dungog public school annual report · the annual report for 2015 is provided to the community of...

Dungog Public School Annual Report

1792

2015

Introduction

The Annual Report for 2015 is provided to the community of Dungog Public

School as an account of the school’s operations and achievements throughout

the year.

It provides a detailed account of the progress the school has made to provide

high quality educational opportunities for all students, as set out in the school

plan. It outlines the findings from self-assessment that reflect the impact of

key school strategies for improved learning and the benefit to all students

from the expenditure of resources, including equity funding.

Steven Richard

Principal

School contact details:

Dungog Public School

9 Chapman Street

Dungog, 2420

http://www.dungog-p.schools.nsw.edu.au/

Email: [email protected]

Phone: 02 4992 1384

Message from the Principal

It is with pleasure that I submit the 2015 School Report. This report has been redesigned by the Department of Education to align with the School Plan and contains information that is specific to the Department’s reform areas. These include: Great Teaching Inspired Learning, Every Student Every School, Local Schools Local Decisions, and the Rural and Remote Blueprint for Action. The report shows the school’s Resource Allocation Model (RAM) funding received and how the school utilised these valuable funds in Aboriginal Education and loadings for Socio-Economic Background.

Dungog Public School is an inclusive school that provides a caring and safe learning environment for all students. The dedicated staf focus on providing tailored learning programs for all students that are both engaging and challenging. A key focus area for all staff has been the development of Explicit Learning Programs to cater for the needs of all students.

Our school prides itself on providing a wide range of quality learning experiences for all students. Highlights for 2015 included: participation in the NSW Schools Spectacular concert for the first time, the growth of the school wide Music program to include a Boys Rhythm Group, Guitar Group and expanded school choir, and the continued success of our inclusive whole school signing program. The school also participated in the CSIRO Scientist in Schools Program, with students in Years 3 to 6 learning about the universe and environmental sustainability.

The school’s Positive Behaviour for Learning (PBL) program continues to grow and recognise both student achievement and effort. The tradition of parents presenting their children with the Excellence Medallion started in 2015 and will continue long into the future.

It has been a tremendous pleasure to be the Principal of such a great school in an amazing community. I thank the parents for their continued support of our school programs and initiatives.

Steven Richard

School background

School vision statement

We believe that Dungog Public School should be a safe and friendly environment that encourages and fosters happy and confident students. Our vision is to create a culture in which all students and staff are valued. This is underpinned by the belief that we are all life long learners. Teaching practices are underpinned by the Quality Teaching Framework and produce dynamic learning environments where every student has the opportunity to succeed. The school is a centrepiece of the local community and actively seeks and supports community activities. Our vision is built upon our school values which are:

Respect, for ourselves and others.

Responsibility, for our learning and our behaviour.

Excellence, striving to do “Our Best Always”.

Cooperation, with friends and teachers.

Caring, for ourselves and others. Finally, we believe that all students have access to the highest quality of educational programs. Programs that inspire students to achieve their best and that will develop them into great citizens of the future.

Our school motto is; “Our Best Always”.

School context

Dungog Public School services the community of Dungog and is a proud member of the Dungog and District Community of Schools. It is the largest primary school in the community. The school catchment area includes north to Barrington Tops National Park, east to Main Creek, south to Glen William and west to Bingleburra. Students come from a wide variety of socio economic backgrounds. 75% of our students are placed in the bottom half of the Index of Community Socio Educational Advantage. Key Factors surrounding this figure include students’ family background, parents’ occupation, school education, the geographical location of the school and the proportion of Indigenous students. Dungog Public School has a population of 265 students in 11 regular and staged classes. The school offers 1 multi-categorical support class. Aboriginal students make up 9% of the population. The school has 16.6 equivalent fulltime teaching staff and 5 non teaching staff. Students are supported by a non teaching Principal, 3 Assistant Principals, a fulltime Learning and Support Teacher and School Counsellor support of 1 day per week. The school works in collaboration with the Dungog Shire Community Centre and is an active member of the Dungog Shire Family and Child network. As a result, the school has been a part of community programs that include Doug the Reading Bug, Fatherhood Festival, Dungog Playgroup and Train for School. These programs have strengthened the relationships between the school, its families and the wider community.

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework.

School staff participated in reflection of school progress based upon the School Plan and the expectations outlined in the School Excellence Framework. These reflections included; the evaluation of the school plan and milestones implemented, and the development of knowledge of the Excellence Framework. Staff provided evidence of the achievements and progress made. These discussions provided the basis for the information required to make a determination on the level our school is currently operating in each domain in regards to the levels of achievement represented in the School Excellence Framework.

In the domain of Learning our school focused on Learning Culture and Curriculum and Learning for the 2015 school year. Our positive learning culture has been enhanced by the introduction of Explicit Direct Instruction (EDI) principles. Students and staff have identified learning intentions to support the implementation of all lessons. An improvement in student engagement and a greater understanding of lesson concepts have been reported as evident in classrooms by both staff and students. Staff further developed their understanding of curriculum content and differentiation strategies to support the learning of all students. Classroom and whole school programs demonstrate the school’s commitment to Aboriginal students, Gifted and Talented students and students with a disability.

The focus for the domain of Teaching has been Effective Classroom Practice and Collaborative Practice. Staff have introduced key concepts as a part of Explicit Direct Instruction to create a structured approach to all classroom lessons. New classroom content is delivered using the “I Do, We Do, You Do” model. Professional learning opportunities for all staff have been facilitated through an increase in the time allocated for staff to collaborate either in stage teams or across stages. Staff have participated in lesson observations of their peers to support the implementation of EDI. Classroom learning programs reflect collaboration practices across planning, assessing and reporting student achievement. Middle Years links have been established with schools within the Dungog Learning Community for Mathematics. Classroom teachers have a reported an increase in consistency across classes and schools in the delivery of mathematics terminology.

In the Leading domain, the focus has been on developing Management Practices and Processes and Leadership. Leadership strategies have included engaging members of the teaching staff and driving the implementation of Explicit Direct Instruction throughout the school. School Executive have developed practices that support their stage teams and each member has assumed the responsibility for specific national curriculum implementation. All staff are encouraged and provided with opportunity to develop leadership skills across a wide range of school activities. Administration practices have been implemented to support the school plan and ensure that overall school communication is effective and time efficient.

Dungog Public School’s achievements are outlined in the following pages of this school report. Our self-assessment process will further assist the school to refine the strategic priorities in our School plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Developing the whole student.

Purpose

To provide a learning environment which is personalised for each student in a way which is purposeful, engaging and differentiated to ensure that each student’s stage of learning and development is catered for.

Overall summary of progress

A school wide focus on developing a quality learning environment for all students commenced in 2015. All staff participated in the development of scope and sequences for Key Learning Areas to ensure that all areas of the curriculum were addressed. The development of a lesson implementation model that included learning intentions for every lesson.

Learning and support team processes focused on the identification of student learning needs and the provision of targeted learning accommodations and adjustments. All teaching staff participated in professional learning to develop their understanding of the Disabilities Standards Act. Enhanced student recording and monitoring processes were developed to support student learning programs.

Staff professional learning focused upon the Explicit Direct Teaching Model with an initial focus on developing “We are learning to” (WALT), “What I’m looking for” (WILF) and “This is because” (TIB) as the focus areas for lesson delivery.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

All students learn in an environment where all the curriculum is sequenced and differentiated. Teachers’ planning and implementation includes regular assessment.

All classroom lessons are designed and implemented with a clear learning intention

<$> 25000

Assistant Principal – Pedagogy 5 days per fortnight classroom support

Learning & Support Teacher Staffing Allocation

All students identified as requiring learning adjustments are catered for including ATSI PLPs, IEPs, students on Funding Support and students identified by LST

100% of Aboriginal students and families participated in the review, creation and implementation of their PLPs.

IEPS for identified students were reviewed, updated and implemented. All parents/carers were involved in the planning and review process.

<$> 1200 Aboriginal Background Funding

Learning & Support Teacher Staffing Allocation

Next steps

Explicit Direct Instruction model to be presented by John Fleming at Term 1 Staff Development Day, focus for 2016 to develop “Warm ups” for every English, Maths and Inquiry lesson and to develop professional learning networks with other EDI schools.


Fostering quality teaching.

Purpose

To develop effective teaching programs which have been developed in line with relevant professional development, leading to a dynamic, integrated and engaging classroom.


Staff professional learning focused on the introduction of the Explicit Direct Instruction Teaching Model and strengthened staff understanding of the elements of the Quality Teaching Framework. An Assistant Principal was released from face to face teaching (5 days per fortnight) to directly support classroom teachers through observation, team teaching and cooperative planning.

Both of the school’s Kindergarten teachers commenced training in Language, Learning and Literacy (L3). The professional learning was successfully integrated into classroom literacy sessions. Data collection occurred every five weeks and was utilised to identify future learning targets. Teachers reported an increase in knowledge in regards to student performance, with 95% of Kindergarten students achieving the desired reading level. Three staff completed “Seven Steps to Writing Success” workshop and introduced strategies into their classrooms.

The Quicksmart Maths program was implemented for Year 4 students that involved daily sessions in small groups with a Student Learning Support Officer to develop and maintain student recall of number facts.




All staff use the Quality Teaching Framework & Explicit Direct Instruction Model to guide their practice and participate in QT Rounds, a process for collaborative professional learning, sharing their pedagogy through coded observations .

All staff participated in Quality Teaching Rounds training and groups were established to commence in 2016.

All classroom teaching programs provide evidence of the Explicit Direct Instruction Teaching Model. Classroom environments provide visual support for students and support EDI initiatives. All staff participated in reflective observations of a colleague.

<$> 25000

Quality Teaching Successful Students Staffing Allocation

Implementation of school based teaching initiatives - L3 (K 2015, Y1-2 2016) embedded and sustainable by 2017; Explicit Teaching Model (K-6 2016) and Quicksmart 4-6.

95% of Kindergarten students achieved expected reading level by the completion of the 2015 school year.

Kindergarten classrooms established literacy sessions conducive to L3 protocols. “Engine Rooms” established in each classroom.

Stage 2 student growth in Quicksmart Mathematics exceeded expected levels.

<$> 8150 Literacy and Numeracy Funds

$ 5 500 Casual staff


Next steps

Kindergarten teachers will commence their OPL year of L3 training. All Stage 1 teachers will commence their first year of L3 training. Selected Stage 2 and Stage 3 teachers, not previously trained in Accelerated Literacy, will participate in an intensive Accelerated Literacy Training.

Continuation of Quicksmart Maths Program in Year 4 to identify and target student performance in Mathematics.

All staff participate in Quality Teaching Rounds to embed processes for collaborative professional learning and a shared understanding of the EDI model.

Executive staff participate in ongoing evaluation of the School Excellence Framework and develop strategies to move the school from “Delivering” to “Sustaining and Growing” into “Excelling”.


Student, school and community wellbeing.

Purpose

To consolidate student wellbeing programs that enhance student expectations, using Positive Behaviour for Learning to develop and maintain a culture where students, school and community are valued and strong community support is evident in all areas of the school.


Positive Behaviour for Learning (PBL) initiatives were embedded throughout the school year. Key initiatives included; signage thoughout the school playground areas to support student behaviour and play, construction of a set of school values pencils that promoted the school PBL program to the wider community, implementation of PBL lessons to support student behaviour in Resilience, Respect and Responsibility, PBL programs to support Stage 3 students Resourceful Adolescent Program (RAP) for Year 6 girls, Rock and Water for Year 5/6 boys and Cool Kids, continued promotion of the school’s recognition of student achievement and effort through the PBL awards program, and school visits to promote PBL at the local preschool and long day care centre.

Student wellbeing programs provided opportunity and support for students across a wide range of areas. The school worked collaboratively with the Dungog Shire Community Centre to successfully stage events to support students and their families after the April storm event. Students participated in a range of activities across a virtual network with students from other schools within the Dungog Shire Community of Schools.




95% of staff, students and the wider community use PBL language to reinforce and focus on positive behaviours and school values.

PBL visuals and signage installed throughout the school. All classroom teachers implemented the You Can Do It Program to support student wellbeing and foster positive relationships throughout the school.

<$> 3500 PBL – Social Equiity Support Funds

All student wellbeing, health and pastoral care is identified and catered for by in school and community programs.

Staff analysis of behaviour data utilised to respond to student need and develop programs to support social skills for students.

Student assistance support for families provided equitable access to school events, excursions and visiting performances.

Stage 3 boys and girls participated in “celebration” events to acknowledge their successful participation in their respective wellbeing programs.

<$> 3500 Student Assistance support – Social Equity Support Funds.

Next steps

Continued implementation of You Can Do It Program expanded to include “Getting Along” lessons and the establishment of Kindergarten Buddies Program to support students entering their first year of school.


School Learning Support Team and Positive Behaviour for Learning Team to work collaboratively to establish proactive strategies to support student wellbeing throughout the school; including Peer Support Program, Playground Leaders Program, Buddy Bench, and Year 5 student leadership program.

PBL team attend network meeting to build collective knowledge, support other schools and enhance school programs.

School participation across the community of schools including Term 2 Sports visit program and Term 3 Olympic Day event.

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

Strategic Direction 1 and 2

All Aboriginal students participated in the development and review of Personalised Learning Plans in consultation with their parents/carers and classroom teacher.

Additional classroom teacher employed to support learning programs on an individual and small group basis.

Total:

$13 500 Classroom support programs

$300 NAIDOC celebration

$500 student wellbeing support

English language proficiency funding

Nil funding received for this initiative in 2015 <$>

Targeted students support for refugees and new arrivals

Nil funding received for this initiative in 2015 <$>

Socio-economic funding

Strategic Direction 1, 2 & 3

SLSO employed to assist students with learning support needs within the classroom and playground.

Assistant Principal released 5 days per fortnight to support classroom teacher and EDI initiative.

Quicksmart Maths program implemented for Year 4 students.

PBL resources and wellbeing programs to support school programs.

Student wellbeing initiatives/programs.

$ 31 000 classroom teacher support and SLSO wages

$18 250 Quicksmart Maths program and SLSO wages

$6000 PBL program support

$2600 Student wellbeing initiatives

Low level adjustment for disability funding

Strategic Direction 1 & 2

SLSOs employed to support students to achieve identified learning and social goals. Support provided assisted student engagement and participation rates as well as successful completion of IEP goals.

$ 29 000 SLSO wages

Support for beginning teachers

Nil funding received for this initiative in 2015. Two beginning teachers were employed through merit selection to commence in 2016.

<$>

Mandatory and optional reporting requirements

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

The number of enrolments for 2015 stabilised at 265. There was a slight growth in enrolment throughout the year with a number of out of school zone enrolment enquiries.

Gender 2009 2010 2011 2012 2013 2014 2015

Male 112 103 101 107 128 137 142

Female 133 119 109 103 129 133 123

StudentEnrolment

Student attendance profile

The attendance across K-6 of students at Dungog Public School was on par with the expected State level for attendance.

Year 2010 2011 2012 2013 2014 2015

K 95.7 94.7 95.8 94.5 94.1 96.2

1 92.7 93.1 94.2 94.4 94.2 92.4

2 93.7 93.1 93.3 94.9 95.8 93.4

3 94.7 92.2 92.5 94.8 93.8 94.6

4 94.5 94.1 92.8 93.6 94.8 92.9

5 92.8 93.4 93.7 92.3 94.3 91.1

6 92.3 93.4 95.5 93.1 92.3 91.7

Total 93.7 93.4 94.0 93.9 94.2 93.0

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Student attendance was closely monitored by the school executive and the HSLO to ensure regular attendance at school. The school implemented a number of positive support programs to work collaboratively with families to support regular school attendance.

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 3

Head Teacher(s) 0

Classroom Teacher(s) 8

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0.2

School Administrative & Support Staff 3.522

Itinerant Hearing Disabilities 0.6

Other positions 2.046

Total 20.328

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

One member of staff identifies as being Indigenous.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 100%

Postgraduate degree 18%

Professional learning and teacher accreditation In 2015 all permanent and temporary staff were accredited at Proficient level. Staff Professional Learning has been discussed in detail in Strategic Directions 1 to 3.

Financial information

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

School performance

NAPLAN

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

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Parent/caregiver, student, teacher satisfaction

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

The School Survey asked parents, students and staff to indicate their level of satisfaction with Dungog Public School. Respondents were asked to give a rating from 1 (dissatisfied) to 3 (satisfied) to 5 (extremely satisfied). Survey returns were slightly lower than previous years.

Their responses are presented below:

Sample comments from staff:

Collaborative staff, supportive executive, students who want to learn and do their best.

Positive, good support from colleagues. Great school to work at. Great group of kids.

I love working here.

Caring, committed, continually trying to improve.

Sample comments from students:

This is a great school. Activities are fun, teacher are friendly. Safety is great and food is tasty.

Everyone is kind and they are also caring. The teachers are awesome, it is a big school and it is easy to make friends.

I love being at this school it is such a good school but the notes and homework need improving.

I have enjoyed Dungog Public because of the activities we get to take part in.

Sample comments from parents:

The school could make better use of the Skoolbag App and social media.

3.4

3.6

3.8

4.0

4.2

Staff2013/14

Staff2015

Parent2013/14

Parent2015

Student2013/14

Student2015

Satisfaction Survey

Date of financial summary 30/11/2015

Income $

Balance brought forward 107168.38

Global funds 253269.97

Tied funds 263523.52

School & community sources 130388.09

Interest 4638.02

Trust receipts 18471.00

Canteen 0.00

Total income 777458.98

Expenditure

Teaching & learning

Key learning areas 42305.81

Excursions 47951.34

Extracurricular dissections 57126.31

Library 1358052

Training & development 1582.96

Tied funds 214840.39

Casual relief teachers 60273.26

Administration & office 61390.81

School-operated canteen 0.00

Utilities 55100.89

Maintenance 11614.80

Trust accounts 20969.79

Capital programs 0.00

Total expenditure 574514.88

Balance carried forward 202944.10

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http://www.myschool.edu.au/

Issues are resolved quickly, my children get the classroom help they need.

We love DPS, great teachers.

The school staff are welcoming and open to the questions I have had. They really want the kids to achieve and be best they can be. Our family enjoys spending time at the school. The kids are happy and learning.

Policy requirements

Aboriginal education

Dungog Public School is committed to Aboriginal Education and to recognising and celebrating the traditional owners of the land.

In 2015 all Aboriginal students and their families participated in support meetings to develop and review their Personalised Learning Plans (PLP). These plans have been uploaded to a central computer system to provide all staff with access and to develop the continuity of the plans throughout the student’s school life. Feedback from parents and students was very positive – with many parents utilising the meeting to have a greater involvement in the school.

Resource funds were allocated to support the learning needs of Aboriginal students. This included the employment of a School Learning Support Officer (SLSO) to work with individual students to help them achieve the goals of their PLP. A classroom teacher was employed to work 1 day per week with students to support their learning within the classroom. Support was made available for families who had financial difficulties that may have prevented their children from participating in school excursions, visiting shows and other cost based activities.

A Norta Norta tutor was employed to support students in Year 4 and Year 6. This tutor worked closely with the classroom teacher to develop student skills in literacy and numeracy.

Staff participated in Professional Learning sessions to develop strategies to engage students and provide culturally sensitive programs that included Aboriginal perspectives across all Key Learning Areas.

All students participated in a variety of learning activities during NAIDOC Week Celebrations. These activities provided leadership opportunities for senior Aboriginal students as they were able to lead selected activities.

The school continued to recognise the achievement of Aboriginal students through the presentation of an academic award for an Indigenous student at our annual Presentation Day assembly.

Multicultural Education and Anti-racism

Our school considers multicultural education and the respect of others’ cultures and beliefs as being extremely important. For this reason students are taught to develop skills, knowledge and attitudes required for a culturally diverse community.

Key highlights for 2015 included:

Whole school participation in Harmony Day activities. Harmony Day has embedded itself as a key date on the school calendar and is well supported by students and their families.

Visiting shows to the school promoted cultural awareness, a highlight being the combined Opera Australia and Deaf Australia performance that combined singing and signing.

The school’s Anti-Racism Contact Officer (ARCO) updated their knowledge and skills through attendance in professional learning. No cases were referred to the ARCO in 2015.

The school reviewed its literacy material to ensure an even approach to multicultural perspectives was maintained.

Environmental education and sustainability

In 2015 the school participated in the CSIRO Scientists in Schools Project. Students in Years 3 and 4 worked with the scientist to develop the school’s vegetable garden and to plan for sustainable methods of irrigation and crop rotation. Through the project the school successfully applied for several grants to support the implementation of the gardening program and to develop the garden as a community resource.

Family and community programs

Throughout the 2015 school year Dungog Public School worked with the Dungog Shire Community Centre to develop and strengthen links in the community. These projects included:

Hosting community support events to assist families after the April storm event.

Hosting a community movie night.

Hosting and supporting the Train 4 School school readiness program across 10 sessions throughout the year.

Continued participation in key community events including ANZAC Day, Pedalfest, Dungog Festival and Dash and Dawdle.

Achievements in the arts and sport

Significant opportunities were provided to students to support their involvement in the arts and sport including:

Student participation in School Spectacular for the first time. Students performed in Sydney as part of the choir.

Production of a school concert, “Dungog’s Got Talent” that highlighted individual students and group performances.

School music groups were established and strengthened including; Signing Choir, Singing Group, Guitar Group and Boys Rhythm Group.

Continued student involvement in the Col Hatchman Drum Corp program.

PSSA Sport involvement in knockout competitions for; cricket, football, rugby league, touch football, netball and basketball.

The school continued its participation in Horse Sports events throughout 2015.

Student participation at PSSA Zone, Regional and State carnivals for Swimming, and Zone and Regional carnivals for Athletics and Cross Country.

Staff PSSA involvement at Regional and State level. Two staff members were appointed as State team managers and attended School Sport Australia events.

dungog public school annual report · the annual report for 2015 is provided to the community of...

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