otford public school annual report · otford public school is a close ... participation is the ......

Otford Public School Annual Report

2818

2015

Introduction The Annual Report for 2015 is provided to the community of Otford 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.

Lesley Matthews Principal

School contact details:

Otford Public School

Station Road

Otford NSW 2508

www.otford-p.schools.nsw.edu.au

[email protected]

42941323

Message from the Principal Otford Public School is a close-knit semi- rural school where our students, their families and the local community are welcomed, valued and respected. The school currently has an enrolment of 59 students and features three multi-stage classes. The dedicated, cohesive and experienced staff focus on maximising learning outcomes for all students by delivering quality teaching and learning programs and the promotion of student wellbeing. The school is actively supported by the local community and Parents and Citizens’ Association (P&C). Commencing in 2014 and continuing in 2015 our school embarked on a journey of school improvement facilitated by my involvement in the NSW Primary Principals’ Association Principal Credential. As a school our challenge was by the end of 2015 staff and students at Otford Public School will, as part of everyday learning, engage in regular effective feedback to each other at staff, student and community level by knowing our students and how they learn and clearly and explicitly communicating the learning intentions of teaching and learning in the classroom. Students are able to articulate their individual learning goals to both teachers and parents and are able to articulate where they are now and where to next. We will measure our success tracking progress along the learning continuum in both literacy and numeracy as well as observing and discussing with students and the community the level of engagement, self -reflection and self- regulation occurring in classrooms for improved student outcomes. It was a valuable journey resulting in all members of our school community having an understanding of how to make the learning visible. All staff participated in Taking Off With Numeracy (TOWN) an initiative to improve student outcomes in mathematics. I certify that the information provided in this report provides a balance and genuine account of the school’s achievement and areas for development. Lesley Matthews Principal

School background

School vision statement

Otford Public School is dedicated to providing a nurturing and safe school community where students are able to achieve to their full potential through independent and creative learning opportunities.

We aim to foster compassion and social justice through seeing our small school as part of a larger global society where our students will become active and informed citizens of the world.

School context Otford Public School is located at the northern end of the Illawarra South East Region adjoining the Royal National Park, just south of Sydney. It is a small community school caring for children and preparing them for the future. Our school motto is: We Learn and Grow Together. The school focuses on nurturing students so that they may realise their potential in a safe, caring environment. Staff, students and parents create and maintain a happy, positive atmosphere in which to learn. Students are given responsibilities and are involved in decision making. Participation is the focus rather than competition to allow each child's individual talents to be developed. Students act with initiative, show common sense and interact with honesty, respect and creativity in an environment which values multi-age groupings. Our school is committed to providing high quality learning experiences achieved through implementing a balanced curriculum that aims to prepare students for the 21st century; increasing the use of technology; recognising the roles and contributions of all school community members in setting appropriate educational goals and maintaining a strong focus on literacy and numeracy.

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.

Staff examined the school plan to determine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected on the progress made by the school as a whole based on the expectations identified in the Framework.

In the domain of Learning, our efforts were primarily focused on learning culture, curriculum and learning alongside student performance measures. The creation of a positive and productive learning culture amongst staff and students has been a feature of our progress. Attention to individual learning needs through the implementation of Professor John Hattie’s Visible Learning through the introduction of learning intentions, success criteria and effective feedback has been a highlight of our progress. Students with support needs were identified early and their parents increasingly involved in planning and supporting the learning directions.

Our major focus in the domain of Teaching was effective classroom practice, collaborative practice within our small schools network and learning and development through our participation in Taking Off With Numeracy (TOWN). It is important to take every opportunity to engage staff in professional dialogue about teaching and learning, assessment both summative and formative and consistent teacher judgment.

The use of technology for learning, the importance of data analysis to inform decision- making, the developing of teaching practice through reflection and feedback are essential components of best practice to influence change. The development of explicit literacy and numeracy programs incorporating new syllabi all highlight a positive teaching culture that is moving student learning to a new level. Staff are developing their own evidence based practices through their reflections and evaluations to continually improve their own Professional Development Plans.

In the domain of Leading, the principal undertook school based professional learning by participating in the NSW Primary Principals’ Association Principal Credential. The National Professional Standards for Principals three leadership requirements of: Vision and Values; Knowledge and Understanding and Personal Qualities, coupled with social and interpersonal skills as well as the professional practices of leading teaching and learning; developing self and others; leading improvement, innovation and change; leading the management of the school and engaging and working with the community were put in the spotlight in the implementation of a school improvement challenge creating a dynamic school learning culture.

The new approach to school planning, supported by the new funding model to schools, is making a major difference in our progress as a school. The achievements and identification of next steps are outlined in the following pages of this 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 for our students.

Strategic Direction 1

Differentiated Learning

Purpose

Today's classrooms are filled with diverse learners who differ not only culturally and linguistically but also in their cognitive abilities, background knowledge, and learning preferences. Based on this knowledge a differentiated instruction approach to teaching and learning gave students multiple options for taking in information and making sense of ideas. Teachers provided explicit, specific and timely effective feedback to students on how to improve.

Overall summary of progress

Our school wide focus was for an increased proportion of students achieving through the school’s teaching and learning programs measured by external performance data, school based performance data and community survey results.

This has been measured by : • an increase in students attaining a higher than expected growth in external data • movement of students along the literacy and numeracy continuum • individual student reports include descriptions of the student’s strengths and areas of growth

Practice: Improved student achievement in literacy and numeracy reflects the positive engagement in rich teaching and learning through the implementation of L3, TEN, FoR and TOWN.

A differentiated curriculum enabled every student to become a successful learner who engaged positively and independently in quality learning programs to achieve their personal learning goals through being actively engaged in visible learning using success criteria to make the learning visible using effective feedback.

Quality educational outcomes are supported and enriched through technology with an inquiry based methodology intrinsically motivating high achievement and success supported by our P&C with the provision of laptops on a 1:1 basis. This enabled our school to engage 21 century learners using technology to improve student learning outcomes.

Collegial sharing and networking within the school and across our community of schools ensured quality delivery of best practice. Our small schools network has facilitated teachers across other small schools to work collaboratively to look at current practice and the where to next in teaching and learning. A school based facilitator of TOWN (Taking Off With Numeracy) enabled staff to engage professionally with colleagues in other small schools.

Parent consultation in school decision making processes is an expected outcome in the school’s efforts to deliver quality educational experiences for all students.

A culture of shared responsibility in student achievement is developed and maintained through consultation and communication with teachers, students and parents.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year Funds Expended

An increased proportion of students achieving through the school’s teaching and learning programs as measured by external performance data,

At the end of 2015 all students were being plotted and tracked using PLAN software.

All staff have completed Module 1-2-3 of TOWN with the remaining Module to be completed in 2016. This involved professional development from a school based trainer in combined collegial meetings, between modules

3 teacher days $440 x 3 $1320 for TOWN Trainer Training –TPL

school based performance data and community survey results.

tasks and collecting evidence to review and discuss. Supplement combined RAM funding with $3000 SB to engage a LAST for 0.1 to make up for allocation being decreased from 0.2 to 0.1.

RAM socio economic background $1056

RAM English language proficiency $3552

Low level adjust for disability $2462

This may be measured by :

*an increase in students attaining a higher than expected growth in external data.

*movement of students along the literacy and numeracy continuum.

*individual student reports include descriptions of the student’s strengths and areas of growth.

Staff continuing with ongoing assessment in maths and spelling.

Evaluation of current spelling programs; revised teaching and learning programs; implementation of new model.

Post-testing of maths and spelling;

Updated tracking on PLAN.

Literacy and Numeracy school funding $2908

Purchase of new resources to assist with the implementation of new strategies in spelling- $350

Next steps

-Continue to build on staff understanding of how to use literacy and numeracy continuums to track student progression of learning.

-Continue to build on staff knowledge around using PLAN data to track the where to next for student learning on a 5 week teaching and learning cycle.

- Build on making the learning visible through extensive use of explicit learning intentions embedded in lessons with clear guidelines ie. success criteria for students to see where they are now and where to next in their learning.

- Participation in a Illawarra Visible Learning Community – Systems Leadership Grant using $40,000 shared between seven schools to collaboratively work with like-minded schools to continue the journey making the learning visible using mentoring and task focused professional development for each teacher both experienced and early career teachers.

- The implementation of a STEM (Science, Technology, Engineering and Mathematics) project with a $4,000 grant to develop fundamental skills in mathematics, to be scientifically literate and literate in technologies so students are preparing to thrive in the careers of tomorrow. A solid foundation in these subjects gives students the critical thinking, creative and problem-solving skills that can help drive innovation in our evolving economy.


Quality teaching

Purpose

Teachers have the capacity to provide curriculum that is differentiated to meet students’ strengths and needs. All staff are provided with ongoing quality professional learning to meet the challenges of future pedagogy and practice. Teachers network and collaborate with the broader community to provide quality programs and resources to achieve improved student outcomes and academic growth for every student.


Quality teaching, assessment and the use of learning intentions have been a key professional learning focus in 2015 to achieve this strategic direction, based on the research of Professor John Hattie.

Teachers Performance and Development Plans (PDPs) drive the delivery of quality educational programs as teachers build upon their own strengths and identify their own pathways in professional learning. Staff used the AITSL Self-Assessment Tool to assist in defining strengths and weaknesses in their professional practice. This data was used to design a PDP to improve quality teaching practices, clear evidence of teachers taking action to improve their practice.

Teachers use student performance data to measure the effectiveness of their teaching and learning programs. Teachers are beginning to utilise PLAN data more effectively to provide differentiated teaching and learning programs as well as provide feedback to parents.

There is a shared responsibility between teachers and students to identify the learning intentions and expected outcomes of teaching programs.

Teachers beginning to review their own teaching methodology and practice to communicate and share their ideas with their colleagues.

Teachers participate in professional learning targeted to school priorities and establishing clear learning goals to meet their personal and professional needs.

The impact of the measures put in place are teachers are reflecting on their current practice and engaging in professional development to improve student learning outcomes within a small school setting.




PLAN data utilised by all classroom teachers to provide differentiated teaching and learning programs as well as provide feedback to parents.

Teachers continue to use all forms of data to drive teaching and learning. At the end of 2015 most students demonstrated anticipated growth on continuums in the areas of writing, grammar and punctuation. Further improvement in teaching and learning programs in reading, spelling and numeracy are needed in 2016. The results from such a small cohort of students at our school can adversely affect the true outcomes of learning from NAPLAN results. Our results are not viewed as percentages so as not to identify individual student outcomes.

No cost to school

Staff used the AITSL Self- Assessment Tool to assist in defining strengths and

The whole school engaged in a school improvement challenge of implementing Professor John Hattie’s Visible Learning. This involved looking at their current practice analysing strengths and weaknesses and then devising a

Ongoing professional development across a variety of KLAs

weaknesses in their professional practice. Data was collected and analysed to design Performance and Development Plans to improve quality teaching practices. Teachers taking action to improve their practice was evident.

Performance and Development Plan to improve teaching practise. Resources were purchased to support their learning and areas of identified need for students.

Opportunities to visit other schools involved in implementing Visible Learning where facilitated and opportunities to hear about Professor John Hattie’s research were facilitated through his symposiums.

The principal undertook professional learning in line with her Performance and Development Plan and took part in a study of high performing school in Melbourne Victoria to bring back key strategies and practices to improve student learning.

$7326.35 ie. L3 ongoing training- $1764; beginning teacher $2340; SAKGF-$1229; Teaching principal release whilst engaging in a study tour of high performing school in Victoria ( no cost to the school) ; providing whole school teacher release to visit schools on the Visible Learning journey ie. Lurnea PS. 1 x $440=$440 Visible Learning Symposium Sydney 3x $440 = $1320

Next steps

Engage the whole staff in data collection and tracking systems to enhance our focus on impact and to better plan ongoing student learning growth. Data collection to occur in Weeks 5 and 10 each term.

Staff continuing to refine, reflect and make change to the Performance and Development Plans as milestones have been met and devise new challenges in the learning and practice.

Staff to plot themselves against the AITSL classroom practice continuum to see where they are now and where to next.

Staff to maintain and continue to engage more deeply with the literacy and numeracy continuums to better understand student learning at this point in time and plan for the where to next to improve student engagement and understanding of their own learning.

All data tracked on PLAN.

All staff to engage in collaborative practices to improve consistent teacher judgment in a small school setting by planning both summative and formative assessment to track student learning more effectively.

Continue to liaise with our small schools network as well as Seacliff Community of Schools colleagues.

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Community Connections

Purpose

Strong community partnerships are encompassed through a shared vision where the school and community work in collaboration to provide students with quality educational experiences.

Effective communication and processes will underpin our school’s directions as we work in partnership to achieve our goals and challenge our students to be successful 21st century learners.


Parents and community members actively engage in a wide range of school related programs and activities. The school successfully collaborates with parents and the broader community to establish common goals and directions of the school through the use of newsletters and online surveys. The school articulates a commitment to equity and high expectations for learning for every student and is responsive to the changing needs of the school’s community. A shared responsibility is evident through the school’s leadership, teaching and learning and the school’s evaluation processes to review learning outcomes for students. The school acknowledges and celebrates student achievement and recognises the contributions made by all key stakeholders in the learning community. Students, teachers and parents provide constructive feedback on school practice and procedures and work collaboratively to determine future directions of the school. Strong links with other small schools provide opportunities for educational providers and other organisations to support school programs within the community of schools.




A higher incidence of community members responding to parent forums and online surveys about the school’s direction and future focus.

Increased attendance at parent forums and the collection of evaluations at the end of each session with suggestions for future sessions.

Parent feedback emails about innovative practices planned for 2016.

No funds expended due to the nature of online surveys.

Planning for forums was delivered and planned by school principal in own time- no cost to the school.

Collaborative planning a regular occurrence throughout the year with high levels of student, staff and community engagement.

School Self- Evaluation on the effectiveness of Parent Forums.

Parent survey circulated about the effectiveness of communication within our school.

A Visible Learning Team Matrix was completed to gauge our future directions in the continuation of making the learning visible for our students to achieve improved student outcomes.

Online surveys used through Survey Monkey at no cost to the school. Evaluative videos of parents describing their observations of the impact of the introduction of learning intentions, success criteria through effective feedback- no cost to the school.

Next steps

As a small school it is important to maintain open and honest communication with all stakeholders at all times. Consultation about parent need in terms of new initiatives offered throughout 2016 such as the Visible Learning Community Grant and how the money will be used to improve both teacher practice and student learning.

Information disseminated to parents about the STEM project and what the implications will be for both classroom teacher and students embarking on this new and innovative initiative to keep parents informed about its focus and intended outcomes.

Parents continue to be informed about the Visible Learning Community Grant and how the professional development of teachers is making an impact on student learning outcomes.

Conduct parent forums on learning goals that are linked to learning intentions and success criteria, the use of data walls; tracking on PLAN linked to cluster markers on the literacy and numeracy continuums, the use of effective feedback, bump it up walls and other formative assessment strategies.

Next Steps

Next Steps

Key initiatives and other school focus areas

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

Aboriginal background funding

No funding available, but Aboriginal perspectives embedded in classroom teaching and learning programs.

Not funded

English language proficiency funding

Engaging an ESL/LAST 0.1 for the remainder of the year to work in classrooms alongside teachers to improve student learning outcomes as evidenced in external and internal data measures.


RAM English Language Proficiency funding $3552

Targeted students support for refugees and new arrivals

No funding available- not applicable to our school setting.

Not funded

Socio-economic funding Engaging an ESL/LAST 0.1 for the remainder of the year to work in classroom alongside teachers to improve student learning outcomes as evidenced in external and internal data measures.


RAM Socio-economic background funding

$1056

Low level adjustment for disability funding

Engaging an ESL/LAST 0.1 for the remainder of the year to work in classroom alongside teachers to improve student learning outcomes as evidenced in external and internal data measures.


Low level adjustment for disability funding

$2462

Support for beginning teachers


Not funded

Other school focus areas Impact achieved this year Resources (annual)

Other, including Early Action for Success


Not funded

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

Gender 2011 2012 2013 2014 2015 Male 41 39 37 37 41 Female 17 24 20 20 19

Student attendance profile

Year 2012 2013 2014 2015

Scho

ol

K 96.3 95.8 96.8 94.5 1 95.4 95.1 94.0 95.5

2 91.8 94.4 96.1 91.9 3 95.8 90.9 98.7 96.9 4 94.7 91.1 94.8 94.5 5 97.2 92.7 93.5 90.0 6 94.8 94.5 92.9 90.6

Total 95.2 93.4 95.2 93.5

Stat

e Do

E

K 94.3 95.0 95.2 94.4 1 93.9 94.5 94.7 93.8 2 94.2 94.7 94.9 94.0 3 94.4 94.8 95.0 94.1 4 94.3 94.7 94.9 94.0 5 94.2 94.5 94.8 94.0 6 93.8 94.1 94.2 93.5

Total 94.2 94.7 94.8 94.0

Structure of classes

Roll class Year Total in class Total per year

K/1 K 10 18

1 8 18 1/2/3 1 5 17

2 6 17 3 6 17

4/5/6 4 7 24 5 8 24 6 9 24

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

Workforce composition

Position Number Principal 1.0

Classroom Teacher(s) 2.0 Learning and Support Teacher(s) 0.1 Teacher Librarian 0.168 School Administrative & Support Staff 1.206 Other positions- PT; RFF and QTS 0.314 Total 4.788

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Otford Public School comprises 0% of Indigenous staff.

Workforce retention The composition of the school’s staff, both teaching and non-teaching has not changed from 2014. Teacher qualifications All teaching staff meets the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma

100

Postgraduate degree

Professional learning and teacher accreditation

No staff at Otford Public School is undertaking Teacher Accreditation. Beginning Teachers One casual teacher, who is Early Career Teacher, worked as full time staff member in 2015.

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.

Date of financial summary 30/11/2015 Income $ Balance brought forward 150013.35 Global funds 105507.68 Tied funds 53851.56 School & community sources 28735.78 Interest 3915.78 Trust receipts 1340.00 Canteen 0.00 Total income 343364.15 Expenditure Teaching & learning

Key learning areas 23311.81 Excursions 10604.78 Extracurricular dissections 10220.99

Library 2467.45 Training & development 7422.75 Tied funds 53732.98 Casual relief teachers 11029.98 Administration & office 26838.95 School-operated canteen 0.00 Utilities 9170.55 Maintenance 16483.84 Trust accounts 1340.00 Capital programs 0.00 Total expenditure 172624.08 Balance carried forward 170740.07

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 - Literacy (including Reading, Writing, Spelling and Grammar and Punctuation)

Year 3 NAPLAN Reading Average Score 2015

School SSG State DoE 530.3 465.4 422.4

Year 3 NAPLAN Writing

Average Score 2015


Year 3 NAPLAN Spelling Average Score 2015


Year 3 NAPLAN Grammar and Punctuation Average Score 2015


Year 5 NAPLAN Reading Average Score 2015


Year 5 NAPLAN Writing Average Score 2015


Year 5 NAPLAN Spelling

Average Score 2015


Year 5 NAPLAN Grammar and Punctuation Average Score 2015


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

NAPLAN - Numeracy

Year 3 NAPLAN Numeracy

Average Score 2015


Year 5 NAPLAN Numeracy Average Score 2015


The small size of the cohort makes it difficult to perform an accurate overall analysis of individual item results. Instead each student’s individual item results have been reviewed to determine specific focus areas for further attention.

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.

Of the parents who completed the survey most were satisfied with the variety of communication offered by the school. They felt the most effective forms were the School Enews app and notes sent home with their children.

They felt that the school provided multiple opportunities for parents to discuss the social and academic progress of their children.

Parents also felt that the school informed them of the school’s progress and achievements against our 2015-2017 School Plan.

Parents also felt that the school developed parent/carer understanding of the learning process and expected learning outcomes for their children.

Policy requirements

Aboriginal education

All teachers promote Aboriginal Education as an across curriculum subject and where and when appropriate, teach an Aboriginal perspective to lesson content. The school utilised National Aboriginal and Torres Strait Islander (NAIDOC) Week and other significant days to promote reconciliation through special assemblies and classroom activities including the study of Aboriginal literature and art.

Multicultural Education and Anti-racism

The school places major significance on the delivery of programs which promote racial harmony and tolerance. The school utilised significant calendar dates, such as International Harmony Day to increase student awareness and is opportunistic in promoting multiculturalism perspectives across the curriculum. The school designates a staff member each year to act as the Anti-Racism Contact Officer (ARCO) which affords all stakeholders an avenue to resolve any issues involving vilification or discrimination.

otford public school annual report · otford public school is a close ... participation is the ......

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