2016 Eungai Public School Annual Report - Amazon S3 · 2017. 5. 5. · Introduction The Annual...

Eungai Public SchoolAnnual Report

2016

1874

Printed on: 5 May, 2017 of 12 Eungai Public School 1874 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Eungai 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.

Julie Carr

Principal

Message from the Principal

Our school’s motto of Learning Together definitely runs true at Eungai Public. It is wonderful to see so many studentsbecome engaged in their classroom learning throughout the year. Our school mission at Eungai is to provide a unique,challenging and world class education. We are definitely on our journey to achieving that for our students. Our littleschool is definitely unique. With the continued dedication and hard work of our school community around planningchallenging, meaningful learning for all students, we will continue to build on the great teaching and learning programsthat our school has to offer.

Our students have been given many different and varied opportunities to be engaged in learning activities throughout theyear. Our senior students developed their leadership skills at the peer support leadership camp and at the senior camp atCoffs Adventure Centre. They were also involved in the CWA International day where they won the regional finals fortheir wonderful slideshow presentation of Mongolia.

All of our students, K–6 have also been involved in many sporting activities throughout the year. These activities includeswimming carnivals, athletics carnivals, cross country, jump rope for heart, swimming scheme and our mini Olympics. Itwas great to see the good sportsmanship displayed by many of our students at these events.

One of the highlights of the year was the Creative Arts show. Well done to the students and teachers for the beautifulcreative artwork that was on display. The P& C hosted a barbecue on the night. It was lovely to see so many familiesthere.

Our P and C do so much for our students and school community. This includes the canteen, the welcome breakfast,Unkya market barbecues, the mothers day stall and the fathers day.

The school staff reflect the culture of the school. The students work well together because the staff work cohesively andcollaboratively, always having the best interests of the students at heart and modelling our core values.

Message from the students

This year in the Student Representative Council we did Milkshake Monday, Icy Cups, Jeans for Genes Day, a Car Wash,a Disco, NAIDOC day, Mufti days and we saved up money to pay for the bus to go to South West Rocks at the Big 4Holiday Park.

Milkshake Monday went really well because a heap of kids got yummy milk shakes. There was just right sizes foreveryone who brought one. Icy Cups were great because they would cool kids down when it was hot. Jeans for Genesday was really good because every dollar we raised on the day was sent to help scientists at the Children’s MedicalResearch institute to discover treatments and cures for children. The car wash was really fun because we got to washpeople's cars and got to clean the inside of their car. We also got really WET! The disco was a surprise because it wasreally fun to dress up in a space theme. NAIDOC day was really fun because there were all different rotations andlearning about Aboriginal Cultures. The Mufti days were really fun because we got to wear whatever we wanted towear. The big 4 holiday park was really fun because we did the giant putt–putt golf and the water park. Also for lunch wehad a sausage sandwich.

Aleesha Davis and Isaiah Macdonald


School background

School vision statement

Our vision is for students to leave Year Six at Eungai Public School with the following qualities: • A belief in themselves and their capabilities. • Self confident in a wide range of social contexts. • Working at or near their capacity in all subject areas, having been provided with work to suit their abilities.

Our vision is for staff • To work as a team of experts in achieving excellence in all areas of their professional endeavour.

Our vision for the school • Aligning with our school motto, ‘Learning Together,’ we will become a central pillar of the local community, willing

to share facilities and draw on the expertise of local people and organisations.

School context

Eungai Public School is a P5 school located on the Mid North Coast of New South Wales between Kempsey andMacksville.

Our student numbers fluctuate from between 53 and 67 students. Most are from rural or semi–rural families, or drawnfrom the townships of Eungai Creek and Eungai Rail.

The school is staffed by one teaching principal, two classroom teachers and an Administrative Manager. Support staffinclude one teacher’s aide (1), an administrative assistant (.2) and a general assistant (.2).

The school’s global budget is approximately $55 000 , with a RAM allocation of $48 500.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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, staff members at Eungai Public School discussed the School Excellence Framework and its implications forinforming, monitoring and validating our journey of excellence. The framework supports public schools throughout NSWin the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning,Teaching and Leading.

Learning

In the domain of Learning, our focus has been on Learning Culture, Wellbeing and Curriculum and Learning. Teachingstaff understand that student engagement and learning are related, with the school communicating priorities forstrengthening both. There is demonstrated commitment within the school community to strengthen and deliver on schoollearning priorities. Positive, respectful relationships are evident among students and staff, promoting student wellbeing.Quality teaching and professional practices are evident in every learning environment, providing students withopportunities to connect, succeed and thrive that are relevant to their stages of learning and development. Our continuedwork in the area of new curriculum development and implementation ensures that staff are continuing to align teachingand learning with the New South Wales Syllabus for the Australian Curriculum. The process of differentiating curriculumwas a focus area to help meet the student specific needs and goals through program delivery including L3.

Teaching

In the domain of Teaching our priorities have been on Effective Classroom Practice, Collaborative Practice and Learningand Development. Teachers regularly review and revise teaching and learning programs, regularly updating scope andsequences. The three classrooms at Eungai Public School are well managed, with well planned teaching and learningtaking place in highly motivated classroom learning environments. Throughout the year teaching staff have worked welltogether to improve teaching and learning across the school especially in the areas of Literacy and Numeracy. StaffProfessional Learning has concentrated on ensuring there is a deep understanding of the English Syllabus. There is a


focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on buildingteachers' understandings of effective teaching strategies in these areas. Teachers are actively engaged in planning theirown professional development to improve their performance. The school evaluates professional learning activities toidentify and systematically promote the most effective Teaching and Learning strategies.

Leading

In the domain of Leading, Eungai Public School has focused on Resources and Management Practices and Processes.The school's financial and physical resources and facilities are well maintained, within the constraints of the schoolbudget, and provide a safe environment that supports learning. As a school, we understand that creative and innovativeways of using school resources help to maximise student learning. We have investigated using our teaching and learningspaces in a flexible and fluid way to maximise learning opportunities. As a school we are committed to ensuring that theschool is well resourced to support newly created units of work to support new syllabus documents and that currenttechnologies are accessible to staff and students. Administrative practices effectively support school operations and theteaching and learning activity of the school. All school staff are supported to develop skills for the successful operation ofadministrative systems.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

To create successful learners in Literacy and Numeracy.

Purpose

Over the last three years Eungai students have not achieved grade outcomes in Literacy and Numeracy. With theappointment of an Instructional Leader in 2017, Eungai will take a whole school approach and adapt the early learningexpertise of the instructional leader to enhance Literacy and Numeracy in Stage Two and Stage Three.

Overall summary of progress

Staff planned quality teaching and learning units, incorporating up to date syllabus for English, Mathematics, Science andHistory as part of a two to three year cycle. PLAN data was entered at the end of 2016 for Years Kindergarten to YearThree in preparation of Eungai becoming a Early Action for Success school in 2017. The Relief from Face to Face rosterwas developed around very minimal interruptions to the morning literacy sessions. The Learning Support Teacherworked within the literacy setting.

School programs were analysed to ensure all students were being catered for and teaching and learning wasdifferentiated.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Numeracy and Literacy Scopeand Sequences completed.

PLAN data updated twice a termindicating whether or not studentsare on track.

Minimal interruptions to theLiteracy and Numeracy blocks.

Student directed learning

Differentiated programming

Improved NAPLAN results andgrowth from Grade 3 to Grade 5,and then to Grade 7.

School format for Scope and Sequence developed.First year of Scope and Sequence completed for allstages.

Overhaul of Learning Support Program to ensurethe LaST works side by side with the classroomteacher.

School Spelling program purchased and access toonline Website subscription to Literacy Planetpurchased.

$ 3000 for casual days

Extra staffing allocationincorporated into the LaSTtimetable.

$1700

$1400.00

Next Steps

With Eungai Public School becoming a part of the Early Action for Success Strategy in 2017, we will be focusing on thedelivery of high quality professional learning in Literacy and Numeracy. All classes K–6 will be focusing on studentbased, independent, self regulated, differentiated learning. Staff will participate in further professional learning around theliteracy and numeracy continuums and PLAN. Staff will also complete the Building Blocks for Numeracy Online Course.



To raise the students’ expectations of themselves and what they can achieve.

Purpose

Eungai is a rural area that has a high rate of youth unemployment. Some stay in the area simply because they haverarely been to other places and are not confident to do so. This strategic direction is aimed at equipping students withgreater knowledge of the opportunities available in education and employment in other places, and also to see Eungaisimply as a small part of a world wide network of places and people.


The Student Representative Council was restructured, enabling students from Years 2 to 6 to participate. Students wereable to gain leadership experience as part of the SRC. They led the school in planned fund raising activities. They werealso given leadership opportunities in the GRIP Leadership day, Peer Support and the Senior Camp. Peer Supportoccurred in Semester Two.

K/1 began using the "I Can' statements as a reflection of their learning and where to next.




• Higher student participation involuntary activities including theStudent Representative Council • Introduction of ‘I can’Statements

Students' involvement in SRC activities increased.More students wanted to be involved with the SRC.

K/1 students began using language on what theycan do and what they need to do next.

The School Chaplain wasutilised to support theLeadership programs in theschool.

Next Steps

The SRC will be developed further to encourage students to think both locally and globally. All students K–6 will beginusing "I can" statements as a reflection of their learning and what they need to do to next.



To create a centre of excellence, with high standards expected of students and staff in all endeavours.

Purpose

High expectations of peers and teaching staff is a common indicator of success. Students thrive and achieve more whenthey see others working hard and achieving good results around them. This strategic direction has direct ties to the othertwo. We are building a relaxed and supportive culture, where staff and students are all trying to work to their owncapacity and reach the best outcomes possible.


Staff have followed their Professional Development plans and have participated in peer lesson observations. Studentsparticipated in a Gold Day once a term to recognise and promote positive behaviour. Citizen of the Month was awardedto one student at each assembly. Staff meetings included professional dialogue around the Quality Teaching Principals.IT access was increased with the purchase of more devices.




• All staff using the qualityteaching framework to reflect on,and provide feedback to, peers,within performance anddevelopment plans. • School leaders providingopportunities for thedemonstration and modelling ofexcellence in teaching practiceswithin the school. • High expectations from andbetween all stakeholders. • Consistently applaud andrecognise high achievement bothwithin the school environmentand outside.

The purchase of five new notebooks allowed morestudents to access IT more often.

Review of technology teaching within the school,with updated core objectives and use of newtechnology.

$20 – Citizen of the monthbadge

$2500

Next Steps

There will be a change in technology practice in 2017. This should improve the connectivity and the workability of theipads. Positive Behaviour for Learning will be investigated further as to whether the school undertakes this as part ofEungai's Student Wellbeing policy. Eungai will become an Early Action for Success school in 2017. This will furtherenhance the professional leaning across the school with the addition of an instructional leader two days a week on K–2and a further one day a week on 3–6.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading Additional support from LaST staffing to workwith Aboriginal students at risk in Literacy.SLSO support for Aboriginal students inNumeracy

Sena Testing K–3 students

$2000

• Aboriginal backgroundloading ($750.00) • Socio–economicbackground ($500.00)

Low level adjustment for disability LaST program evaluated several timesthroughout the year and structure altered tosuit the needs of the students

$4884

Quality Teaching, SuccessfulStudents (QTSS)

Staff worked well together and targetedspecific areas for growth

0.047 Staffing allocation

Socio–economic background At risk students made considerable gainsespecially in K/1.

$12000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 32 29 31 25

Girls 32 29 31 27

Eungai Public School began the year with 62 students.Three families moved out of the area dropping thestudent enrolment down to 52 students. This has beenthe lowest student enrolment rate for several years.

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.9 96.7 93 92.9

1 87.8 94 97.1 92.7

2 91.5 92 93.8 94

3 92.8 94.7 91.4 93.3

4 93.1 91 92.6 94.7

5 95.8 95.8 87.9 94.4

6 93.5 97.5 92 91.8

All Years 92.5 94.4 92.8 93.5

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

Eungai Public School is proactive in managing studentscausing concern with attendance. Students who areidentified as an attendance concern are monitoredclosely through:

* consistent communication with parents by reminderletters, notification letters, telephone or interview.

* contacting the Home School Liaison Officer, when

required and adhering to HSLO policy and procedures.

* meetings between the HSLO, Principal and parents todiscuss areas of concern and ways the school cansupport improved attendance.

Class sizes

Class Total

K/1 17

2/3/4 22

4/5/6 24

Workforce information

Workforce composition

Position FTE*

Principal 1

Classroom Teacher(s) 2.29

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.17

School Administration & SupportStaff

1.41

Other Positions 0.12

*Full Time Equivalent

In 2016, there were no members of the workforce atEungai Public School that identified as being Aboriginalor Torres Strait Islander descent.

Workforce retention

Eungai Public School is a small school comprising ofbeginning to highly experienced teachers. During 2016the two permanent staff members were on leavewithout pay, and relieving on higher duties. In 2017 thiswill continue and temporary staff members will beplaced in these positions.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 0


Professional learning and teacher accreditation

The Staff at Eungai Public School participated in anumber of professional learning activities designed tobuild the capability of staff to achieve some of our keypriorities as set out in the Eungai Public School Plan.

Teachers had access to a range of professionallearning opportunities including:

* Whole school staff development day with Tony Ryanaround Transformational Learning.

* LaST Teacher attended LaST network meetings

* LaST Teacher attended Behaviour Managementtraining

* Staff member attended professional reading groups

* Whole staff completed Mandatory CPR andAnaphylaxis training

* Whole staff completed Child Protection training

* School Chaplain attended training around students atrisk of suicide

* Teaching staff attended English Syllabus training

* Teaching staff completed initial PLAN training

Financial information (for schoolsusing OASIS for the whole year)

Financial information

This summary financial information covers funds foroperating costs to <insert date> and does not involveexpenditure areas such as permanent salaries, buildingand major maintenance.

Income $

Balance brought forward 81 120.64

Global funds 89 209.64

Tied funds 55 421.19

School & community sources 15 824.28

Interest 1 702.85

Trust receipts 3 318.40

Canteen 0.00

Total income 246 597.00

Expenditure

Teaching & learning

Key learning areas 8 595.79

Excursions 8 840.91

Extracurricular dissections 7 621.15

Library 1 843.00

Training & development 2 362.73

Tied funds 63 175.63

Short term relief 13 980.56

Administration & office 34 226.40

School-operated canteen 0.00

Utilities 11 409.13

Maintenance 4 013.92

Trust accounts 2 954.00

Capital programs 0.00

Total expenditure 159 023.22

Balance carried forward 87 573.78

A full copy of the school’s financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

The NAPLAN results show a higher percentage ofstudents in Band Six in Year Three in Reading, Writingand Spelling. There was also a higher percentage of


students in Band Five in Grammar and Punctuationcompared to 2014 and 2015.

In Year Five, growth was indicated in Writing in BandSeven. There was also growth in the lower bands withno students in Band One for Grammar andPunctuation.

Year Three students showed growth in Band Five inData, Measurement, Space and Geometry.

Year Five students showed growth in Band Seven inData, Measurement, Space and Geometry.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Click on the link http://www.myschool.edu.auand insert the school name in the Find a school andselect GO to access the school data.

In accordance with the Premier's Priorities:Improvingeducation results, schools are required to report theirstudent performance for the top two NAPLAN bands inReading and Numeracy.

Compared to the previous year in Writing, Spelling,Grammar and Punctuation and Data, Measurement,Space and Geometry, the percentage of Year Threestudents in the top two bands increased. In the top twobands in Reading and Number Patterns and Algebra,Year Three students remained consistent compared tothe previous year.

In Year Five students showed growth in Spelling,Grammar and Punctuation and Data, Measurement,Space and Geometry in the top two bands. There wasno growth in Reading or Number Patterns and Algebra.

Parent/caregiver, student, teachersatisfaction

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

Their responses are presented below.

• Parents like that children of all ages and gradesplay together – very inclusive.

• Parents like the sporting opportunities available atthe school but would like to see moreopportunities for students to access sportingactivities.

• Parents feel that teachers make themselvesreadily available throughout the day.

• Parents and students like the size of the schoolgrounds and the students enjoy the differentplayground facilities that are available.

• Students feel that the school is a safe and friendlyenvironment.

• Parents and students like the vegetable gardenand the chicken coop.

• Parents, students and teachers feel that EungaiPublic school is a friendly welcoming place.

• Teachers value the support of the parents.

Policy requirements

Aboriginal education

Eungai Public School is committed to the continualimprovement of the educational outcome and wellbeingof Aboriginal and Torres Strait Islander students so thatthey excel and achieve in every aspect of their primaryschool. In 2016, four students identified as being ofAboriginal descent.

Eungai Public School received Aboriginal backgroundfunding in 2016. Our plan included: • An SLSO to work with students four mornings a

week, tutoring students in Multilit and working withstudents during numeracy sessions.

• Purchasing student resources for NAIDOC WeekEungai Public School promotes the inclusion ofAboriginal Perspectives in the teaching programs toensure student education opportunities are wellrounded. The school also promotes respect of theunique and ancient culture of the Aboriginal people inthe following ways: • Acknowledging the traditional custodians of the

land in all assemblies.


• Integration of Aboriginal perspectives across KeyLearning Areas so students can develop deepknowledge and understanding about Australia'sfirst peoples.

• Celebrating NAIDOC Week. Activities included aNAIDOC assembly run by our Aboriginalstudents, which included an Aboriginal dance.Students also participated in learning Aboriginaldance, listening to Dreaming Stories andcompleting works of Aboriginal Art.

Multicultural and anti-racism education

In line with the school plan, teachers have planneda teaching and learning scope and sequence. Thisscope and sequence ensures that culturally inclusiveclassroom and school practices are embedded. OurTeaching and Learning programs foster students'understandings of culture, cultural diversity, racism andactive citizenship within a democratic, multiculturalsociety.

The role of the Anti–Racism Contact Officer (ARCO) inschools is to be the contact between students, staff,parents and community members who wish to make acomplaint regarding racisim. The ARCO role involvespromoting the values of respect for all races andcultures through promoting our school values. Therewere no reported incidents of racism in 2016.


2016 Eungai Public School Annual Report - Amazon S3 · 2017. 5. 5. · Introduction The Annual...

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