3

Band 1 2 3 4 5 6


School avg 2017-2019 5.3 17.5 24.6 21.1 17.5 14


Band 3 4 5 6 7 8


School avg 2017-2019 1.8 12.7 21.8 34.5 21.8 7.3


Parent/caregiver, student, teacher satisfaction

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

In 2019, the school sought the opinions of parents, students and teachers about the school, positive relationships andengagement.

Using the 'Tell Them From Me' platform, the school surveyed students, teachers and parents satisfaction in the latter partof Term 3. Their responses are presented below.

Students

50 students from Years 4–6 participated in the survey.

Social–Emotional Outcomes1. 91% of students had a positive sense of belonging. The NSW Govt norm was 81%2. 94% of students considered that they display positive behaviour at school. The NSW Govt norm was 83%3. 73% of students are interested and motivated in their learning. The NSW Govt norm was 78%

Drivers of Student Outcomes1. 8.0 out 10 students felt that learning time was used effectively. The NSW Govt norm was 8.22. Advocacy for students was rated 7.9 out of 10. The NSW Govt norm was 7.73. 8.2 out of 10 students believe that staff held high expectations for their success. The NSW Govt norm was 8.7.4. 37% of students stated that have been victims of bullying. The NSW Govt norm was 36%

Indigenous Students • In the categories 'I feel good about my culture' and 'teachers understand culture', 100% of indigenous students

either agreed (17%) or strongly agreed (83%).

Student Perseverance Levels • 88% of students considered that they have a medium or high chance of pursuing their goals to completion even

when faced with obstacles.

Teachers

Teachers rated the eight drivers of student learning as follows:1. Leadership: 8.4 out of 10. NSW Govt. Norm 7.12. Collaboration: 8.6 out of 10. NSW Govt. Norm 7.83. Learning Culture: 8.1 out of 10. NSW Govt. Norm 8.04. Data Informs Practice: 8.0 out of 10. NSW Govt. Norm 7.85. Teaching Strategies: 8.3 out of 10. NSW Govt. Norm 7.96. Technology: 7.7 out of 10. NSW Govt. Norm 6.77. Inclusive School: 8.6 out of 10. NSW Govt. Norm 8.28. Parent Involvement: 8.0 out of 10. NSW Govt. Norm 6.8

Teachers rated the four dimensions of classroom and school practices as follows:1. Challenging and Visible Goals: 8.1 out of 10. NSW Govt. Norm 7.52. Planned Learning Opportunities: 8.3 out of 10. NSW Govt. Norm 7.63. Quality Feedback: 8.1 out of 10. NSW Govt. Norm 7.34. Overcoming Obstacles to Learning: 8.3 out of 10. NSW Govt. Norm 7.7

Parents

When considering the following results, it should be noted that only 5 parents completed the parent survey.

Two–way Communication with Parents1. 7.7 out of 10 parents feel welcome at school. NSW Govt. Norm was 7.42. 7.1 out of ten parents feel informed. NSW Govt. Norm was 6.6

Parents Support Learning at Home1. 6.3 out of ten parents supported their child's learning at home. NSW Govt. Norm was 6.3


School Supports Learning1. 7.6 out of ten parents believe that the school supports learning. NSW Govt. Norm was 7.32. 8.4 out of ten parents believe that the school supports positive behaviour. NSW Govt. Norm was 7.7

School Supports Child's Behaviour1. 7.7 out of ten parents believe that the school supports safety at school. NSW Govt. Norm was 7.42. 7.1 out of ten parents believe that the school is inclusive. NSW Govt. Norm was 6.7

STEM Project–Based Learning

Parents were asked what value they place on STEM and Project–Based Learning tasks that their students engage in atToPS. 88% see them as valuable or extremely valuable.


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 towradgi public school annual report

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