2017 Bobs Farm Public School Annual Report

Bobs Farm Public SchoolAnnual Report

2017

1271

Printed on: 7 May, 2018 of 11 Bobs Farm Public School 1271 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Bobs Farm as an account of the school's operations andachievements 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.

Megan Elliott

Principal

School contact details

Bobs Farm Public School764 Marsh RdBobs Farm, 2316www.bobsfarm-p.schools.nsw.edu.aubobsfarm-p.school@det.nsw.edu.au4982 1179

Message from the Principal

2017 was another rewarding and exciting year. Our school reflected and embraced the need to promote 21st centurylearning with new programs and new technology embraced by staff and students.

Teaching and learning is the core business of Bobs Farm Public School. Our School is committed to ensuring studentsdevelop to their full potential in a caring, safe and uniquely dynamic and engaging environment where everyone feelsincluded.

Our school is characterized by high levels of academic achievement while catering for all student’s needs. We activelyencourage students to be involved in quality programs in performing and visual arts, environmental and health programs,innovative technology programs as well as sport and gifted and talented education.

We continued the Good for Kids, Good for Life Program; it focuses on increasing the levels of physical activity childrenare engaged in, and improving children’s intake of healthy food. We also continued “Kids Healthy Canteen” days; classcooking programs, daily fitness lessons; participation in Sporting Schools as well as the Premiers Sporting Challengeand Premiers Spelling Challenge; and Solo Waste recycling and environmental programs. There are new innovativeprograms we ran this year; Living Museums' Convict Sleepover, drumming and African dance, Canberra excursion withother small schools, Dept of Fisheries workshop, outdoor classroom initiatives, Planet Savers, Woodworking classes,Harmony day and so on..

Our School values the support of our parent body through enthusiastic volunteering in the school, with fundraising, aswell as a great positive partnership. Our P&C worked tirelessly this year to co–ordinate many school activities includinguniform orders, canteen, transport for numerous excursions and involvement in curriculum programs.


School background

School vision statement

Our vision is Live to Learn, Learn to Live! The teaching principal, staff and parents are committed to creating a happylearning environment where students are engaged in purposeful learning and are able to see that success is possible foreveryone. We want students to be not only knowledgeable, but creative individuals and active and informed citizens.

The vision of our school is fostered through shared enterprise, participation, engagement, contribution, support,connection, experimentation; inquiry, reflection and identity.

Technology remains an ever changing and important 21st century learning requirement. Our school has interactiveSmartboards, computers and ipads in each classroom as well as video conferencing facilities which are accessedregularly. We have a school Facebook page which is a positive communication tool with parents and community. Wealso have a bobsfarmhistorytour.weebly.com.au page which gathers our school history from students and interestedmembers of our community. This has become a three year Cultural Project with our local Council. We are pro–active inthe promotion of our unique school and being seen as the local school of first choice.

Some of the principles we promote are; engaged learners; a school that is open to students’ families and communities,curriculum is thematic and integrated; groupings of students are flexible, teachers are also learners; school is acommunity resource and community is a school resource and our school works alongside parents and is very familyfocussed.

School context

Bobs Farm Public School is on the Tomaree Peninsula located in a rural area. Our School motto is If it is to be, it’s up tome. Our Index of Community Socio Educational Advantage (ICSEA)) currently sits at 966. We have three students out of40 who identify as Aboriginal.

Outstanding features of Bobs Farm School include; small class sizes with individual attention, progressive teachingtechniques, peer teaching, accelerated learning, individualised programs, we are well–resourced, NAPLAN resultsgenerally indicate above av. growth in literacy and numeracy. Due to our small cohort however, this varies from year toyear. CMIT strategies to improve numeracy results include K–2 practical maths workstations, Mathletics interactiveonline program K–6, maths at home and parent involvement. Reading remains a constant focus with the language,Literacy and Learning Program (L3) implemented in Kinder. Our home reading program is reinforced across the wholeschool. Exciting programs in our school include; Sport in School programs, Extra– curricular Programs, programscatering for individual needs, internship programs with universities, frequent excursions K–6 to reinforce learning,integrated environmental education; Stephanie Alexander Kitchen Garden Program, interschool sport carnivals, annualspecial swimming scheme K–6, Get Hooked Fishing Program, student welfare programs such as You can Do It, Seasonsfor Growth, Brave and transition sessions at Tomaree High all resulting in high levels of student engagement. As a smallpublic school, our staff, parents, students and learning community are committed to a school that is second to none. Wepride ourselves in thinking outside the square by designing and implementing innovative learning programs wherechildren will be engaged in purposeful learning and take charge of learning for life in a caring, nurturing environment. Oursocial capital has proved to be critical to building trust within education and enhancing student learning.

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.

Our school collects and analyses information to inform and support students. Partnerships with parents and studentssupport clear improvement aims and planning for learning. Our students complete the Lexia on–line diagnostic readingprogram, Mathletics program and explicit teaching of numeracy and literacy across our multi–grade classes.


Our school monitors and reviews its curriculum provision to meet the changing requirements of the students andprograms are adjusted to address individual student needs. Students with additional learning needs are catered withteacher aide time, LAST input in ILP's and through peer teaching and authentic learning and extra curricular activities toengage them.

Our school is recognised as excellent and responsive by its community because it uses best practice to embed a cultureof high expectations and effectively caters for the range of equity issues in the school. Our small school is attractive toout of zone as well as in zone students who see it as a school of choice where everyone feels valued and successful.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Delivering quality 21st Century teaching and learning

Purpose

To actively engage all students in meaningful and challenging learning experiences through personalised anddifferentiated learning opportunities; which develops them as both learners and leaders; which instils the values ofrespectful and responsible citizenship; and promotes their intellectual, physical, social, emotional, spiritual and aestheticdevelopment and well–being.

Overall summary of progress

Learning and support processes have been enhanced to monitor and plan student progress in literacy and numeracy.Additional equity funding for programs delivered to targeted students. Teachers aides employed to support students withadditional learning needs and for those who do not receive funding.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% students K–6 will move upin clusters on the literacycontinuum in reading/writing.

Literacy and numeracy$1121

All students moved up on the PLAN continuumexcept for one child on the autism spectrum.

Targeted students (disability,indigenous) follow differentiatedprogram, PLP’s and displayimproved outcomes.

Integration fundingexpended utilizing SLSO's

Best practice in L3 and continuums using PLAN,Literacy achievement is tracked and monitoredthrough Best Start Kinder assessments. Additionalin class support for integration to enable targetedstudents to achieve their outcomes.

Next Steps

Targeted students ( disability, Indigenous) follow differentiated program, PLP's and display improved outcomes in literacyand numeracy.

Develop scope and sequence and assessment plans across all KLA's.

All class programs demonstrate DoE/ School/ NESA requirements.

Provide opportunities for parents to regularly give feedback on school practices.



Fostering quality teaching and leadership

Purpose

To promote, build and sustain the professional learning of all staff members, by creating systems for teachers andleaders to learn from each other as an enabler for continual development; which allows for an alignment of policies,research and practices that describe, develop and evaluate teacher, leader and school capacity; and provides feedbackon current performance in order to enhance student outcomes.


Implemented LMBR reforms efficiently and successfully enabling smooth transition within the school..

Increased use of PLAN to monitor student achievement and direction and were reported to parents twice yearly.

Staff training continued to cater for diverse needs in a small school; Lexia, MGoals, PLAN training, Jolly Phonics, maths,Oliver library.





To document teacherprofessional learning,professional judgements, andunderstanding of key DECreforms and frameworks whichare aligned to school strategicdirections, personal learninggoals, system requirements andcareer aspirations of staff.

Professional learning forstaff $4650

Staff attended PD in key DoE reforms, systemrequirements, mandatory updates, budgeting,WH&S and planning time.

100% Aboriginal and disabilitystudents have benefited fromspecific DEC program fundingand PLP’s.

Low level Adjustment forDisability funding/Aboriginalfunding $2777 expended

One Aboriginal student attended Marook Centre fordance program, SLSO employed to assist targetedstudents achieve outcomes, Indigenous studentsILP completed with progress monitored, Authenticlearning is embedded in supporting KLA's. Seasonsfor Growth Program included Indigenous students.

Next Steps

CCT, STEM, coding lessons integrated and explicitly taught.

Staff collaborate and communicate with outside organisations and other schools to support teaching and learning

Additional funding used to employ specialist staff to assist staff to implement CCT, STEM, coding



Enhancing Community Engagement and Participation

Purpose

To increase community support for our students through a school –wide focus on student equity and well–being byworking together as a learning community to establish effective partnerships. This will be achieved by building strongcommunity relationships and raising the profile of the school through pro–active school promotions.


Filmpond video promotions produced by students, digital signage, P&C initiatives, history book uploading, newplayground improvements and physical learning spaces, picket fencing, positive and engaged parents. Chaplain andwell– being programs enhance and support student learning and engagement.





Sustained high levels of parentparticipation and communityengagement at < 85%.

$100 A positive climate and culture within the schoolexists. Parents assisting with transport for extracurricular activities which support learning. Createda deeper shared understanding of authenticpartnerships with P&C and wider community.Seasons for growth program with Chaplainsuccessful

Documented history of the schoolfor school centenary.

Port Stephens communitygrant $1000

Documented history of the school which has beencollaboratively developed. Finalisation of book to bepublished in 2018. Minutes of meetings.. CouncilGrant application.

Quality playground/new signage,physical learning spaces areused flexibly and meet the needsof students and community.

Roll over community funds$21,000

Sporting schools funds$8000

Sporting schools programs implemented.

New signage to instil school values

Next Steps

Staff and families assist in organising school centenary celebrations.

Provide opportunities for distributive leadership and collaboration with all stakeholders.

Creative and innovative tasks sent home to encourage family involvement in student learning.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability $13,929 90% of students have moved up thecontinuum, students who showed littleprogress had parents interviewed and PLP'sreviewed.

Teacher release for testing

Quality Teaching, SuccessfulStudents (QTSS)

$4012 Principal and assistant teacher had time tocompile Strategic Plans, selfassessment, evidence , SEF, Scope &Sequence plans

Socio–economic background $5,376 SLSO used collaboration and targetedinterventions to support differentiation in theclassrooms.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 20 15 19 21

Girls 11 11 12 15

Student enrolments at this small school hover between30–40 students. Our school enrolments have remainedsteady to maintain two permanent teachers. The twoclasses are multi–grade; K–2 and Yr3–6 which cater forindividual needs.

Student attendance profile

School

Year 2014 2015 2016 2017

K 96.5 92.3 93 81.7

1 96.1 99.1 89.8 90.3

2 98.1 94.6 91.7 91.6

3 93.8 96 93.7 92.2

4 96.9 95.4 84.4 91.2

5 97.2 96.1 89.3 88.4

6 88.1 95.4 93.5 92.6

All Years 95.5 95.3 91 90.3

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

The school carefully monitors attendance and ensuresall non attendance is followed up through strategiesincluding parent contact, attendance reminder notes,and teacher phone calls home.

Persistent absenteeism is supported through DoEpolicy implementation including HSLO casemanagement.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 1.27

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.1

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

0.9

Other Positions 0

*Full Time Equivalent

The teaching principal has lead the school for 17 years.Our regular temporary staff have supported the schoolfor a number of years to give a very stable staff. We donot have any Aboriginal composition of staff at oursmall school.

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 50

Professional learning and teacher accreditation

Significant amounts of professional learning wereundertaken by Bobs farm staff in 2017.

Staff attended; Road safety Education, Corruptionprevention, School Planning and vision directions,School Planning– 5P's and Milestones, WHS induction,Evaluation Essentials for School Leadership, NCCD,Child Protection Anaphylaxis, 8 Ways Aboriginaltraining, Principal's conference, LEAP conference,Teachers Federation conference for principals.


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 74,303

Revenue 533,549

Appropriation 504,432

Sale of Goods and Services 49

Grants and Contributions 28,072

Gain and Loss 0

Other Revenue 0

Investment Income 995

Expenses -548,883

Recurrent Expenses -548,883

Employee Related -474,788

Operating Expenses -74,095

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-15,335

Balance Carried Forward 58,968

• Bobs Farm Public School uses the LMBR ( Localmanagement Business Reform) FinancialManagement processes. In 2017 we had somelarge financial purchases such as the playgroundextension. All Equity funding was spent onsalaries to supplement staffing and supportstudents in a small school.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2017 Actual ($)

Base Total 414,547

Base Per Capita 4,738

Base Location 589

Other Base 409,220

Equity Total 22,082

Equity Aboriginal 2,777

Equity Socio economic 5,376

Equity Language 0

Equity Disability 13,929

Targeted Total 57,562

Other Total 3,204

Grand Total 497,395

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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.

Due to the very small cohort no additional commentscan be made.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

Improving Aboriginal education outcomes for studentsin the top two NAPLAN bands.

Our 3 Aboriginal students had PLP's written andimplemented. Personal and achievement goals werereviewed every 5 weeks by LAST. All three studentswere encouraged to attend Marrook Centre holidaydance programs. Attendance rates for our threeAboriginal students was outstanding and engagementwas always positive.


Parent/caregiver, student, teachersatisfaction

The Partners in learning Parent Survey wasimplemented in Bobs Farm School. It is acomprehensive questionnaire covering aspects ofparents perceptions of their children's experiences athome and school. At Bobs Farm Public School parentssurvey responses indicate very high agreement with;parents feel welcome, the school supports positivebehaviour, the school is inclusive, the school is a safeplace and the school supports learning. Slightly down atis parent support for learning at home. Our small schoolis ranked highly above NSW Government norms. At aparent forum in term 3, parents indicated their desire forSTEM/ Coding and Robotics to be included in thecurriculum at Bobs Farm whilst continuing with KitchenGarden programs, excursions to support the curriculumand 2018 centenary celebrations to be organised withthe community.

Policy requirements

Aboriginal education

Teacher aide time was utilised with targeted studentswho identify as Aboriginal. This assisted thosestudents in meeting curriculum outcomes and extendedone child with science and STEM initiatives. AnotherIndigenous child attended several Worimi culturalactivities at the Marook centre which the schoolpromoted. HSIE and geography units of work integratedAboriginal studies and perspectives.

Multicultural and anti-racism education

Our school continued with kitchen garden programsthroughout the year which integrated multi culturalinitiatives within it. Human Society and its Environment/Geography units of work addressed multiculturalissues; Australia and its neighbours, Civics andcitizenship. We have a trained Anti–racism staffmember.


2017 Bobs Farm Public School Annual Report

Documents

Transcript of 2017 Bobs Farm Public School Annual Report