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Lavington Public School Annual Report
2378
2015
Introduction The Annual Report for 2015 is provided to the community of Lavington 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.
Phil Cooper Principal
School contact details:
Lavington Public School
497 Hague Street
LAVINGTON NSW 2641
P: (02) 6025 1864
Message from the Principal Lavington Public School provides a safe and secure education facility for children in the surrounding area. We have a dedicated and experienced staff that does outstanding work to ensure that all students have the opportunity reach their potential in whatever area they endeavour to achieve. Our NAPLAN results continue to improve steadily. Our best results come from our progress between Years 3 and 5, especially in Reading and Numeracy where we are clearly above the state average in Reading, for example, by 30 points. All staff are participating in the HOW2Learn program which aims to improve classroom and life-long learning even when not in an educational setting. It highlights the changing nature of both education and learners within a 21st century context and promotes thinking about what is being learnt by both teachers and students. We continue to offer a wide range of sporting opportunities and our teams are dominant in the local school competition. We continue to be well represented at District and Regional level, with some students advancing to State and National level. The school established a multi-categorical class to accommodate the needs of a special group of Kindergarten students. It has been an immediate success primarily because of the talented and hard-working staff that caters for these young learners. The school now operates a Breakfast Club on three mornings each week. Its success is a result of the initiative and hard work of staff as well as support from all staff, parents, and local community organisations and businesses. The highlight of the year was our successful 150th birthday celebrations. It gave our students a sense of history, it gave many past students and staff the opportunity to re-acquaint them and allowed us to remember some of the great Australians who have attended Lavington Public School. I certify that the information provided in this report is the result of a rigorous school self-assessment and review process undertaken with staff, parents and school leaders and provides a balanced and genuine account of the school’s achievements and areas for development. Phil Cooper Principal
School
School vision statement
At Lavington Public School we strive to deliver educational experiences and learning opportunities that foster high expectations, inspire students to achieve to their ability and prepare them to participate positively within a twenty-first century society.
School context
The Lavington area is a diverse community, families primarily coming from a suburban background, with a nearby rural influence. Students come from a full range of socio-economic backgrounds, cultural mixes and family configurations, with all students receiving the same equal opportunity within the school environment. Lavington Public School is committed to offering a quality education for all students from an experienced and dedicated staff in a stimulating and caring environment. Apart from the traditional features common to all schools, Lavington has a comprehensive orientation program to introduce Kindergarten students into our school, and Year 6 students into High School. The school has a successful dance troupe, junior and senior choir, a highly successful public speaking program, a budding music program, a strong technology focus and an active SRC. We are a Positive Behaviour for Learning school. Lavington has always been a strong sporting school offering a wide variety of sport participation and skills development. The school is set in spacious and well-tended grounds and is continually developing its technology and building infrastructure to ensure that students learn in a pleasant up-to-date atmosphere.
Self-assessment and school achievements 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. The development of the Lavington school plan followed discussion and surveys among students, staff, parents and the school community to gain insight into the direction that the school should be heading. It was no surprise that the three strategic directions that were eventually settled upon matched those in the School Excellence Framework – Learning Teaching and Leading.
Learning in order that our students can take their place in the community as capable and productive members is the core business of schools. During 2015 the focus at Lavington Public School has been the commencement of the HOW2Learn program where students develop the habits to become life-long learners, both in and out of educational settings. The program was decided upon at an executive level as a means of introducing and teaching students the methods of higher order thinking and how to use these strategies across all curriculum areas. Members of staff with an interest in this methodology attended courses to enable them to become trainers. The focus on staff professional learning throughout the year was led by these trainers in order that teaching staff could become progressively accredited. School-wide assessment of our success will occur over the medium term with the aim to match and exceed the Premier’s Priorities of increasing the percentage of students in the top two bands of NAPLAN by 8% by 2019 and increasing the proportion of indigenous students in the top two bands of NAPLAN by 30%.
Our major focus in the teaching domain focussed on effective classroom practice in line with the Australian professional standards. This aspect was encouraged by the Department of Education by the requirement of all teaching staff to develop individual Performance and Development Plans where professional goals were developed in collaboration with other staff members and supervisors. Staff looked at system, school and personal needs in their teaching methods to develop these goals and mapped out the professional learning required to achieve them. The incorporation of data analysis in planning for learning was an integral part of this process. Having a learning partner on campus to mentor their teaching practice and strengthen performance through feedback is a major part of the process.
The further development and strengthening of leadership practices has shown positive results for both students and staff. Classroom teachers have used their professional judgement and put promising leaders into situations where they must think for themselves, often discovering that they have a talent to organise and lead others. Nurturing this hidden talent by staff has often led to students becoming successful leaders within the student body, either at the SRC level, sporting house leadership or developing a talent in a civic capacity.
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
Learning - Learning by students and staff to improve social and academic outcomes.
Purpose
To continually improve student outcomes through classroom programs that explicitly teach students to be literate, numerate, creative, productive thinkers and users of technology, where they will learn to think deeply and logically, and obtain and evaluate evidence in a disciplined way.
Overall summary of progress
The main focus in the Learning domain for 2015 has been the introduction of the HOW2Learn system which encourages students to be responsible for their own learning regardless of whether a teacher is present or if they are in a formal education setting. The school planned to have a small number of teaching staff become trainers who would then train the rest of the staff in the process. Staff would then take the information gained and apply it to their individual classroom setting. Students would then be able to apply new habits across the curriculum. What the school planned to achieve was been accomplished so far.
The planned impact on learning was to improve performances in NAPLAN testing, especially between Years 3 and 5, and to improve the reading ability of all students relative to their age (i.e., Reading Age to be higher than chronological age). This has been successful in some aspects of the NAPLAN results although this is not yet universal.
There has been a slight improvement in the Reading Ages of a number of students but at this stage of the School Plan process it is too early to draw concrete conclusions.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year Funds Expended
Student growth in NAPLAN and other standardized results, Year 3 to Year 5, to improve by 10% on 2014 levels.
Average student growth in Reading 2013-2015 was 106.9; state average for DoE schools was 76.4.
Average student growth in Numeracy 2013-2015 was 111.3; state average for DoE schools was 94.1.
$4 200.00
80% of students, Year 1 to Year 6, to exceed their Reading Age in standardized testing by the end of 2017,
December 2014 – 32% of Year 1 to 6 students below their Reading Age, 51% of students at their Reading Age (+/- 6 months), 17% of students exceeding their Reading Age.
December 2015 – 29% of Year 1 to 6 students below their Reading Age, 48% of students at their Reading Age (+/- 6 months), 21% of students exceeding their Reading Age.
$4 500.00
Next steps
• Staff training in the HOW2Learn program to continue as part of teacher Professional Learning. Deliverables for each module to be completed within 5 weeks of session delivery.
• Increase teacher Professional Learning in aspects of reading to a select number of classroom teachers who will then lead the remainder of staff.
• Increase expenditure of appropriate reading material specifically for classroom use.
• Employment of an additional classroom teacher (above what is allocated by the DoE) to reduce class sizes throughout the school enabling improved lesson delivery and monitoring of student learning.
Strategic Direction 2
Leadership – The encouragement of students and staff to expand their practical and theoretical knowledge to lead others, now and in the future.
Purpose
To give all students and staff the opportunity to learn about and experience leadership situations at all levels of their school world. Students will be taught how to collaborate, work in teams and communicate ideas to make sense of their world.
Overall summary of progress
All Stage 3 students are given the opportunity to develop leadership potential by participation in the election process for the SRC. Year 5 students participate in the Durakar Leadership Day, SRC members attend a leadership conference at the beginning of the year and all are given specific leadership roles of varying difficulty within the school campus. The democratic process was explained and practiced in classroom activities throughout the year to enable a thorough understanding of how the SRC and the various levels of government operate within Australia.
Teaching staff led curriculum areas developing their expertise in that area and enabled them improve both their leadership ability and curriculum expertise when leading discussion in their area of knowledge. This will prove to be beneficial during the later stages of the implementation of the new Australian curriculum.
What was planned for 2015 was achieved. It is too early in the School Plan cycle to judge any impact as students in earlier grades have yet to become more involved in leadership roles.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year Funds Expended
Increased student participation in formal and informal leadership activities.
Stage 3 students facilitate Primary and whole-school assemblies, activities and events. They are leaders in Peer Support lessons. During Term 4, Year 5 students displaying potential participated in the Durakar Leadership Day.
$2500
All staff are provided with leadership opportunities to enhance curriculum capabilities and develop leadership potential.
All teaching staff were supported in the development of a Professional Learningt Plan in conjunction with their Performance and Development Plan. All staff were given the opportunity to lead a curriculum or school activity committee. The chair for staff meetings is rotated through each of the executive.
$2500
Next steps
• Students at all levels accept leadership opportunities within both the class and the school.
• Staff attend leadership development and other forums to build capacity and confidence.
• Encouragement of teaching staff who wish to take on promotion positions or improve their professional standing to seek accreditation against the professional standards of accomplished and lead teacher.
• Current leaders to be encouraged to strengthen their performance through professional development and collaboration with peers from other schools.
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Strategic Direction 3
Teaching – The delivery of high quality education with consistently high standards.
Purpose
To ensure learning for all students is based on quality educational delivery and consistent high standards, supported by shared professional practices that nurture the unique talents of every student.
Overall summary of progress
The focus of this strategic direction during 2015 was on the development and implementation of individual Performance and Development Plans. The successful and effective implementation of these plans gives professional direction to the teacher, enabling them to deliver innovative and effective lessons, maintaining high interest among students and is based on current educational pedagogy. The explicit connection to the Australian Teaching Standards allows for more teachers to seek higher levels of accreditation.
Progress towards achieving improvement measures Resources (annual)
Improvement measure (to be achieved over 3 years)
Progress achieved this year Funds Expended
100% of staff achieving their professional goals which are reflected in their Performance & Development Plan.
Principal and NSWTF representative attended network presentation on the implementation of PDPs and presented to teaching staff.
Staff developed their professional goals which were, in part, achieved through their attendance at professional learning activities.
$1 000.00
$5 000.00
100% of teaching staff incorporate data analysis in their planning for learning.
NAPLAN results were analysed with the aim of identifying areas for improvement in both the short term and longer term. The results of this analysis were then discussed at Stage level with a view to incorporating into teaching/learning programs for the remainder of the year and into 2016.
$1 200.00
Next steps
• Continue to monitor the evolution of professional goals as detailed in individual Performance and Development Plans.
• Executive to lead the development with staff on delivering and receiving constructive feedback, from and to peers, students, executive and others.
• Develop an improved feedback model for lesson observation.
• Collect, monitor and analyse other educational data apart from NAPLAN results. Develop a model of how this data can be used to improve teaching and learning.
• Stage consultation on consistent teacher judgment to improve assessment and reporting.
Key initiatives and other school focus areas
Key initiatives (annual) Impact achieved this year Resources (annual)
Aboriginal background funding
All indigenous students have an Individual Learning Plan, developed in consultation with parents/carers and the student. The focus is on the improvement in literacy and numeracy. Cultural significance is included on the basis of consultation with parents/carers.
All indigenous students are provided with free and regular health checks from the Albury Wodonga Aboriginal Health Service. Extra support from the Learning and Support teacher ensures that attendance rates are improving.
$8 302.00
English language proficiency funding
Students and classes are supported by the employment of non-specialised SLSOs who give individual tuition and are guided by the classroom teacher and out specialist EALD teacher.
$14 920.00
Targeted students support for refugees and new arrivals
Refugees and new arrivals are supported by a specialist EALD teacher and SLSO, both within class and in withdrawal sessions. The school further supports them through uniform subsidy, subsidised excursions, payment of tuition fees for learn-to-swim and various other measures.
$4 003.70
Socio-economic funding
Main concentration is on Strategic Directions 1 and 3. School SLSOs employed on a full-time basis. Increase in Teacher Professional Learning to ensure high quality and relevant lesson delivery. Many school learning activities subsidised. Resources purchased.
$140 262.00
Low level adjustment for disability funding
All students receiving learning support intervention have a Personalised Learning Plan which is reviewed each term. All students are in mainstream classes and receive varying degrees of assistance within the class by experienced SLSOs. Most are engaging well within the classroom setting with resources purchased to ensure full access to all curriculum areas.
$26 949.00
Support for beginning teachers
No funding received
No funding received
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
Enrolments have levelled out after a gradual decline over the past seven years. The population in the Lavington area has remained relatively static with families remaining in houses after their children have move to high school and beyond. New housing estates are being developed in the rural hinterland with enrolments becoming more stable as younger families move in.
Student attendance profile
Overall, attendance rates continue to be on par with the State average. This is an indication that the vast majority of our students enjoy attending school.
Class sizes
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)
Assistant Principal(s) 3 Head Teacher(s) Classroom Teacher(s) 10
Teacher of Reading Recovery 0.5 Learning and Support Teacher(s) 1.0 Teacher Librarian 0.8
Teacher of ESL School Counsellor School Administrative & Support Staff 3.942
Other positions 2.250 Total 22.492
The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Lavington Public School does not currently employ any identified Aboriginal teachers. The school enjoys a close relationship with the local Aboriginal
0
100
200
300
400
500
2009 2010 2011 2012 2013 2014 2015
Stud
ents
Year
Enrolments
Male Female
Year 2010 2011 2012 2013 2014 2015K 94.6 94.7 95.3 94.9 95.3 96.11 90.8 94.5 95.7 96.0 93.9 93.52 92.5 92.4 95.8 95.2 96.6 93.03 94.2 94.2 93.4 95.3 97.0 95.34 93.7 93.1 93.5 92.9 94.2 94.65 94.4 93.5 92.2 94.1 93.4 93.66 93.6 92.3 94.1 94.4 93.0 91.5
Total 93.4 93.5 94.2 94.7 94.8 93.9K 94.7 94.7 94.3 95.0 95.2 94.41 94.2 94.2 93.9 94.5 94.7 93.82 94.4 94.2 94.2 94.7 94.9 94.03 94.5 94.4 94.4 94.8 95.0 94.14 94.5 94.3 94.3 94.7 94.9 94.05 94.4 94.2 94.2 94.5 94.8 94.06 94 93.8 93.8 94.1 94.2 93.5
Total 94.4 94.3 94.2 94.7 94.8 94.0
Stat
e Do
ESc
hool
Roll class Year
KJ K
KM K1T 1
2DV 2
1-2F 1 2
2-3T 2 3
3-4D 3
43-4L 3
4
3-4S 3 4
5-6D 5 6
5-6L 5
65-6N 5
62727
1019
1116
Total in class
20
222324
159
132425
Total per year
20
222324
24
1514
12
17
2929
29
29
1211
16
2527
272929
2727
1116
Educational Consultative Group, being represented by the Principal at most meetings. Teacher qualifications All teaching staff meets the professional requirements for teaching in NSW public schools.
Qualifications % of staff
Undergraduate degree or diploma 78%
Postgraduate degree 22%
Professional learning and teacher accreditation All teaching staff developed a Professional Development Plan (PDP)
All teaching and non-teaching staff participated in mandatory compliance training which included cardio-pulmonary resuscitation, code of conduct, anaphylaxis, child protection and detection of fraud training.
All teaching staff attends in school professional learning once each week where their expertise is developed in various curriculum areas, reports are given by other staff members who have attended a professional learning event, school and DoE policy development and changes and broader education issues are discussed as part of professional discourse.
School Development days focused on new and emerging curriculum, mandatory training, and whole-school preparation for the ensuing terms,attendance at a series of seminars presented by a number of educationalists who are experts in their field. This was hosted by the Northern Spirit group of schools at the Albury Entertainment Centre. .
The school currently has three teachers accredited with the Board of Studies Teaching and Education Standards (BOSTES) with most of our casual teachers working towards accreditation.
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.
NAPLAN - Reading
0
5
10
15
20
25
30
35
1 2 3 4 5 6
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands:Year 3 Reading
Percentage in BandsSchool Average 2011-2015SSG % in Bands 2015State DoE % in Bands 2015
0
10
20
30
3 4 5 6 7 8
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands:Year 5 Reading
Percentage in BandsSchool Average 2011-2015SSG % in Bands 2015State DoE % in Bands 2015
Date of financial summary 30/11/2015
Income $ Balance brought forward 244223.12 Global funds 219093.57 Tied funds 288218.22 School & community sources 91487.12 Interest 8335.82 Trust receipts 21944.40 Canteen 0.00 Total income 873302.25
Expenditure Teaching & learning
Key learning areas 24178.72 Excursions 45533.76 Extracurricular dissections 41190.23
Library 5469.01 Training & development 4171.23 Tied funds 147152.92 Casual relief teachers 61803.65 Administration & office 50775.51 School-operated canteen 0.00 Utilities 49829.59 Maintenance 15362.87 Trust accounts 21570.13 Capital programs 0.00 Total expenditure 467037.62 Balance carried forward 406264.63 bl k
NAPLAN - Numeracy
Parent/caregiver, student, teacher satisfaction Each year schools are required to seek the opinions of parents, students and teachers about the school. This again occurred in 2015, their responses are presented below.
43 parents returned surveys on their level of satisfaction with what is happening at the school. Generally, they are happy with the manner in which
the school is conducting its core business of educating their children.
Most appreciate the effort the school is making to expand student experiences through a wider range of excursion opportunities, but there is a concern about costs, particularly from parents with several students at the school.
Younger students are very happy with life at school although the older students have concerns about the amount of work they are undertaking as well as its increased difficulty.
Policy requirements
Aboriginal education
Every indigenous student at Lavington Public School has a Personal Learning Plan developed in consultation with the student’s parent/carer, the student and the Learning and Support Teacher.
Aboriginal Education and perspectives are embedded into the curriculum with a focus on Wiradjuri culture.
NAIDOC Week and Reconciliation Week provided all students with learning activities centered on the acknowledgement of Aboriginal Heritage.
A Welcome to Country is a feature at every school gathering and is delivered by members of the SRC. During our sesquicentenary celebrations we had the privilege of a Wiradjuri elder delivering the Welcome to Country which left a significant impression on all who attended the event.
Multicultural Education and Anti-racism
The student population at Lavington Public School contains a wide range of students from different cultural backgrounds. We believe that this diversity enriches everyone’s learning, tolerance and understanding, and supports the school’s Anti-Racism policy.
Multicultural education is a feature in classroom discussion, work units, excursions and creative activities. This year, as in previous years, it was highlighted in our celebration of Harmony Day, a K-6 event which reinforces our growing multi-cultural heritage and sets the tone for understanding and tolerance for the remainder of the year.
As in previous years, Harmony Day consisted of both indoor and outdoor activities, academic and creative events, and learning about other cultures with all students contributing in their own way.
0
10
20
30
40
1 2 3 4 5 6
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands:Year 3 Numeracy
Percentage in BandsSchool Average 2011-2015SSG % in Bands 2015State DoE % in Bands 2015
0
10
20
30
40
3 4 5 6 7 8
Perc
enta
ge o
f stu
dent
s
Bands
Percentage in bands:Year 5 Numeracy
Percentage in BandsSchool Average 2011-2015SSG % in Bands 2015State DoE % in Bands 2015
Other school programs
Best Start. At the beginning of each year all new Kindergarten students are assessed individually in order that we can gain background information on their current level of understanding in literacy and numeracy. The person who does the testing is usually their classroom teacher who also gains some insight into the student’s maturity and their attitude to work in the ‘big school’. The data collected enables teachers to better cater for individual learning and gives an accurate baseline from which to measure achievement during the first year of Primary schooling.
Student Leadership. Each year during Term 4, a number of Year 5 students participate in a Durakar leadership program where they interact with potential leaders from other school and learn the fundamentals of leadership and group problem solving. All students participate in the election of the SRC who, throughout the year, lead school assemblies, meet to discuss student input into school activities and represent the school at significant community events.
Breakfast Club. Three times each week staff run a Breakfast Club to ensure that all students have the opportunity to start the day on a sound nutritional basis. This has resulted in greater participation in class, reduced late arrivals and an increased participation by students in their own welfare.
Community Participation. Lavington has a strong record of community service by our students. Participation in community events leads to good habits of citizenship later in life. Apart from strong representation on ANZAC Day and Remembrance Day, staff and students participated in Clean-Up Australia Day and our Appeals Day raised money for four important charities. Each year our choir sings for the aged at the Borella Nursing Home. Grandparents Day was well attended and well catered for by the student body.
Sporting Achievements. The school continues to ‘punch above its weight’ at District and Regional level events, and supplies Riverina Region with three Managers/Convenors. The stand-out athlete during 2015 was again Brooke King who was a multiple medal winner at the National level in both Swimming and Athletics.