2017 Tocumwal Public School Annual Report · Introduction The Annual Report for€2017 is provided...

Tocumwal Public SchoolAnnual Report

2017

3225

Printed on: 12 April, 2018 of 18 Tocumwal Public School 3225 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Tocumwal 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.

Darren White

Principal

School contact details

Tocumwal Public School18-20 Morris StTocumwal, 2714www.tocumwal-p.schools.nsw.edu.autocumwal-p.School@det.nsw.edu.au03 5874 2128


Message from the Principal

Here at Tocumwal Public school we believe education is more than imparting knowledge. It is about building characterand empowering each individual to be an enthusiastic lifelong learner and a global citizen of the future. A child’s earlyyears are their basic foundation in shaping character, inculcating moral values and preparing them for a life of leadership,selfless service, and personal fulfilment.

With this in mind, we at Tocumwal Public School provide student–oriented education that allows our students tocontinuously discover their potential in an ever–changing world. We constantly strive in combining academic excellencewith a broad range of opportunities beyond the classroom. At TPS, we are committed to the pursuit of excellence ineducation and all that we endeavour.

This year has seen many great achievements in all areas. Our students have continued to achieve very satisfying resultsin national and state testing. This is a tribute to the diverse range of programs on offer at Tocumwal Public School, thededication of the staff, the supportive parent network that exists and the keen and eager students themselves who play apivotal role in their own learning.

The parental / caregiver support this year has been wonderful, as is always the case. We have had a great many helpersin the classrooms that have assisted and contributed to the successful running of programs across the classes. Thesupport and learning potential of our students is significantly increased with these wonderful helpers sharing theirvaluable time with us. We are also very fortunate to have helpers with a sporting background who have taken on roleswithin sporting teams as coaches and supporters.

Our P&C representatives have continued to meet on a regular basis all year and have hosted many successful projects.They have contributed to the running of the school and purchased a number of items to improve the facilities that we canoffer the students. I would like to thank them for their on–going commitment to our students and the school. I encourageall parents to be part of this amazing team, the meetings are always enjoyable and you can make rewardingcontributions for all of your children.

Our committed staff members and support staff have all shared in the roles of educating our students by ensuring thatquality learning and teaching is the central focus of every classroom. Teachers’ programs at Tocumwal PS provide awell–balanced education that values and supports the intellectual, creative, physical, social and emotional developmentof each child in a safe, secure, disciplined and quality–learning environment.

Please join me in celebrating our accomplishments, initiatives and outstanding performances, as you browse through thisyear’s Annual School Report for 2017.

Darren White

Principal

Message from the students

We never thought this day would come. Our last week of primary school. We crossed days off our calendars and countedhours, minutes and seconds. Now it is here we are sorry because it means we are leaving friends, teachers and fellowstudents who have all had a large impact on our lives during our primary school years. There is a general truth we allhave to face, whether we want it or not, everything eventually ends. As much as we have looked forward to this day,endings are always difficult.

The last week of school is a final chapter of a great book, parting ways with close friends and saying goodbye. This isone of those times for us. We say goodbye to everything that is familiar, everything that is comfortable. We’re moving onto new and exciting adventures .Tocumwal Public School has provided us all with many opportunities in a caring andpositive environment. We have all grown and learnt so much and TPS has given us the tools and confidence to happilyset sail on our new high school adventure.

Thank you to all the teachers for providing us with life skills that will benefit us in everyday life. To all students of TPS, wesay take pride in how far you have come and how far you can go. To our teachers and all the students thank you for yourhelp and guidance. We will miss you and certainly will not forget you.

School Captains: Macey White, Blair Eddy, Elizabeth Locke and Hunter Mathers


School background

School vision statement

Tocumwal Public School is committed to implementing a challenging, creative, supportive and robust curriculum thatcaters for all students, to prepare them as effective citizens of the 21st Century. We promote excellence, equity andmutual respect throughout our wider school community.

School context

Tocumwal Public School located along the mighty Murray River in South–Western NSW, 730KM from Sydney, with anenrolment of 150 students, is a community school with committed teachers and rigorous curriculum programs focused onacademic growth and development.

As a 21st Century school we use digital technologies to support student learning. The school caters for gifted andtalented students and students with special learning needs. Tocumwal Public School is an inclusive school and nurturesthe social success of each individual by maintaining a positive and caring learning environment.

Our school continues to offer challenges and excitement for our students. There is a confidence and vitality that isreflected in the many programs and new initiatives that operate in our school on a daily basis. We are a strong team andI am proud to say we are all working together to provide our students with the best education available to them.

We have a very active Parents and Citizens Association that have a tight relationship with the school and the events wehold and meet on a regular basis throughout the year.

Our Student Representative Council (SRC) also play a significant role in our school by running many promotional andawareness raising events to promote unity and school spirit. They meet weekly and are very proactive in our schoolenvironment.

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.

•Learning Culture – As evidenced by the Shared Vision statement of Learning in the 21st century Learning, PersonalLearning Plans, HOW2Learn implementation, Reading Recovery and PLAN analysis, Tocumwal Public Schooldemonstrates a Sustaining and Growing culture that builds on educational aspirations and ongoing performanceimprovements across our community. To enhance the schools learning culture the school plan must continue to allow forthe provision and implementation of regular focus groups with teachers, students and community to explore theirunderstandings of productive learning environments and their identities as learners

.•Wellbeing – As evidenced by the Learning and Learning and Support Team and You Can Do It / Bluearth analysis weare Delivering a strategic and planned approach to support the cognitive, emotional, social, physical and spiritualwellbeing of all students. Future directions will include a whole school approach to creating an environment wherestudents are more self–aware and make a more active contribution to the school, community and society.

•Curriculum and Learning – As evidenced by the Learning and Support Team and Accreditation and Mentoring practiceswe are Delivering an integrated approach to quality teaching, curriculum planning and delivery, and assessment thatpromotes learning excellence and responsiveness in meeting the learning needs of all students.

•Assessment and Reporting – As evidenced by the Personalised Learning Plans, SMART data and PLAN analysis aswell as classroom assessments we feel we are at the Delivering stage, practices for assessment and reporting acrossthe curriculum are used to monitor, plan and report on student learning across the curriculum. To progress further,evidence of feedback from students and assessment data will demonstrate greater occurrence and impact of effectivepractices.


•Student Performance Measures – As evidenced by the NAPLAN analysis we have a Sustaining and Growing approachto monitoring, tracking and reporting on student performance. Parents and students are provided with updated reportsthat include descriptors of their strengths and areas of growth. To continue to grow, evidence of formal inclusion ofquantifiable and trend data in professional conversations and documents will need to demonstrate the quality of teaching.Furthermore to excel, direct links from the implemented researched based teaching practices result in consistent higherlevels of outcomes achieved in external and internal school performance measures.

The results of this process indicated that in the School Excellence Framework domain of Teaching

•Effective Classroom Practice – As evidenced by the Reading Recovery, SMART Data and Personalised Learning Plans,Tocumwal Public School is Delivering because there is evidence teachers are committed to identifying, understandingand implementing the most effective teaching methods with provision of human and monetary resources in the schoolplan given to evidence–based teaching strategies. To enhance current practice implementation of whole schoolprograms will be developed to reflect Dylan Wiliam’s formative assessment and Hattie’s 'Visible Learning'.

•Data Skills and Use– As evidenced by Learning and Support Team Delivering analysed NAPLAN and SMARTschool–wide data to identify student achievements and progress. The data is used to inform future school directions atclassroom, team and leading levels. To continue to grow, evidence of formal inclusion of quantifiable and trend data inprofessional conversations and documents will need to demonstrate the quality of teaching. Furthermore to excel, directlinks from the implemented researched–based teaching practices result in consistent higher levels of outcomes achievedin external and internal school performance measures.

•Collaborative Practice – As evidenced in Professional Development Plan's, Learning and Support Team processes andclassroom observation feedback annotations we are able to demonstrate we are Delivering systems for collaboration andfeedback to sustain quality teaching practice.

•Learning and Development – As evidenced by the Professional Development Plan's we are Delivering a system in theschool as learning is aligned with the school plan, and its impact on the quality of teaching and student learningoutcomes is evaluated. In future planning 'a program logic' will be utilised to determine key external factors that willinfluence practice (5 Essentials for Effective Evaluation, 2016).

•Professional Standards – As evidenced by the Professional Development Plan's and Accreditation and Mentoringannotations teachers at Tocumwal Public School are Delivering in their personal responsibility for maintaining anddeveloping their professional standards. Future directions will have provisions that support a systems leadershipapproach and include succession planning across the school to allow aspirant leaders to fulfil their goals.

The results of this process indicated that in the School Excellence Framework domain of Leading.

•Leadership – As evidenced in the Professional Development Plan's, Learning and Support Team, Accreditation andschool planning, Tocumwal Public School demonstrates a Sustaining and Growing school leadership team. The analysishighlights the need to continue to grow a culture of high expectations and community engagement, resulting in sustainedand measurable whole–school improvements. This will enhance the learning opportunities and outcomes for ourstudents.

•School Planning, Implementation and Reporting – As evidenced in, Performance and Development Plan's, Learning andSupport Team analysis, Shared vision and Personalised Learning Plan's and reporting we are Delivering a school planthat is continually evolving to ensure continuous improvement efforts are made to sustain and grow the school's visionand strategic directions.

•School Resources – As evidenced in the Performance and Development Plan's, Learning and Support Team and futureplanning meetings it has illustrated a Sustaining and Growing approach to the management of school resources toensure they are strategically used to achieve improved student outcomes.

•Management Practices and Processes – As evidenced in the Work, Health and Safety analysis, we are Delivering onmanagement systems, structures and processes that underpin ongoing school improvement and the professionaleffectiveness of all school members. To continue to grow, streamlined and flexible processes will be evident to ensuredelivery of services and information to enhance the level of parental engagement to provide constructive feedback onschool practices and procedures.

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

Learning Culture

Purpose

Every student in our care to be actively engaged in meaningful, challenging and future–focused learning experiences toachieve and thrive as learners, leaders and responsible, productive citizens.

Overall summary of progress

Our focus on Learning Culture has led us to maintain progress in this strategic direction. Teachers continue to identifyobservable changes in learning behaviour of students, indicating a positive shift to learning outcomes across the school.Learning and support team processes continue to be enhanced to monitor and plan student progress in literacy andnumeracy through the regular monitoring of PLAN every 5 weeks. This has enabled us to improve early identification andintervention to provide stronger, more focused support to individual students. Staff members are engaged in professionalreadings and sharing sessions around formative assessment that have allowed shared resources and understandingsaround improving student feedback to improve student learning outcomes. The deeper understandings of Aboriginalculture has been achieved through a range of cultural activities and teaching initiatives. This continues to have a highimpact on the learning culture of the school.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

•All Students will know: Wherethey are at with their learning,informed by a range of evidenceand what they need to improve.

$5600 In 2017 we continued to embed the language andskills with students in the aspects of HOW2Learn.Students were able to identify their own styles oflearning as well as accept that not everyone learnsthe same way. Teachers have continued toparticipate in professional learning in and aroundreflective practices for self–assessment as well astrailing techniques of formative assessment in theclassroom. This has been reflected in theirclassroom practices.

•All students are reflective onassessment and reportingprocesses with feedback to PLANlearning.

$3200 Students started to embrace the "I Can Statements"for students to demonstrate where they are at withtheir learning. Teachers continued to use this datathis to support their PLAN plotting. All students arecontinuing to show growth on continuums in theareas of Writing and Numeracy as a result. Classteachers are reporting to parents using thecontinuum data as part of their reporting processes.

Next Steps

• In 2018 and beyond we will continue to enhance staff knowledge and practices of Formative Assessment in theclassroom, through ongoing professional training opportunities and professional readings.

• Continue to embed the HOW2Learn program in our school in 2018, Implementing Phase 1 modules 5 & 6 as wellas Phase 2 Modules 1,2 & 3. This program in conjunction with additional programs within the school builds uponour existing learning culture.

• Shifting mindsets to build a culture that enables learning to be central in all school directions and decisions. • Building growth mindsets to strengthen our learning experiences and developing a rich repertoire of lifelong

learning habits.



Quality Teaching and Leadership

Purpose

Build workforce capacity through focused professional learning anddevelopment that creates a culture for schools whereevery staff member isengaged in ongoing, relevant and evidence–based learning and practice at anindividual andcollective level.


Staff have engaged and improved their understanding of the new and current syllabuses. Staff members from within theschool and across our learning community are leading and supporting others through an effective implementationstrategy.

The new Performance Development Framework has led to staff connecting in a much deeper reflective process that isguiding the ongoing development of all staff, at an individual and collegial level. Effective monitoring and feedbackprocesses are in place to discuss progress, support and to plan for growth.

The strategic planning process has meant that staff are more regularly and routinely monitoring, evaluating andreviewing milestone implementation and its impact on student learning. The engagement of the school community in thisprocess continues to ensure a strong, positive and strategic approach for the progress of the school.





All teaching and learningprograms and practises inclassrooms will show innovativeand practical implementation ofall NSW Syllabi with consistentevidence of integrated QualityTeaching elements.

$5200 Teachers continue to participate in professionallearning around the new Australian curriculums andsyllabi.

Teachers' programs provide reflective evidence thatdata is directing planning and teaching in theclassroom.

Teacher’s classroom programs are reflecting thenew syllabi and their practices are supportive ofchange.

Next Steps

• Teachers will continue to produce a Performance and Development Plan that aligns with the schools StrategicDirections as per the school plan.

• All teaching staff to continue their learning and sharing around implementing the new syllabi and engage in datacollection to enhance our focus and impact for student learning growth.

• Teachers will be provided with opportunities and will be expected to develop a deeper understanding of theProfessional Teaching Standards for Australian Teachers through professional development and specific trainingopportunities.



Quality Relationships

Purpose

Build sustainable quality relationships as an educational community, inspiring a culture of collaboration, engagedcommunication, empowered leadership and organisational practices to ensure our students thrive and show growth intheir learning in a supportive environment.


Building and fostering strong relationships within our school community continues to be at the forefront of this strategicdirection. Our progress to achieve this continues to be hinged primarily on strengthening the lines of communication sothat our school community are more aware of what has, is and will be happening in our school at any given moment.

This goal continues to be achieved by offering families a hard copy of the school newsletter or an email version. It isfurther complemented by the subscription to the enhanced communication application called “Skool Bag”. Thisapplication also supports the school newsletter as well as class and school communications of events e.g open days,assemblies, and mufti–days etc…that come in the form of an alert in a smartphone or similar device.

Parent workshops are regularly being offered for parents who require some upskilling in the use of these applications. Aclosed group Facebook page continues to established by the kindergarten teacher and cohort to help withcommunication especially with our new families who are not as familiar with the schools processes.

After community consultation and support we have increased our foothold with Information & CommunicationTechnologies (ICT) by purchasing a further 10 Chrome books to add to our existing 10. This will allow us to utilise newtechnologies within the classroom in line with our school community expectations.





Increasing community knowledgeand resulting in improvedcommunication and communityinvolvement is school activities.

$2600 In 2017, the school was focused in providingenhanced ways of communication via schoolnewsletters both hard copy and electronic versions,as well as “SkoolBag” app and facebook haveresulted in better input and attendance at eventshosted by the school.

All school community memberswill know the school’s strategicdirections and will increasinglycontribute to achieve the school’seducational purposes and theschool’s vision.

$1660 As a school community were have demonstratedimproved levels of communication as we havebecome more aware of other needs for our studentsvia our data collection sources.

The school community continues to be involved inthe development of the schools strategic directionsvia P&C meetings, surveys and via schoolnewsletter communications.

Opportunities to provide feedback are ever presentwith our open door policy.

Next Steps

• To monitor the effectiveness of current communication sources within school via Tell Them From Me Surveys(TTFM).

• Canvas further advice from school community on the currency and validity of our current strategic directions goingforward.

• To continue to develop a deeper understanding of evidence relating to the impact of initiatives in the school plan.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $3200 We celebrated NAIDOC Day by having acultural awareness day with our Aboriginalstudents leading the whole school assembly.

20% increase in Aboriginal studentsplacement in top 2 bands in NAPLAN Literacy& Numeracy.

All students have an Key Educational learningplans(KELPs) and are making progressacross the literacy and numeracy continuums.

Low level adjustment for disability Sals $ 12,300

FTE :0.2

All students requiring adjustments andlearning support are catered for within classprograms and other whole school strategies.9students were referred for learning support.

Employment of a Teacher and SLSO tosupport these students in mainstreamclassroom settings and additional release forindividual learning programs for thesestudents.

Monitoring of individual students via goalachievement IEPs.

Quality Teaching, SuccessfulStudents (QTSS)

TPL $ 8544

QTSS $4400

School Culture around learning hasstrengthened due to classroom teachershaving better support from executive inclassroom as well as one–one mentoring.

Socio–economic background Sals $ 3600 Percentage of all students in the top twobands (NAPLAN) raised by ?%

Computer Coordinator Sals $5500 Computers and peripherals running atoptimum performance.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 65 71 73 65

Girls 64 67 77 91

Enrolments have continued to increase in 2017 as inprevious years trends.

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.6 92.1 92.3 95.5

1 94.1 92.4 91.1 94.3

2 95 94.3 91.3 91.7

3 92.6 95.5 91.1 93.8

4 94.1 94.5 94.2 92.2

5 95.6 94.6 91.6 96.5

6 93.5 97.3 94.1 93.2

All Years 94 94.2 92.2 94

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

Regular attendance at school is essential to assiststudents to maximize their potential. Schools, inpartnership with parents, are responsible for promotingthe regular attendance of students. Encouragingregular attendance is a core school responsibility.

Class rolls are marked daily and monitored regularly bythe class teachers for patterns of students’ partial ornon–attendance. The Learning Support Team monitorsthe attendance of students. If a concern is identified,the team works with the student, parent and class

teacher class teacher to improve attendance.

Parents are contacted by the school and informed oftheir responsibility to ensure children attend schoolregularly. The support of the Home School LiaisonOfficer is sought if required.

Class sizes

Class Total

KINDER 22

YEAR 1 24

YEAR 2/3 27

YEAR 3/4 28

YEAR 4/5 28

YEAR 5/6 29


Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 1

Head Teacher(s) 0

Classroom Teacher(s) 5.67

Teacher of Reading Recovery 0.21

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.89

Other Positions 0

*Full Time Equivalent

During 2017 no Indigenous teachers were on staff.

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

Each year we are allocated funds to provideprofessional learning opportunities for all staff membersat Tocumwal Public School. The school’s majorpriorities and strategies for teacher professionallearning are:

Average expenditure per teacher on professionallearning at the school level is $1500 per annum.

The continued development of the school– basedProfessional Learning team.

Schoolbiz – Professional learning information availableweekly to staff to assist with prioritising the needs ofstaff.

Integrating Professional Learning into whole schoolplanning and management of TPL Funds.

Regularly evaluating the effectiveness of ProfessionalLearning activities.

Monitoring Professional Learning calendar and utilisingProfessional Learning opportunities.

Attending Principal Meetings and essential trainingdays.

Literacy & Numeracy professional development days.

Career development opportunities.

Development of class units in HSIE / Science andTechnology.

Training in the application and use of Smart Boards inthe classroom.

The staff participated in the following courses and training events:

STLA meetings

Reading Recovery

Emergency Care and Asthma Training

ASCIA –Anaphylaxis training

Disability framework

PLAN updates

Child Protection

Classroom Management Strategies

Road Safety

Public Speaking

Australian curriculum including:NSW Syllabuses for theAustralian Curriculum

Disability Standards for Education: NSW DEC


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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Receipts $

Balance brought forward 112,064

Global funds 86,171

Tied funds 47,389

School & community sources 34,811

Interest 1,320

Trust receipts 5,660

Canteen 0

Total Receipts 175,350

Payments

Teaching & learning

Key Learning Areas 21,329

Excursions 6,113

Extracurricular dissections 18,741

Library 973

Training & Development 1,400

Tied Funds Payments 33,549

Short Term Relief 12,141

Administration & Office 21,949

Canteen Payments 0

Utilities 10,907

Maintenance 5,491

Trust Payments 6,627

Capital Programs 30,765

Total Payments 169,985

Balance carried forward 117,428

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

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

2017 Actual ($)

Opening Balance 0

Revenue 288,781

Appropriation 233,724

Sale of Goods and Services 3,847

Grants and Contributions 50,945

Gain and Loss 0

Other Revenue 0

Investment Income 265

Expenses -114,857

Recurrent Expenses -114,857

Employee Related -28,239

Operating Expenses -86,618

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

173,924

Balance Carried Forward 173,924

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.


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 1,171,851

Base Per Capita 22,924

Base Location 17,250

Other Base 1,131,677

Equity Total 91,728

Equity Aboriginal 5,385

Equity Socio economic 55,959

Equity Language 0

Equity Disability 30,384

Targeted Total 0

Other Total 32,937

Grand Total 1,296,516

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.

Students in Year 3 and Year 5 continue to demonstrateimprovement and sound achievement in NAPLANassessment in Literacy.

Students in Year 3 this year showed a continuedpositive trend of increasing performance aboveNational Minimum Standards. In Grammar andPunctuation we had 85% of students achieve in the top2 bands. In Reading we had 52% of students achieve inthe top 2 bands. In Spelling we had 54% of studentsachieve in the top 2 bands. In Writing we had 81% ofstudents achieve in the top 2 bands.

Students in Year 5 this year also showed a continued

positive trend of increasing performance aboveNational Minimum Standards. In Grammar andPunctuation we had 46% of students achieve in the top3 bands. In Reading we had 42% of students achieve inthe top 3 bands. In Spelling we had 58% of studentsachieve in the top 3 bands. In Writing we had 29% ofstudents achieve in the top 3 bands.

Band 1 2 3 4 5 6

Percentage of students 3.9 3.9 7.7 0.0 46.2 38.5

School avg 2015-2017 1.3 3.5 13.1 13.6 33.7 34.8


Band 1 2 3 4 5 6


School avg 2015-2017 0.0 7.8 17.0 20.7 32.4 22.0

Band 1 2 3 4 5 6


School avg 2015-2017 4.1 14.2 23.2 27.0 19.3 12.2

Band 2 3 4 5 6

Percentage of students 7.7 0.0 11.5 65.4 15.4

School avg 2015-2017 4.8 4.2 26.3 53.7 11.0


Band 3 4 5 6 7 8


School avg 2015-2017 7.5 15.0 23.1 26.5 21.2 6.7

Band 3 4 5 6 7 8


School avg 2015-2017 7.1 24.4 19.5 22.1 9.8 17.0

Band 3 4 5 6 7 8


School avg 2015-2017 9.7 9.5 28.4 37.3 13.6 1.4


Band 3 4 5 6 7 8


School avg 2015-2017 2.8 12.3 37.6 31.2 12.9 3.4

Students in Years 3 and 5 have demonstratedcontinued achievement and growth in Numeracy.

In Year 3 85% of students achieved in the top 3 bands.

In Yr 5 46% of students achieved in the top 3 bands.

Numeracy will continue to be a focus of developmentfor teachers in 2018 with targeted professional learningand implementation of in school standardisedassessments to extend the available data to informteaching.

Band 1 2 3 4 5 6


School avg 2015-2017 0.0 5.1 26.5 36.3 21.0 11.3


Band 3 4 5 6 7 8


School avg 2015-2017 3.4 18.2 26.1 35.3 11.6 5.4

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

In 2017, there has been a considerable increase in thenumber of students in the top two bands for Literacyand Numeracy in both Year 3 and Year 5. Additionalclassroom teachers have been utilised to conduct focusgroups in order to extend all students across K–6 in theareas of Literacy and Numeracy.

Parent/caregiver, student, teachersatisfaction

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

In November 2017, all staff, parents and studentsacross the school were asked to evaluate theirsatisfaction of the school in general by completing theSchool Map Best Practice Statement culture survey.

Findings and conclusions

Most areas of the surveys were rated as highly positiveor positive. An analysis of the survey results revealed:

•The majority of parents believed that the school wascontinually finding new ways to improve what it does;

•Parents strongly indicated that their children wereencouraged to achieve their best and that studentswere appreciated and rewarded for their efforts;

•Parents believe the school is very aware of thecommunity needs and its families’ needs;

•Students overwhelmingly indicated that they wereencouraged to achieve their best and were positivelyrewarded for their efforts;

•95% of students indicated that they were proud of theirschool and felt that their school appreciated them asstudents;

•Staff indicated children were encouraged to be life longlearners and that all attempts in meeting children’slearning needs were being sought;

•Staff strongly believed that student achievements werecelebrated and they were proud to work at the school;

•93% of parents indicated that they were usually proudof their child’s school and that they were supportive ofwhat was happening in the school.

Future directions

The primary focus of the school will be to continuallyimprove teaching and learning and to address issuesraised by respondents.

The school will further publicise the excellentachievements of its students and programs.

The school will continue to involve all representatives inthe important decisions being made at the school sothat all views are considered.

The school will always be open for all parents todiscuss their child’s progress at appropriate times, sothat the partnership between home and schoolcontinues to evolve.

Policy requirements

Aboriginal education

Throughout 2017, lessons were presented to studentsin specific subject areas with a particular focus onAboriginal education. These lessons helped to educateour students about Aboriginal history, culture andcurrent Aboriginal Australia.

Aboriginal students were specifically tracked andindividual programs prepared to ensure they were ableto achieve the educational outcomes that arecomparable to their cohorts in NSW.

All Aboriginal students were able to meet the desiredoutcomes set in literacy and numeracy lessons.

We held a NAIDOC day celebration at the end of term 2which involved a whole school assembly and allstudents participating in lessons involving Aboriginalpainting and art as well as stories, bush tucker andtraditional indigenous sports and games. A wholeschool indigenous garden was added to in front of lastyears rainbow serpent mural on the staffroom wallfacing into the playground.

Multicultural and anti-racism education

At Tocumwal Public School, all practices are geared atensuring an inclusive community and a racism–freelearning and working environment. This is achieved bybeing culturally aware and providing explicit lessons inthe classroom to help develop an understanding ofcultural, linguistic and religious differences.

A teacher has been trained in the Anti–Racismprocedures. This teacher is available at all times toassist with any issues that may arise and also providetraining and development for other members of thecommunity.


Other school programs

Student Welfare

The school aims to provide quality education programsto suit the needs of all students and provide opportunityand recognition for success at all levels. Programs areregularly reviewed and monitored to meet the changingneeds of our students and school community.

Programs include:

The continued implementation of a positive rewardsystem that acknowledges student achievement, presentation of awards at assemblies and recognition inthe school newsletter. "You Can Do It" program for thewhole school. This program looks at the 5 keys tosuccess and encourages children to use them at alltimes. An effective SRC body, with representativesfrom Years K – 6, meeting to organise fund– raisingevents and other child–centered activities promotingschool and personal pride, loyalty and self–esteem.Access to the school counsellor (three visits per term),or when requested. Child protection programs for allclasses. Local police involvement through‘Adopt–a–Cop’ visits to the school. Monitoring andregistering student behaviour.

In 2018 the school will keep promoting and rewardingpositive interactions by all members of the schoolcommunity. The school will continue to regularlymonitor and modify existing programs to maximise thelearning opportunities for all students.

Arts

Through participation in creative arts areas, children ofTocumwal Public School have had opportunities forcreative expression, enjoyment and imaginative andemotional responses. Some of the highlights in 2017included:

Whole–school dance and drama performances forspecial occasions including weekly assemblies,education week and presentation night assembly.Whole–school dance program for all students duringTerm 4. School choir performances at the local RSLRemembrance Ceremony, Tocumwal Hostel, schoolopen days. "The Royal Variety CommandPerformance" whole school end of year production.Lion’s Club Public Speaking district champions.

Sport

There is a strong commitment for students toparticipate in a wide range of sporting activities atTocumwal Public School. The following outlines themajor activities in the sports program for 2017:

Strong student representation at district and regionallevels in swimming, cross–country and athletics. ZoneSchool Champions in Swimming and Cross–Country.Individual standouts in our sporting programwere:–Logan White, Jackson Bury and Macey Whitewho gained selection into the Riverina Swimming Teamto compete at the NSW PSSA State Swimming

Championships; Logan White, and Tahlia Pate whogained selection into the Riverina Cross–Country Teamto compete at the NSW PSSA State Cross–CountryChampionships, Maksym Eddy who gained selectioninto the Riverina Athletics Team to compete at theNSWPSSA State Athletics Championships, MaceyWhite who gained selection into the Riverina GirlsCricket Team to compete at the NSWPSSA StateCricket Championships; and Macey White and CharliMulholland who both gained selection into theRiverina Softball Team to compete at the NSW PSSAState Softball Championships and Macey White whogained selection into the Riverina Girls Soccer Team tocompete at the NSWPSSA State SoccerChampionships.

Sporting are programs carried out on a weekly basiswith an emphasis on participation, skill developmentand enjoyment. Learn to swim and stroke improvement,with programs catering for all students’ needs, withinthe school. A whole school fitness program designed toincrease the fitness levels of all students. Participationin boys and girls softball in the NSW PSSA Knock–outcompetitions. Participation in the Finley PSSA ZoneAutumn and Spring Round Robin Gala Days. Coachingsessions by NSW Development officers in AFL andCricket for K–6 students. Inter–school sporting activitieswith neighbouring schools. Active After School CareProgram and Werribee Inter–School EquestrianChallenge.

Other

Students have contributed to the success of manycommunity events during the year including marchingand singing at the local ANZAC Day ceremony, withover 85% student attendance. A total of 28 students inYears 3–6 entered the University of NSW English,Spelling, Mathematics and Science Competitions. Thisresulted in 2 High Distinctions, 3 Distinctions, 12Credits and 4 Merit certificates beingawarded.Increased social responsibility in our seniorstudents, evidenced by their involvement in variousschool activities including leadership roles in tabloidafternoons, buddy reading with infant students,coordinating and leading of assemblies and organisingthe sports shed. Participation in on–line extra–curricularresearch and science projects.


2017 Tocumwal Public School Annual Report · Introduction The Annual Report for€2017 is provided...

Documents

Transcript of 2017 Tocumwal Public School Annual Report · Introduction The Annual Report for€2017 is provided...