2016 Narellan Public School Annual Report - Amazon S3€¦ · The Annual Report for 2016 is...

Narellan Public SchoolAnnual Report

2016

2704

Printed on: 28 March, 2017 of 20 Narellan Public School 2704 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Narellan 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 our self-assessment that reflects the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Kellie Stojanovic

Relieving Principal

School contact details

Narellan Public SchoolCamden Valley WayNarellan, 2567www.narellan-p.schools.nsw.edu.aunarellan-p.School@det.nsw.edu.au4646 1223

Message from the Principal

It is with great pleasure that I present this report to the Narellan Public School community. I am proud of theachievements of our students and the ongoing success of the strategies being implemented by the school to create highquality learning experiences for our students.

Throughout 2016, Narellan Public school has had many accomplishments and events credited to the spirit and talent ofour entire school community. Students have had opportunities to successfully participate in excellent learningexperiences and opportunities with academic, cultural and sporting success.

I am a proud member and leader of our school community, where our students embody our school’s motto of ‘AimHigh,Build Well’. Our students give their personal best every day and greet learning with enthusiasm and commitment,whilst showing care, consideration and support for others within our school and wider community.

Throughout 2016 we continued to allocate significant funding to improve student learning outcomes, enhance communitypartnerships and improve teacher quality in line with our school vision and strategic directions. Resource AllocationModel funds have been utilised to facilitate implementation with ongoing professional learning and resource allocation forTargeting Early Numeracy (TEN), Taking Off With Numeracy (TOWN), Focus on Reading (FoR), Learning, Languageand Literacy (L3),Learning and Literacy (L2) and enrichment programs including (Self-Organised Learning Environments)and provide additional support for students. Additional teaching staff, School Learning Support Officers and a SpeechPathologist were engaged through school based funding to support high need students and to support student learning.

I would like to acknowledge the parents, caregivers, P&C committee and community of our school. Many opportunitieswould not be possible without the ongoing support that you offer to your child and our school in support of theireducation.

Narellan Public School is providing many outstanding learning experiences through our highly skilled, dynamic andenthusiastic staff. During 2016, two staff members were recognised for their outstanding service at the Ultimo NetworkAwards. Without the strong commitment and enthusiasm of our staff, many of the extra curricula opportunities offered atNarellan Public School would not be possible.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced andgenuine account of the school’s achievements and areas for development.


School background

School vision statement

Our vision is to provide quality, purposeful and engaging teaching and learning opportunities for future focused learners.

Our purpose is to establish strong foundations, with an emphasis on developing critical and creative thinkers, in a safe,caring and supportive environment. We endeavour to enhance the strong links with our local and global communities,particularly with our community of schools.

We aim for each and every child to become active and respectful citizens and achieve to their full potential.

School context

Narellan Public School has an enrolment of 335 students, including 36 Aboriginal students. The school is committed todeveloping and implementing differentiated and engaging teaching and learning programs, based on ongoingassessment and evaluation.

The school is currently implementing L3 (Language, Learning and Literacy) within Kindergarten, TEN (Targeting EarlyNumeracy) across the K – 2 classes and in 2015 commenced the implementation of TOWN (Taking Off With Numeracy)across the Year 3 – 6 classes and the L2 literacy program in Year 2.

The school draws from abroad cross-section of the local community with two-thirds of the student population falling intothe bottom two quartiles of socio-economic status. The NSW Department of Education measure of family occupation andeducation index (FOEI) is 123, which is considerably higher than other schools in the area. The Resource AllocationModel which was introduced in 2014, has provided significant funds to the school to support low-socio economicstudents and Aboriginal and Torres Strait Islander students. The funds have been utilised to support enrichment andquality teaching programs and to employ additional teaching staff and School Learning and Support Officers to supportstudents with additional learning needs. Student financial assistance has also been provided to ensure student access toprograms including speech pathology, school activities and welfare initiatives.

2016 school priority areas have focussed on Building Strong Foundations of Learning, Enhancing CommunityPartnerships and Building Teacher and Leadership Capacity.

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, our school undertook self-assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

This year, staff at Narellan Public School have discussed and self-assessed against the School Excellence Frameworkand its implications of informing, monitoring and validating our journey of excellence, progress and impact of each of ourstrategies throughout the year. We have thoroughly used the School Excellence Framework to validate the schoolsstrategic directions along with planning focus areas for 2017.

Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan, leading tofurther improvements in the delivery of education to our students.

Learning

In the domain of Learning, our school has continued to primarily focus on the elements of Learning Culture, Assessmentand Reporting and Curriculum and Learning with an emphasis on student engagement moving to student empowermentand commitment. Our improved performance in learning culture has been achieved through the review andimplementation of school based policies and programs and the greater interaction of community in school based learning


programs and commitment from parents and carers within learning programs. We continue to identify and improveprograms that address the needs of identified student groups including Aboriginal students, students with disabilities andgifted students. Teachers have focused on differentiating the curriculum to meet the needs of individual students and theschool has further developed systems to analyse internal and external assessment data to monitor, track and report onstudent and school achievement for and of learning. This included a review of our assessment and reporting policy andthe implementation of a modified semester based reporting system to provide more detailed information about individualstudent learning achievement and growth with the incorporation of students self-assessing and reflecting upon theirlearning to be included in their report.

Teaching

Our major focus in the domain of Teaching has been on Collaborative Practice for staff members. An importantopportunity has been provided to staff members in relation to planning, teaching and growing as a team in each of ourstages. Changes in teacher practise, including the use of technology and innovative learning spaces, data analysis,collective programming, classroom observations,feedback and syllabus and continuum knowledge, has resulted inincreased levels of student learning and engagement. Importantly, staff members are developing evidence basedpractice through their reflections and evaluations of collective work. Through our involvement in the 2567 Community ofSchools, staff members had the opportunity to visit other school settings and engage in professional learning andconversations with teachers about best practice, current research and trends in education.

Leading

In the domain of leading, the School Leadership Team have established and are driving a strong improvement agendafor the school,underpinned by evidence from research and practice and expressed in terms of improvements inmeasurable student outcomes. The school has developed a whole school vision that aligns with the schools strategicdirections. Explicit and clear school wide targets for improvement have been set with and communicated to the wholeNarellan community. The leadership team has analysed school performance data both internally and externally over anumber of years and is aware of trends in student achievement levels. We continue to focus on the partnerships withparents and the community and the development of leadership of staff through Performance and Developmentprocesses. We have endeavoured to provide increased opportunities for community members to engage in a wide rangeof school-related activities to support school programs and student learning through the implementation of Parent Cafés.Every staff member has developed a Performance and Development Plan in line with school professional and personalgoals. The school plan and milestones are regularly monitored and reviewed to ensure effective implementation andprogression towards the achievement of targets.

Physical learning spaces are used flexibly and technology is accessible to all staff and students. The movement towardsimproved learning spaces is in recognition of the need to change our way of teaching to ensure successful learning for allstudents. The learning spaces align with our school strategic directions. The learning spaces are powerful ways ofcontributing to the schools ability to deliver on the implementation and success of new pedagogies in deep learning.

Narellan Public School applies its resources (staff,funds, facilities, materials) in a targeted manner to meet the learningand wellbeing needs of all students. The school has invested in human resources such as the employment of twoteaching staff and 2 School Learning Support Officers above establishment. Staff have been employed in ways that bestaddress the learning needs of all students in the school and made the best use of staff expertise.

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

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

Building Strong Foundations of Learning for Every Child

Purpose

Students have a right to a quality education that offers strong foundations in Literacy and Numeracy to allow students toreach their full social, emotional and academic success.

Teachers require ongoing professional development and learning to offer quality learning for 21st Century Learners.

Classrooms and the school environment need to encompass experiences to develop ethical and moral behaviour,respect and resilience.

A comprehensive curriculum that builds upon strong foundations in essential literacy and numeracy skills and creativeand productive use of technology but also encourages creative, innovative problem solvers.

Overall summary of progress

Narellan Public School executive and staff regularly monitor the implementation and progression of milestones forStrategic Direction 1, Building Strong Foundations for Learning. All teaching staff have been supported in theimplementation of quality literacy and numeracy programs including student tracking against the Literacy and Numeracycontinuums in PLAN. Through professional learning and stage based data sharing and planning sessions, all staff havedeveloped their knowledge of and effective tracking of PLAN data to inform their teacher practise, beginning the effectiveimplementation of formative assessment across the school. The Language and Learning (L2) literacy program continuedto be implemented in the school and professional learning around the program implementation and assessment data wasshared with identified staff.This year, all Kindergarten teachers trained in Language, Learning and Literacy (L3) to support the initial learning ofLiteracy for all Kindergarten students. In addition, all staff completed Focus on Reading (FoR) training and were providedwith opportunities to update their skills around Targeting Early Numeracy and Taking Off With Numeracy programs.To support our school focus of Assessment for Learning, we began the implementation of comprehensive analysis ofstudent assessment data occurring in 5 weekly cycles to identify and support students at risk.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

All staff effectively trackingstudents on the continuums withconsistent teacher judgmentacross the school using syllabusdocuments.

All staff reviewed current school scope andsequences and stage overviews of all Key learningAreas (KLAs). Draft stage based overviews for allKLAs were completed and a scope and sequencefor English was developed and implemented.

Staff development was provided around Science&Technology, Geography and History syllabusdocuments with the development of a scope andsequence supporting these subject areas and Self-Organised Learning Environment (SOLE) practicesfor full implementation in 2017.

Consistent teacher judgement across all KLAs,Quality Teacher in and the development of theteaching and learning cycle was reviewed and staffengaged in professional learning around theEnglish syllabus, continuums and PLAN data.Fifteen minutes within each team meeting wasallocated to discuss the Teaching and Learningcycle and differentiation of learning.

Staff engaged in professional learning arounddifferentiated continuum documents and clusters.This led to the implementation of five weekly datacycles that were linked with stage based planning

$3500

$10700





All staff effectively trackingstudents on the continuums withconsistent teacher judgmentacross the school using syllabusdocuments.

sessions to ensure consistent teacher judgement,identification for students with additional learningneeds and a more consistent approach toassessment for learning.

Whole school programs were implemented toimprove future growth in Literacy and Numeracyoutcomes. First year L3 training for all Kindergartenteachers was completed in 2016 with theapplication for second year training submittedfor2017. Focus on Reading Phase 1 training wascompleted and finalised by all teaching staff.Aftersurveying staff about professional learning needsrelated to syllabus, continuum, teaching andlearning cycle and school based initiatives, it wasidentified that TEN and TOWN training needed tocontinue and additional support in classrooms wasrequested. Professional learning sessions on theEnglish syllabus and continuum was alsoprovided.Staff participated in Watching Others Work(WOW)sessions to develop their own professionallearning needs.As the year progressed schoolidentified intervention programs/initiatives includingL3, L2, FoR, TOWN and TEN were evident in allclasses across the school.The Instructional Leaderidentified a need to provide professional learning toall staff around the effective differentiation of TENand TOWN activities from K-6. Throughdemonstration lessons and team teaching, this wasimplemented in Stages 1 & 2.

$3500

$10700

80% of students achieving gradeappropriate levels against theLiteracy and Numeracycontinuums.

Whole school programs were implemented toimprove future growth in Literacy and Numeracyoutcomes. First year L3 training for all Kindergartenteachers was completed in 2016 with theapplication for second year training submittedfor2017.Focus on Reading Phase 1 training wascompleted and finalised by all teaching staff. Aftersurveying staff about professional learning needsrelated to syllabus, continuum, teaching andlearning cycle and school based initiatives, it wasidentified that TEN and TOWN training needed tocontinue and additional support in classrooms wasrequested. Professional learning sessions on theEnglish syllabus and continuum was also provided.Staff participated in Watching Others Work(WOW)sessions to develop their own professionallearning needs.As the year progressed schoolidentified intervention programs/initiatives includingL3, L2,FoR, TOWN and TEN were evident in allclasses across the school.The Instructional Leaderidentified a need to provide professional learning toall staff around the effective differentiation of TENand TOWN activities from K-6. Throughdemonstration lessons and team teaching, this wasimplemented in Stages 1 & 2.

Professional learning around effectively using PLANdata to drive teaching and learning was conductedwith staff stating they had improved their knowledgeand confidence in using PLAN software to trackstudent achievement.The employment of anInstructional Leader incorporated into

$41700

$6000





80% of students achieving gradeappropriate levels against theLiteracy and Numeracycontinuums.

professional learning time supported QualityTeaching within the classroom and current researchinitiatives highlighted across the school.

$41700

$6000

Next Steps

In consultation with the school community, our future directions for 2017 have been adjusted to reflect the immediatelearning and welfare needs of students currently at Narellan Public School. To ensure the provision of high qualityeducational outcomes, 2017 priorities will include:

• Continuation of the Targeting Early Numeracy and Taking off With Numeracy programs. Professional learning willbe provided to new and existing teachers through demonstration lessons, team teaching and training workshops.

• L3 program will continue in Kindergarten and extend to Stage 1 teachers. Stage 1 teachers will begin training of theLanguage, Learning and Literacy (L3) program.

• School monitoring systems will be refined to track individual student progress across syllabus outcomes andLiteracy and Numeracy continuums, identifying students at risk and to implement intervention programs to improvestudent learning outcomes.

• Staff will continue to be provided professional support to facilitate the implementation of Self-Organised LearningEnvironments.

• Focus on Reading will be incorporated in all Key Learning Programs and will continue within class support forteachers.

• Instructional Leader will work across the school to implement school priority areas working with teachers andstudents.



Enhancing Community Partnerships

Purpose

Strong community partnerships enhance the capacity of our families to be deeply engaged in their child’s education,instilling attitudes and values to contribute to the community and to maximise student engagement and achievement


Narellan Public School is committed to enhancing school, parent and community relationships. The school has furtherdeveloped opportunities for regular dialogue with parents and the community with the engagement of class baseddiscussion forums such as Class Dojo and Seesaw aswell as the implementation of the School Parents application. Weregularly meet with our Community of Schools to improve student learning outcomes through shared professionallearning around the Innovative Pockets of Practice (iPOPs)initiative. During 2016 we reviewed our communicationprocesses in consultation with our community to ensure we were effectively conveying learning outcomes, informationand consultation with our families. We will continue to streamline our communication methods in 2017. Communityrelationships with pre-schools and the 2567 Community of Schools have continued to provide a vast array of transitionprograms for students entering and leaving primary school. This year we introduced the Kinder Start program to provideadditional Kindergarten transition for identified students and an opportunity for all students entering Kindergarten in 2017to come and experience school life for one hour per week prior to orientation. Students moving into high school havebeen provided with comprehensive transition programs including additional transition days for students with specialneeds and Aboriginal students, curriculum based workshops, sporting challenges and Aboriginal Cultural days. Theseprograms have been highly successful in building strong community partnerships.




2 Curriculum / informationworkshops per term with 10%parent attendance. 50% increasein parents supporting their child’shome study as outlined in TTFMsurvey.

Narellan Public School provided a variety ofworkshops conducted by executive and programcoordinators to provide opportunities forparents,carers and community members to attend.These sessions addressed classroom learning,reading strategies, the School Parents website,CyberBullying, useful websites for learning, TENand consultation around the review of our Welfareand Discipline Policy. Sessions were held duringthe day and in the evening to cater for the needs offamilies and were attended by 9% of our schoolfamilies.

During 2016 we have implemented School Parentsas a way of communicating and opening ourclassrooms to parents and the wider schoolcommunity. We have had 46% of our familiesindicate they are utilising School Parents as a formof communication with our school. Informationgathered from the Tell Them From Me (TTFM)survey did not allow us to measure parent supportof their child's study and improvements incommunication.A school based paper surveyprovided us with data that parents feltcommunication had improved and that teacherswere more accessible through email and learningapplications such as Class Dojo. Staff continue todevelop their practice of introducing learningintentions and displaying samples on a consistentfortnightly basis.This will continue to be a majorfocus in 2017 with additional professional learningof staff in this area.

$1000





100% of classrooms are updatinglearning intentions and worksamples on a fortnightly basis.

During 2016, Narellan Public School combined with2 local primary schools and 1 local high school toform a Community of Schools. This saw thedevelopment of the Innovative Pockets of Practice(iPOPs) initiative where staff participated in acombined staff development day learning aboutprofessional learning opportunities across the 4settings. From this, identified staff participated inprofessional learning across the school to becomea leader in their chosen program, initiative,strategy.Their learning and knowledge was thenshared across our school. This initiative willcontinue in 2017.

$6000

Next Steps

In consultation with the school community, our future directions for 2017 have been adjusted to reflect the immediatecommunity needs of Narellan Public School. To ensure the provision of high quality educational outcomes, 2017priorities will include:

• Communication systems to be streamlined with a focus on creating a school Facebook page and all teachers usingthis form as their main communication tool.

• Aboriginal parent meetings will be coordinated to assist with the development of Personal Learning Pathways andengagement in cultural programs.

• Playgroups and preschool visits will continue. During 2017 we will endeavour to conduct KinderStart from Week 3Term 3 to allow for a longer program, therefore students having a greater opportunity to gain an insight into primaryschool life.

• Staff share student learning intentions with parents. • School consistently provide term or semester letters from each grade including upcoming calendar events and

overview of learning for students.



Building Teacher and Leadership Capacity

Purpose

Building high quality teaching and leadership practice is pivotal to students maximising learning potential andachievement.Effective teachers and leaders foster and support innovation, creative thinkers and problem solvers,excellence and success.


The leaders at Narellan Public School recognise the importance of Building Leadership and Teacher Capacity within theschool. In doing this the teaching staff are encouraged to pursue training and development in areas relevant to theirindividual needs and those of the school, in line with the Performance Development Plans (PDPs) of all teachers andschool priority areas.




All teachers have a negotiatedPerformance and DevelopmentPlan in line with NationalStandards and School Plan

All teaching staff developed individual PDPs withinterm 1. Teachers then selected a mentor to watchthem work and assess their performance in theclassroom, in-line with their goals and theAustralian Teaching Standards.

$5000

100% New Scheme Teachersworking towards or maintainingaccreditation in NationalTeaching Standards

Beginning teachers and all new scheme teacherssuccessfully completed accreditation at ProficientTeacher level.

$14000

All teachers differentiatingteaching and learning programsthat cater for different learningabilities and styles

Teachers were effectively mentored by a schoolfunded Instructional Leader to implement qualityand differentiated teaching and learning programsincorporating school priority initiatives. Teacherswere supported in tracking student achievementagainst the learning continuum and catering fordifferent learning needs through Personal LearningPlans.

$40000

Next Steps

Teachers will continue to develop individual Performance and Development Plans, encompassing school and personalgoals. Kindergarten teachers will begin Ongoing Professional Learning in Language, Learning and Literacy (L3).Targeting Early Numeracy and Taking Off With Numeracy programs will continue to be implemented and staffmentored by our in-school trainers. New staff will be offered Self-Organised Learning Environment, Focus On Reading,Targeting Early Numeracy and Taking Off With Numeracy programs training, with an expectation that all of theseprograms will continue across the school.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading During 2016, 35 students with an Aboriginalbackground attended Narellan Public Schoolthis year from Kindergarten to Year 6. Afterconsultation with the students and theirparents/carers, a Personal Learning Pathway(PLP) was written. These plans wereevaluated and updated during Semester 2.

Throughout the year, our School LearningSupport Officers (SLSOs) worked within theclassrooms of our Indigenous students toprovide ongoing support for their individuallearning needs. Identified teaching stafffacilitated withdrawal groups focusing onwhole number concepts and addition andsubtraction strategies.

In Term 1, Stage 3 students participated in an‘Acknowledgement To Country’ workshop towrite our own school acknowledgement. Wealso held a Parent Café for our Aboriginalstudents and families to meet and get to knowone another.

In early Term 2, our Indigenous studentsworked with a member from The AustralianBotanical Gardens to design and plant anAboriginal Bush Tucker garden. Studentswere responsible for maintaining the gardenthroughout the year.

At the beginning of Term 3, we celebratedNAIDOC week in classrooms by researchingthe culture, history and achievements ofAboriginal people. We also held an AboriginalArt competition where we had over 70 entriesfrom students in Kindergarten to Year 6. Thequality of the artwork was exceptional.

During Term 4, our Stage 3 Aboriginalstudents were provided with the opportunity toattend our annual ‘Belonging Day’ withIndigenous students from local schools.Students went to Taronga Zoo to view theIndigenous inspired animal and plant showand to soak up the ambience of one of ourmost well -known tourist attractions inSydney.

Narellan Public School has a ‘Team Spirit’focus, which encourages acknowledgement,acceptance and celebration of the diversitywithin our school community.

FUTURE DIRECTIONS

Next year, we aim to continue to strengthenour community ties with Aboriginal Elders andcommunity members. We also aim to becomemore involved in community events and tocontinue to provide opportunities for ourstudents to learn about Aboriginal culture.

$15664


English language proficiency During 2016 there were 42 students whoidentified with a language background otherthan English or who have English as anAdditional Language or Dialect at NarellanPublic School. There are 15 differentlanguage backgrounds represented at ourschool. In 2016, Narellan Public School wasallocated $25206 which allowed forapproximately one day per week teachersupport of our EALD students.

The teacher supported students who arelearning English as an additional language ordialect, through intensive group work in theclassroom and as part of a withdrawalgroup.

$25206

Low level adjustment for disability Staff tracking of student achievement andstage based learning need discussionsimproved the identification of studentsrequiring additional support or referral to ourLearning and Support Team (LST). The LSTmet weekly to discuss the needs of studentswith whom teachers have concerns in regardto student well-being and academicachievement. The team consisted ofthe Principal, Learning and SupportCoordinator, School Counsellor,Reading Recovery Teachers and a staffmember from each stage. The teamworked collaboratively to identify specificlearning and support needs andprovided advice for teachers and parents tosupport a student’s education. The LSTwas responsible for identifying student needand prioritising resources, timetabling SchoolLearning Support Officer allocation,monitoring student behaviours and academicachievements and assisting/supporting staffin making personalised adjustments forlearning where required. This was donein consultation with parents, carers and otheragencies. In addition to this, the LSTprovided additional resources for individualstudents including social stories, visual andsensory aids and technology assistedlearning.

The LST supported staff in the identificationof students who required PersonalisedLearning Plans (PLPs) and supported staff todevise, implement, monitor and evaluate theprograms. Regular review meetings and caseconferences were conducted to monitorstudent needs and to determine future goalsand support for individual students.

Low level adjustment for disability flexiblefunding was utilised to directly supportstudents in the classroom and playgroundand to release staff for review meetings. Theresources were prioritised according to theidentified need as determined by the LearningSupport Team.

$33818

Quality Teaching, SuccessfulStudents (QTSS)

We received funding to support theimprovement of Quality Teaching at NarellanPublic School.


Quality Teaching, SuccessfulStudents (QTSS)

This funding was utilised to implement aWatching Others Work (WOW) professionallearning model where teachers observed andengaged in demonstration lessons aroundlearning, quality teaching and school basedinitiatives within our own school setting andacross our community of schools. It alsoprovided opportunities for teachers to engagein team teaching to develop their teachingpedagogy and knowledge of school basedpriorities.

In addition, an instructional leader wasemployed to support identified programimplementation across the school.

Socio-economic background Resource Allocation Model Socio-economicfunding was utilised to support studentachievement of learning outcomes. Theresources were targeted specifically atimplementing quality teaching and learningprograms, upgrading resources andimplementation of student welfare programs. • Two staff members were employed toundertake the role of Learning and Supportteacher • An instructional leader was employed tosupport the improvement of data analysis,formative assessment practices and stagebased collaborative planning • Kindergarten teachers were trained inLanguage, Literacy and Learning (L3) • Leveled readers and novels werepurchased to improve access to resourcesaround the school • Upgrade of the school wireless networkwas performed and additional mobile devicespurchased • Upgrade of future focused learning toolsand furniture across K-2 • Engagement of a speech pathologist oneday per week to support Kindergarten speechdevelopment • Student assistance provided to supportfamilies, and • Student welfare programs in studentleadership, multicultural education andHarmony Day projects.

$152367

Support for beginning teachers A newly appointed teacher was supported tocollaboratively develop and achieve their PDPgoals. Mentoring structures provided thenewly appointed teacher with opportunities topersonalise professional learning needs withongoing advice and feedback. She wasprovided with opportunities to accessprofessional learning sessions and supportedto meet her individual professional learningneeds.

$13000


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 137 178 189 181

Girls 166 162 167 157

Student attendance profile

School

Year 2013 2014 2015 2016

K 94.7 96.3 94.4 94.6

1 94.4 95 94.4 91.3

2 96.2 94.8 93.8 94

3 95.6 95.7 93.1 93.2

4 93.5 94.7 94.5 89.9

5 94.6 94.1 92.2 93.9

6 94.9 93.8 91.3 90

All Years 94.8 95 93.5 92.4

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 12.19

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 1

Teacher Librarian 0.8

School Administration & SupportStaff

3.27

Other Positions 0.13

There is one Aboriginal staff member at Narellan PublicSchool.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 89

Postgraduate degree 11

Professional learning and teacher accreditation

At Narellan Public School all teachers are involved inregular professional learning incorporating stage basedmeetings, whole school staff meetings, SchoolDevelopment Days and individual professional learning.The professional learning undertaken throughout 2016included mandatory training and updates in ChildProtection, Anaphylaxis and Code of Conduct as wellas professional learning linked to school targets. SchoolDevelopment Days and staff meetings were conductedon Focus on Reading, Visual Literacy, the Geographysyllabus, school scope and sequences and FormativeAssessment.

The school assigned significant funds to train staff andbuild capacity in school priority areas of BuildingLeadership Density and Quality Teaching and Learning.On average $3000 per teacher was invested in teacherprofessional learning. Total expenditure for teacherprofessional learning including funding designated forprofessional learning, Australian CurriculumImplementation, Planning Literacy and Numeracyimplementation, Quality Teaching Successful Students,Beginning Teacher Funding and school allocated funds,was approximately $66000. Three staff members weretrained in Learning, Language and Literacy. Staff weretrained in the implementation of new Geographysyllabus and school policies were aligned with the newsyllabus prior to the new documents taking affect.

School professional learning funds have also beenallocated to allow staff to attend courses and stageswere allocated professional learning time to improveteacher quality supported by a mentor or a member of


the executive staff. Staff were provided opportunities towatch demonstration lessons and team teach acrossavariety of classroom and school settings including theInnovative Pockets of Practice (iPOPs) initiative andattendance at district network meetings. Staffdeveloped individual Performance and DevelopmentPlans with stage leaders.

Narellan Public School has supported staff and newscheme teachers in working towards and maintainingaccreditation. Six staff members successfullymaintained accreditation at Proficient Teacher level andtwo staff are currently completing their accreditation atProficient level. Currently, one staff member isaccredited at Lead Teacher level and 2 staff membersare working towards voluntary accreditation at HighlyAccomplished or Lead Teacher level.

Financial information (for schoolsusing both OASIS and SAP/SALM)

During 2016, we made significant purchases onresources to support and improve student learning.This included over $20000 spent on purchasingadditional levelled readers and novels for all stages,$18000 on upgrading the wireless network andswitches across the school and over $30000 spent onupgrading classroom display walls, open learningspaces and collaborative work spaces.

Income $

Balance brought forward 222 904.00

Global funds 244 070.00

Tied funds 378 467.00

School & community sources 106 051.00

Interest 4 873.00

Trust receipts 276 880.00

Canteen 0.00

Total income 0.00

Expenditure

Teaching & learning

Key learning areas 30 864.00

Excursions 48 334.00

Extracurricular dissections 36 660.00

Library 3 764.00

Training & development 2 413.00

Tied funds 314 186.00

Short term relief 35 677.00

Administration & office 60 937.00

School-operated canteen 0.00

Utilities 44 692.00

Maintenance 50 721.00

Trust accounts 334 290.00

Capital programs 22 190.00

Total expenditure 0.00

Balance carried forward 0.00

The information provided in the financial summaryincludes reporting from 30 November 2015 to 12October 2016.


2016 Actual($)

Opening Balance 0

Revenue 274 022

(2a) Appropriation 248 513

(2b) Sale of Goods and Services 18

(2c) Grants and Contributions 25 355

(2e) Gain and Loss 0

(2f) Other Revenue 0

(2d) Investment Income 134

Expenses -169 480

Recurrent Expenses -169 480

(3a) Employee Related -85 401

(3b) Operating Expenses -84 078

Capital Expenses 0

(3c) Employee Related 0

(3d) Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

104 542

Balance Carried Forward 104 542

2016 Actual($)

Base Total 2 303 999

Base Per Capita 19 212

Base Location 0

Other Base 2 284 786

Equity Total 325 716

Equity Aboriginal 13 897

Equity Socio economic 150 773

Equity Language 25 206

Equity Disability 135 838

Targeted Total 31 470

Other Total 81 769

Grand Total 2 742 956

School performance

NAPLAN Year 3 - Literacy

In Year 3 Reading, 34.2% of students were placed inthe 2 highest bands (Bands 5 and 6) and 2.6% wereplaced in the lowest band (Bands 1). This compareswith the results for 2015 where 48.3% were in the 2

highest bands and 3.3% were in the lowest band.

NAPLAN Year 5 - Literacy

In Year 5 Reading, 18% of students were placed in the2 highest bands (Bands 5 and 6) and 4% were placedin the 2 lowest bands(Bands 1 and 2). This compareswith the results for 2015 where 29% were in the 2highest bands and 12% were in the 2 lowest bands.


NAPLAN Year 3 - Numeracy

In Year 3 Numeracy, 25% of students were placed inthe 2 highest bands (Bands 5 and 6) and 31% wereplaced in the 2 lowest bands (Bands 1 and 2). Thiscompares with the results for 2015 where 25% werealso in the 2 highest bands and 20% were in the 2lowest bands.

NAPLAN Year 5 - Numeracy

In Year 5 Numeracy, 6% of students were placed in the2 highest bands (Bands 5 and 6)and 31% were placedin the 2 lowest bands (Bands 1 and 2). This compareswith the results for 2015 where 17% were in the 2highest bands and 31% were in the 2 lowest bands.


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.

Parent/caregiver, student, teachersatisfaction

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

Parents believe: • they feel welcome when they visit the school, • they can easily speak with their child's teachers, • they can easily speak with the school principal, • school administrative staff are helpful, • written information from the school is in clear,

plain language, • concerns about their child’s behaviour would be

raised whether positive or negative, • they encourage their child to do well at school, • teachers expect children to work hard, • children are clear about rules for school behavior, • their child feels safe going to school.

Students: • 85% of students feel they have developed

positive relationships. • 94% of students in the school valued school

outcomes. • 90% of students indicated they tried hard to

succeed at school. Staff believe they: • work with school leaders to create a safe and

orderly school environment, • discuss learning concerns of particular students

with other teachers, • share their lesson plans and learning materials

collaboratively, • set high expectations for student learning, • discuss learning goals for a lesson with the class, • are effective in working with students who have

behavioural problems, • use formal assessment tasks to inform lesson

planning. • attempt to link new knowledge taught to prior

learning or mastered skills, • set high expectations for student learning.

Future Directions • Incorporate extra curricula activities to increase

involvement of male students • Activities to be scheduled at times when parents

can attend with Parent Cafés presented at varioustimes.

• Parents to be informed about their child's socialand emotional development more regularly.


• The school will continue to work on strategies toprevent bullying and help students developpositive friendships.

• Develop systems for school leaders to provideteachers with useful feedback about theirteaching.

• Students receive written feedback on their work atleast once every week.

• Parents are more informed about identifiedlearning intentions.

• Students use computers or other interactivetechnology to track progress towards their goals.

• Teachers ask parents to review and comment onstudents' work.

• Share students' learning goals with their parents. • Use strategies to engage parents in their child's

learning • Increase the knowledge and respect of various

cultures within our school community.

Policy requirements

Aboriginal education

The staff of Narellan Public School implementprograms which aim to meet the guidelines as set out inThe Aboriginal Education and Training Policy whichdefine the NSW Department of Education commitmentsto Aboriginal Education.

At the beginning of Term 3, we celebrated NAIDOCweek in classrooms by researching the culture, historyand achievements of Aboriginal people. We also heldan Aboriginal Art competition where we had over 70entries from students in Kindergarten to Year 6. Thequality of the artwork was exceptional.

'Acknowledgement of Country' is delivered at thebeginning of all assemblies and where possible, weendeavor to have students of Aboriginal heritagepresent this acknowledgement. The music thataccompanies our National Anthem incorporatesindigenous instruments.

At the end of the year, our Year 6 Indigenous studentreceived a backpack designed to support Aboriginalstudent who are transitioning to high school.

Multicultural and anti-racism education

Narellan Public School staff delivered programs thatembrace and support multiculturalism through various

strategies across all curriculum areas. These programsenabled students to learn about and consider thebenefits of living in a diverse and tolerant society. Theydeveloped students’ attitudes, skills, knowledge andawareness of the fact that Australia is a multiculturalcountry where we need to respect each others’differences and celebrate our similarities in order toaccept multicultural ideals and practices.

In 2016, our school celebrated Harmony Day whichemphasised cultural diversity and acceptance. Classesinvited parents from various cultural groups to talkabout their upbringing and customs. Class programsincorporated multicultural perspectives, and anti-racismactivities.

Other school programs

Creative Arts

This year, two dance groups were formed whichprovided opportunities for students to perform at avariety of events. Students performed at the CamdenShow, School Concert, 2567 Showcase andPresentation Day.

During 2016, the school participated in the Wakakirriperforming arts performance. Over 70 students fromYears 3-6 participated in the event and were excited tobe nominated for the Story of the Year award.

The school has established a Junior and Senior Choir.The choirs performed at a variety of events throughoutthe year. The highlight was a select group performing inthe School Spectacular ‘Dream Big’ performance. Inaddition the choir performed at the Christmas launch atKmart.

The Drumming Group continued and this year therewere many students involved in performance at 2567Showcase and Presentation Day.

Sport

This year Narellan Public School students haveparticipated in a wide range of sporting events.

During Terms 2 and 3, our school was involved in theRazorback Northern Zone Gala Days. In Term 2,students represented the school in Netball, AFL andSoccer. During Term 3, the school participated in Oztag and Cricket gala days. During these Gala Days, ourSenior Mixed C team won their competition and theMixed Cricket team were runners up.

Successful sporting carnivals were held for Swimming(Term 1), Cross Country (Term 2) and Athletics (Term3). Our students in K-2 participated in a non-competitive Athletics and Cross Country carnivals. Allthe carnivals were well-supported by children andparents. As a result, we had many children whorepresented Narellan Public School at the RazorbackZone Carnivals. 54 students participated in theDepartment of Education Swimming Scheme initiativeduring 2016.


2016 Narellan Public School Annual Report - Amazon S3€¦ · The Annual Report for 2016 is...

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