2018 Calare Public School Annual Report€¦ · Council, Helping Hands and our amazing Parents and...

Calare Public SchoolAnnual Report

2018

4380

Printed on: 30 May, 2019 of 21 Calare Public School 4380 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Calare 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.

Stephen Bingon

Principal

School contact details

Calare Public School44 Wentworth LaneORANGE, 2800www.calare-p.schools.nsw.edu.aucalare-p.school@det.nsw.edu.au02 6362 3699

Message from the Principal

The year that saw Calare turn 50 years young.

Congratulations to our students, teachers and families on atruly memorable year. 2018 saw many wonderful events as we celebrated our 50thBirthday. Thank you to everyone who joined us for our reunion dinner, our BirthdayBash and the opening of our time capsule. It was wonderful to see so many thatlove our great school. I look forward to seeing the next generations that shareCalare and the achievements they will celebrate.

To our staff, thank you for an extraordinary year. Youpassion and commitment has seen so many success stories. We are very proud ofour academic achievements across all classes as we continue to reflect on ourteaching practices to ensure that we strive to engage all students and tailortheir learning to meet each child's needs. The Numeracy team has strived toenhance their programs across the school with Calare implementing a completelynew maths program to meet the needs of our students and the changing demandswithin the mathematics syllabus. The Literacy team have also been hard at workdeveloping our skills in the teaching of comprehension and tracking tools tomonitor each child's progress.

Our cultural programs in music and performing arts continueto be the envy of the world. Our school dance troupes, bands and choir groupsall had fabulous success at the Orange and Bathurst Eisteddfods, have had manyopportunities to perform for audiences across Orange and our senior dancetroupe once again learnt the opportunity to perform at the School Spectacular inSydney. The most pleasing part for me about these programs is the number ofchildren who have been given an opportunity to 'participate and achieve'. Hundredsof children have been part of this success and I hope they all continue theirpassion for music, dance and singing, long into the future.

There were a number of new opportunities created this yearwith the establishment of a coding and robotics club and the STEM curriculum.Many staff have contributed to our work in Science, Technology, Engineering,and Mathematics (STEM). Teachers have band together to win grants that saw newequipment including a 3D printer and an array of new robots. Student codingclubs that meet during school holidays to continue their work with teachers in


preparation for future STEM competitions and the community support to enhancetechnology equipment in classrooms will see all year 5 and 6 studentscompleting part of their school work on their own personal laptop.

Calare has always prided itself on being able to provide avery broad range of learning opportunities so that every child has their momentto shine and develop a passion that makes them happy. Thank you to our staff,our families and our community partners, that work together to create so manysporting teams, the Kitchen Garden program, a Kids Construction Club, SensoryPrograms, Before and After school Care, Homework Club, Student RepresentativeCouncil, Helping Hands and our amazing Parents and Citizens group (P & C). Thankyou to all of the wonderful volunteers in classes across our school supportingwith reading, maths, writing and spelling. You truly make a big difference in asmall person's life.

Unfortunately, at the end of every year we often have to saygoodbye. This year we will be saying goodbye to Rosmary Hassall. Rosie has beenat Calare for 10 wonderful years and her love for children and her care forthose around her has meant that she has a very special place in our hearts. Wewish you all the very best in retirement and know that you will be deeplymissed.

The joy of a big, passionate school is the amount of supportthat goes around and I am particularly proud that together we can create theseopportunities for all of our children.

Stephen Bingon

Proud Principal of Calare

Calare – Growing great kids, in spaces where they flourish.

Message from the school community

We are at the end of another successful year. The achievements that the P&C have made in conjunction with theadministration of the school would not have been possible without the sacrifice and commitment of certain individuals.Firstly, I would like to thank Mr. Bingon and Mrs. Alchin for their commitment and selflessness in the execution of theirduties as Principal and vice–principal. Their support of the P&C is instrumental in the success of our Students at not onlythe high–standards of education results but also at various sporting, Artistic and cultural events. Also, I would like tosingle out Kay Cornish and Ron Green, two very dedicated members who never fail to support our activities and sacrificeto ensure that a number of P&C based initiatives are executed. Thank you for your patience and dedication to the P&Cwe cannot thank you enough for your support of this committee. My current serving P&C members, thank you all for yourtireless nights and weekends that you have sacrificed to ensure that all of these P&C initiatives become a reality. Thankyou for making time although you have a family to see about, a job to attend to and all other personal commitments thatyou sometimes have to set aside to attend meetings. Please note that your sacrifice and foresight will not only serve toexcel this generation, but future generations of Calare. So, I salute you ! I must make a special mention of our outgoingTreasurer Judy Wreckart, who has been the back–bone of this committee for a number of years. I personally don't knowhow this committee will run without the support and forward thinking of a wonderful and caring individual such as Judybut, we will pray that her spirit stays with us as Calare continues to progress higher and Higher. So thank you Judy!

The school year started with the P&C Annual General Meeting (AGM) being held in February 2018. Most parents areunaware of what happens at the AGM annually and as such, we normally struggle for a positive turn–out but, the meetingwas well attended in February. The purpose of the P&C AGM is two fold. Firstly, the Parent Body is given a report of howwell the school is doing academically, challenges it faces and how funds are raised via fund–raising and other collectionsincluding how funds were dispersed during the previous school year. Secondly, the out–going P&C gives an account ofthe activities it conducted during the previous term and, lastly, a P&C Executives are voted in by the financial members(it's a $2 membership) that are present at the AGM. The P&C Executives are comprised of a mix of Parents, family,teachers and School Administration (Principal & Vice–Principal). The P&C body is a medium through which parents havethe opportunity to represent other parent/student issues and also understand the operational dynamics of the school andassist in charting a course forward to improve the school and student body.

One of the core activities that the P&C engages in during the school year is to coordinate fund raising events. Everyyear, Calare Public School looks to the P&C for support of the demands of an ever growing need to implementtechnology into the learning environment. increasing technology depends more and more on Fund raising to run


operational aspects of the School. Principal Bingon somehow finds a way through prudent expenditure to carry out someCapital Expenditure projects with contributions of the P&C funds that are raised.

Some of the Highlights of this year include key fund raising events held during the 2018 school year, The school FETE,always a favourite with the great stalls, games and activities; The Easter raffle with baskets galore; the Mother's &Father's, Mother's Day shop for a little something special; and the most exciting events are the Disco's with princesses,dancing queens and kids enjoying a night under the lights with their favourite music.

If you have not had a chance to update your wardrobe for your growing kids, remember you can drop off or browse theclothing pool every other Friday from 2:30 to 3:15. We continue to make sure we have a wonderful clothing pool for all ofour students that is managed by Bec Hayden and Kira Brice, well done ladies.

In closing, I would like to sincerely thank all the parents who consistently support the school in pulling off various eventsor assist in the operational running of the school. A heartfelt THANK YOU ! The more support we have from parents suchas these the more successful Calare will be and in turn, will impact the development of our children. We look forward toyour continued support and interest in the development of our school and Students!

Theresa Armstrong

President P & C


School background

School vision statement

Calare Public School is a quality learning community, providing an environment that aims for every child to succeed, withan education worth having.

The school cultivates authentic learning for all students and staff, promoting critical, collaborative, creative andfuture–focused thinking skills to succeed within the dynamic global community that is our world.

School Mission Statement

To grow great human beings in spaces where they flourish.

School context

Calare is a P3 primary school situated within the Orange region, NSW, with a current student population of 658,comprising of 11% Aboriginal and Torres Strait Islander students and 4% students with backgrounds other than English.

The school offers high quality, differentiated education programs delivered through highly skilled an experienced staff, ina supportive and nurturing learning environment. The school has a comprehensive and dynamic curriculum including anenrichment class, future focused learning skills and a Stephanie Alexander Kitchen Garden, as well as a long history ofoutstanding results in Creative and Performing Arts, Music and Sport.

The school has a strong inclusive and collaborative culture where the expertise and contributions of staff and community,are highly valued and respected. The school's strategic directions include: A Vibrant, optimistic learning culture,Evidence based teaching backed by student data and Quality systems through leadership which drives the intention ofevery program within the school.

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: Sustaining and Growing

The school has identified significant improvement in this area going from Delivering in 2017 to Sustaining and Growing.There is demonstrated commitment within the school community that all students make learning progress. Partnershipswith parents and students support clear improvement aims and planning for learning. The school collects and analysesinformation to inform and support students' successful transitions. The school seeks to collaborate with parents ofstudents whose continuity of learning is at risk. Attendance data is regularly analysed and is used to inform planning.Whole of school and personalised attendance approaches are improving regular attendance rates for all students,including those at risk.

Wellbeing: Delivering

Every student can identify a staff member to whom they can confidently turn for advice and assistance at school. Theschool collects, analyses and uses data including valid and reliable student, parent and staff surveys/feedback to monitorand refine a whole school approach to wellbeing and engagement, to improve learning. There is school–wide, collectiveresponsibility for student learning and success, which is shared by parents and students. Planning for learning isinformed by sound holistic information about each student's wellbeing and learning needs in consultation withparents/carers. Positive, respectful relationships are evident and widespread among students and staff and promotestudent wellbeing to ensure optimum conditions for student learning across the whole school.

Curriculum: Delivering

The school's curriculum provision and evidence–based teaching practices provide a high expectations framework, within


which all students effectively develop their knowledge, understanding and skills. The school monitors and reviews itscurriculum provision to meet changing requirements of the students. Teaching and learning programs are dynamic,showing evidence of revisions based on feedback on teaching practices, consistent and reliable student assessment andcontinuous tracking of student progress and achievement. Teaching and learning programs across the school showevidence that they are adjusted to address individual student needs, ensuring that all students are challenged and alladjustments lead to improved learning. Teachers involve students and parents in planning to support Printed on: 5March, 2019Page 4 of 17Jasper Road Public School 4382 (2018)learning, and share expected outcomes.

Assessment: Delivering

Teachers routinely use evidence of learning, including a range of formative assessments to inform their teaching, adapttheir practice and meet learning needs of students. Assessment is a tool that supports learning across the school.Teachers use reliable assessments to capture information about student learning. Teachers share criteria for studentassessment with students. Formative and summative assessments create opportunities for students to receive feedbackon their learning. The school analyses summative assessment data to identify learning progress of individual studentsand student cohorts.

Reporting: Delivering

The school has explicit processes to collect, analyse and report specific internal and external student and schoolperformance data, on a regular basis. Student reports contain personalised information about individual student learningprogress and achievement, and preview plans for meeting future learning goals. Parents are presented with clearinformation on what and how well their children are learning and receive regular information in accessible formats abouthow to support their children's progress. The school solicits feedback on its reporting from parents.

Student Performance Measures: Delivering

The school achieves excellent value–added results, significantly above the value added by the average school. Moststudents achieve in the top two bands for NAPLAN reading, writing and numeracy. The school has identified what growthis expected for each student and students are achieving higher than expected growth on internal school progress andachievement data. School data shows that student progress and achievement is greater than students at statisticallysimilar schools on external measures, and this is consistent with strong student progress and achievement on internalmeasures.

Effective Classroom Practice: Delivering

Teachers collaborate across faculties/stages/teams to share curriculum knowledge, data, feedback and other informationabout student progress and achievement, to inform the development of evidence–based programs and lessons, whichmeet the needs of all students. Teachers are skilled at explicit teaching techniques such as questioning and assessing toidentify students' learning needs, and use a range of explicit strategies to explain and break down knowledge. Teachersprovide explicit, specific and timely formative feedback related to defined success criteria. Teachers' feedback supportsimproved student learning. All classrooms and other learning environments are well managed within a consistent,school–wide approach. Well planned teaching is taking place, so that all students can engage in productive learning, withminimal disruption. Teachers model and share a flexible repertoire of strategies for classroom management andpromotion of student engagement and responsibility for learning.

Data Skills and Use: Delivering

The school has identified significant improvement in this area going from Delivering in 2017 to Sustaining and Growing.Teachers use data effectively to evaluate student understanding of lesson content. The leadership teamcomprehensively analyses student progress and achievement data for insights into student learning and discussesresults with the whole staff. All teachers contribute to gathering and analysing data. Assessments are developed/sourcedand used regularly across stages/year levels/subject areas or the whole school to help promote consistent andcomparable judgement of student learning, monitor student learning progress, and identify skill gaps for improvementand areas for extension. There is a coordinated effort by school staff to engage the school community to reflect onstudent progress and achievement data and develop plans and strategies for improvement.

Professional Standards: Sustaining and Growing

Teachers' Professional Development Plans are supported by a coordinated whole school approach to developingprofessional practice, informed by research. Whole school analysis of the teaching staff identifies strengths and gaps,with planning in place to build capabilities and source teachers with particular expertise to improve student learningoutcomes. A high proportion of the teaching staff (including specialist teachers) have attained and are maintainingaccreditation at Highly Accomplished or Lead teacher professional standards and/or there is a strong, visible culture inthe school that promotes and supports the attainment of higher level accreditation, with an increasing proportion ofteachers at preliminary stages of the higher level accreditation process. Teachers are proficient in their teaching ofliteracy and numeracy, meeting the needs of students in their subject/stage.


Learning and Development: Sustaining and Growing

Teachers engage in professional discussion and collaborate to improve teaching and learning in their classes, yeargroups, stages, faculties, or for particular student groups. This includes negotiated observations of classroom teachingpractice, with feedback, to improve professional knowledge and practice. Whole school and/or inter–school relationshipsprovide mentoring and coaching support to ensure the ongoing development and improvement of all teachers, by expertteachers such as those accredited at Highly Accomplished or Lead. Teachers actively evaluate, share and discusslearning from targeted professional development with other staff in their school to improve whole school practice. Theschool identifies expertise within its staff and draws on this to further develop its professional learning community. Areasfor development in teacher expertise are identified and addressed. Teachers are supported to trial innovative or evidencebased, future–focused practices.

Educational Leadership: Delivering

The leadership team ensure that each syllabus is implemented with fidelity, with teaching programs reflecting syllabusoutcomes and lesson plans. These teaching programs are reflected within our assessment procedures to ensure allfamilies receive accurate reports on their child's progress.

Each staff member completes the performance and development process to ensure we are improving every year. Allstaff are encouraged to pursue higher levels of attainment and are provided with professional learning, coaching andmentoring to reflect their experience, expertise and aspirations.

Tell Them From Me Surveys and community forums are used regularly to measure the satisfaction of students, staff andthe community. With the school receiving very pleasing results across each group. Specific surveys through googleforms and community forums are held to gage community opinion on initiatives such as technology opportunities leadingto pedagogy improvements and community desires for modifications to current uniforms.

School Planning, Implementation and Reporting: Delivering

Calare takes great care to align our School Plan with student learning and systems that assist with meeting the needsand measuring the progress of each of our students. Steps are taken through meetings, forums and surveys to ensurethat all stake holders have had input into the School Plan. Our annual report as well as other evaluation tools capturedata both summative and formative to measure our progress towards milestones and the School Excellence Framework.All these practices and processes are facilitated within a culture of continuous improvement.

School Resources: Sustaining and Growing

Leading Business and Management tools such as the eFPT budget spreadsheets, long term planning, clear rolestatements as well as seeking additional funding sources are employed to facilitate financial planning and effectivemanagement of school finances.

Calare also prides itself on being a major community facility within its local area. School facilities are used by severalgroups every day including multiple sporting teams, interest groups, before and after school care, holiday programs anda church group. The school also employs a critical eye to create spaces that can be used in a variety of ways for studentlearning and very specific ways to meet key needs.

Finally technology and its effective use has been a key goal at Calare for the past two years. The school has undergonea significant transformation in our access to technology, the way we use it within our students learning and the way weconnect with families and other organisations.

Management Practices and Processes

The operational effectiveness within the school administration team reflects the outstanding data captured throughcommunity satisfaction surveys. Each member within the team has and continues to develop their understanding ofeveryone else's role. This allows every team member to respond to a wide variety of enquires as well as replace orsupport each other during times of absence or high demand. This professionalism is also reflected in making informedchoices about cost effective practices and efficient systems for delivering services to our students, their families and theteaching staff.

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

A vibrant, optimistic learning culture.

Purpose

In schools that excel, student success is strongly linked with a culture that promotes deep knowledge and depth ofunderstanding in literacy and numeracy with the belief that all students will be successful. Engaged students asdeliberate and active agents in their own learning, develop an understanding of themselves as learners and expand theirability to self–regulate their learning. Establish a culture of critical thinking and creativity to develop deep and lastingunderstandings. Develop strong character qualities that will enable them to connect, succeed, thrive and contributepositively throughout life.

Overall summary of progress

Calare Public School will offer visible learning experiences that are differentiated, meaningful and challenging, providingstudents with the opportunity to become global citizens who have an impact on the world. Staff will engage theirpedagogical knowledge and understanding with their colleagues and wider school community networks to deliver a highstandard of future–focused learning, teaching and leading experiences. High quality teacher professional learning willensure that all staff understand and collectively engage with the many programs across the school, resulting in allstudents having access to all facets of quality teaching and learning.

Teachers have participated in professional learning to better implement their delivery of individualised reading andphonics instruction. This has also led to the development of a plan for consistency in K–6 phonics/spelling, reading andnumeracy, including the construction of Scope and Sequence documents for teachers to follow in 2019. Phonics in theearly years has been a focus with support through targeted professional learning for all K–2 Teachers. Learning andSupport Team process have been continuously reviewed throughout the year, with particular focus on the provision ofin–class support for students requiring additional learning support, as well as our ensuring the learning needs of allEAL/D learners are met. A collaborative approach to developing improved inquiry learning pedagogy in the key learningareas of History, Geography and Science has taken place. A team of teachers created a framework and scope andsequence for inquiry learning across K–6, which will be fully implemented in 2019.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of teaching and learningprograms show evidence oflearning intentions, successcriteria and student adjustedcurriculum.

4 x Whole staff training into'What Works Best"

6 x Stage meetings to shareand develop understand aswell as time to developLearning intentions, andmarking criteria for writing.

$2000 – Time forInstructional Leader todevelop resource for Focuson Reading.

Visible Learning strategies including identification oflearning intention and success criteria are clearlydisplayed in each classroom. Marking criteria hasalso been developed for writing tasks to strengthenstudents understanding of what is required andsupport consistent teacher judgement across stageteams.

Professional learning was undertaken by staff fromthe 'What Works Best' documentation to supportthese improvements in teaching practice.

Our previous Professional Learning into 'Focus onReading has been developed into a series ofprofessional slides with a voice over narration. Thiscoupled with minimal PL should ensure themaintenance of this program with new staff eachyear.

Increase the proportion ofstudents demonstrating activeengagement with their learning,measured through Studentsurveys, Attendance andWellbeing data.

$30, 000 – increase accessto laptops across theschool. This was matchedby family contributions of$55, 000.

$2, 000 – PL for stage 3teachers.

There is a priority identified through staff,community partnerships and student surveys toenhance future focused learning. One aspect wasto provide one to one access to laptops in stage 3classes. This has been achieved through ourpartnerships and is leading to an enhancedpedagogy through engagement and stage 3 andstage 4 curriculum being aligned.






Increase the proportion ofstudents demonstrating activeengagement with their learning,measured through Studentsurveys, Attendance andWellbeing data.

$2, 000 – Stage 3 teachersto work with Stage 4teachers.

$36, 000 – Japaneseteacher.

Families and students also indicated they wantedaccess to a second language to be truly globalcitizens. We now provide Japanese lessons once aweek to all classes from K–6.

Attendance data shows a minor improvement from93.8% in 2017 to 94.0% in 2018.

Tell Them From Me Data shows above state resultsin many aspects particularly student engagement,teachers listening and responding, parent opinionsbeing listen with response.

To consistently achieve orexceed, a year of learning for ayear at school.

$2000 – Develop excel andtrain staff

$4000 – Site licence forSeesaw and Pl for staff.

The school developed a new excel spreadsheet totrack the reading levels of each child during theacquisition of reading stage (up to level 30). Schooldata indicates that 14% of students areexperiencing significant difficulty, 13% areexperiencing mild difficulty, 37% are at gradeexpectations, 20% are above grade level and 16%are well above grade level. These students areknown and receiving support to grow inachievement.

In 2018, all students with Individualised orPersonalised Learning Plans had the opportunity toparticipate in three way meetings to discussprogress and strategies at school and home tofurther improve.

Seesaw was also employed in all classes K–2 toenhance the level of communication betweenschool and home to support student learning.Considerable time was spent creating authenticlearning to share to enhance this partnership.

Next Steps

*The focus on improved consistency across the school in Phonics, Writing and Mathematics will continue. In 2019, classteachers will be supported through lesson observations in Writing, formative assessment groups and personalisedProfessional Learning to address PDP goals and career stage. Ongoing professional learning for the implementation ofmathematics with a focus on applied and mental computation, as well as being provided with opportunities to observecolleagues and reflect on their own practice through timely feedback.

*The Learning and Support Team will continue to refine its role within the school. 2019 will see the Learning and SupportTeachers, providing daily intervention in all classrooms. They will continue to uphold the model of consistency by workingcollaboratively with colleagues in phonics and guided reading.



Student–focussed, quality teaching.

Purpose

Engaged and skilled teachers inspire life long learning in students by actively participating in an educational communitythat stimulates and engages professional learning throughout a teachers entire career. Our school has a culture whereprofessional learning is intrinsically aligned with the needs of the students as identified through the collection of qualitydata and research. Teachers work collaboratively to enhance their professional knowledge and evaluate theeffectiveness of their practices.


The school will proactively build the capabilities of all staff as learners, teachers and leaders, to strengthen and sustain ashared culture of high expectations for success. Every staff member is expected to recognise that ongoing deep learningand continuous career development ensures the school has a commitment to evidence–based, relevant and futurefocused professional educators. This is not only to meet and maintain accreditation with the National Standards, but isour moral responsibility as leaders of learning. The conceptual understanding that leadership comes from choices withinthe person in addition to the development of leadership skills will be promoted at all levels of the school community,engaging internal control systems of leadership.

Specific targeted professional learning based on PDP information and staff requested requirements was delivered usinga café style rather than a one size fits all. This PL was then a focus for improving teaching and bringing aboutongoing change through teacher observations from both supervisors and mentors. Staff teamed with colleagues to teamteach,demonstration lessons and lesson evaluations. QTSS funds supported this. Teams collected and analysed theirown data and began developing a whole school focus, looking at trends and areas of need.





100% of teaching and learningprograms show evidence oflesson purpose, sequentialinstruction, evaluation andconsistent assessment.

Time allocation for researchinto maths programs.

6 x PL sessions whole staffon the elements of CalareMaths.

$5000 – stationary budgetto develop resourcesacross school.

4 x $500 = $2000 PL stagestaff Google classroom

Implementation of a consistent Calare Mathematicsprogram was develop from grades 1–6. Thisreflects researched based teaching practices whilstensuring consistent implementation of the mathssyllabus.

Significant Professional Learning was undertakenby stage 3 staff to facilitate new pedagogy practicewith Google Classroom.

Recording and analysis oftriangulated assessment dataand applied to resourceallocation.

6 x $500 = $3000 casualrelief

6 x $100 = $600 PL costs

1 x $500 = $500 NAPLANanalysis release

4 x $500 X 3 = $6000Consistency within themarking of writing.

6 staff were trained in the new NationalProgressions to monitor progress for students. Theythen lead two initial sessions with all staff to presentthe overall structure of Progressions and thesoftware tool to manage it.

NAPLAN analysis was presented to all staff toidentify areas of strength and potential growth.

Writing samples were collected three timesthroughout the year and marked against theNAPLAN criteria by a 4 teachers. This was thenshared with all staff as a guide for expectationsagainst the rubric for all classes Yrs 1–6.

Teachers then undertook consistent TeacherJudgement sessions. Students work was jointly






Recording and analysis oftriangulated assessment dataand applied to resourceallocation.

marked against rubrics to ensure consistency.

Collaborative practices areevident through all PDP's,teaching programs andparticipation rates in schoolsystems.

3 x $100 X 20 = $6000 PLGgroups

Professional Learning Groups allowed threeteachers additional time to undertake their ownlearning / research action project into a goal withintheir PDP. Teams were required to submit anapplication outlining the purpose, research, impacton teaching & learning and evaluation with apresentation to all staff.

All staff including teaching, SASS and additionalsupport staff engage in the ProfessionalDevelopment Plan with goals that align to schooldirections as well as personal development.

Next Steps

Staff will continue to develop and refine quality literacy sessions that include explicit and systematic teaching of phonics,specific high frequency words and significant Professional Learning into structured writing approaches through 7 Stepsfor Writing Success. These sessions will include all elements of the structured approach to writing, the development ofresources and marking rubrics and based on assessment data collected. Student achievement will be regularlydiscussed and analysed systematically across the school through the formation of formative assessment groups withscheduled meeting times. Google classroom will be implemented in all stage 3 classes, aligning the skills within thetechnology syllabus with stage 4 at our high schools.



Quality systems through leadership.

Purpose

School leaders enable a self–sustaining and self–improving community through the implementation of lessonopportunities which are central on both evidence based practice and by the collection of whole school data. Weeffectively combine the information we gather to develop school plans that enable continuous school improvements thatare well conceived, effectively implemented and promotes ongoing improvements in student and teacher outcomes.Clear plans and processes are in place to build the capacity of every staff member at each stage of their career.


To create a school culture that is professionally supportive, proactive and strengthens community partnerships throughthe implementation of effective communication frameworks. The school community works in a diligent and sustainableway to embed a system of values that continues to build a highly developed culture of success.

Staff have supported relationships created with the school community and have taken steps to ensure they aresustainable and an accepted part of the culture of the school community. The school's partnerships have beensuccessfully implemented and have been adequately resourced and sustained. Partnerships will have their intendedimpact and have been consistently reviewed and adapted for purpose.





All staff are responsible tomaintain or grow theirprofessional teaching standardsas measured against theAustralian ProfessionalStandards for Teachers andPrincipals.

4staff x $250 x 30 weeks =$30000 early careerteachers mentoring.

3 staff x $200 x 40 weeks =$24000 additional time forearly career teachers.

2 staff x $100 x 40 weeks =$8000 aspiring leadersmentoring.

$3000 – ProfessionalLearning courses foraspiring leaders.

3 staff x $250 x 14 days =$10500 SASS training

Professional Learning, Coaching, Mentoring andadditional Time was provided to support all staffwith formal processes in place for early careerteachers and aspiring leaders.

All teacher PDP's are reflective of the TeachingStandards and reflect the school's strategicdirections.

SASS staff completed training and implemented theLeading Management Business Reform tool in2018 as well as the Human Resources Package.

Evidence of high impact schoolimprovement across all domainsof the School ExcellenceFramework.

26 x $150 x 2 days = $7800lesson observations

4 meetings to reflect SEFself analysis

Leadership teams complete Teaching programsupervisions, lesson observations and professionallearning reviews of all staff to ensure each memberis improving every year.

The school completes the School ExcellenceFramework self analysis, providing evidence fordecisions within the framework.

School completed several surveys including TellThem From Me surveys to monitor satisfactionlevels within students, staff and the community.These surveys were also used to respond tocommunity issues including technology, uniformsand communication. Our TTFM data has studentand community satisfaction levels well above stateaverages with our customer service and teacher






Evidence of high impact schoolimprovement across all domainsof the School ExcellenceFramework.

relationships being particularly high at 95% and94% respectively.

Next Steps

*The school will continue to focus on a three step approach to building partnerships with the community. We will'communicate' effectively using a range of sources so that parents are informed on student learning, community eventsand opportunities to engage with the school. We will evaluate each communication tool within the school, definingpurpose and quality of material.

*The school will build upon it successful parent workshops to 'Educate' the community through the engagement ofexternal consultants and experts in specific fields. Recent parent surveys were collated for optimal times and days toallow for increased participation. *'Celebration' of student success will continue to form an imperative aspect of buildingpartnerships. The school will continue to provide opportunities for parents to celebrate academic results, sportingsuccess, artistic ability and behaviour expectations.

Professional Learning, mentoring, coaching and opportunities will continue to be provided to all staff to support them intheir career develop and reflective of their current experience and expertise.

Ongoing Professional Learning, time and support will be provided to SASS staff as they continue to develop theirunderstanding of Leading Management Business Reform and the Human Resources package.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $86336 In 2018, funding allowed for: * Aboriginalperspectives in education at Calare PublicSchool to be enhanced with celebrationsduring NAIDOC Week.

* The creation of a new Aboriginal Learningspace through the painting of rocks with anindigenous designed serpent weaving throughthe area.

* Students to be supported through the writingof PLP's and SLSO support as appropriate.

English language proficiency $26496 Some of the initiatives and achievements ofthe EAL/D team were:

* Provided support through withdrawal groupsfor students who have recently immigrated toAustralia, with very limited English and arefunded under the New Arrivals Program(NAP).

* Worked alongside classroom teachers toprovide intensive support to targeted studentswho worked on achieving specific outcomes.

* Accurately phased all EAL/D studentsacross the whole school using the EAL/DLearning Progression. This has helped toidentify where the students are located on theprogression, address their specific learningrequirements and monitor their progress.

* Students have gained more confidence andhave demonstrated a steady improvement intheir oral and writing skills as well as theirreading and responding skills.

* Seven targeted students have improved tomeet the expected stage outcomes and donot require additional support.

Low level adjustment for disability $176992 (Staffing)

90058 (Flexible)

In 2018, the learning and support team wascoordinated by Maxine Thompson (AP), andinvolved Jenny Maher (LaST), Melissa BevanWright (Teacher), and school counsellorsSusanna brown.

In 2018 the LST;

* Held weekly LST meetings where childrenwho had been through the LST process werereferred for further consideration.

* Supported five students and their families infinding suitable/alternative placement insupport unit classes (Through the accessrequest process).

* Completed the NCCD process. Assistedteachers in making adjustments andmodifications or completing PLPs for thestudents on the NCCD list.

* Held Integration Review Meetings for the


Low level adjustment for disability $176992 (Staffing)

90058 (Flexible)

mainstream students receiving supportfunding.

* Delivered Multi–Lit to 12 students in Stage1and Stage 2 (All students who took part in theprogram progressed in their reading levels–aligned with the school PDP goal of 'Allstudents in my educational care will improvein their reading level'). As well as ML, anumber of other intervention programs wereplanned by the LaST for students who werereferred to the LST.

* Trained and led parent and communityvolunteers in delivering Mini–Lit and otherprograms, allowing us to target a largernumber of students.

* Timetabled and organised five SLSOs tosupport students who had been referredthrough LST meetings and students receivingintegration funding.

* Held meetings with the OOHC teacher andcarers. Gained funding to support OOHCstudents.

* Delivered workshops to staff on behaviourand PLPs. Attended stage meetings todiscuss the LST process.

* Assisted classroom teachers (including earlycareer teachers) in delivering interventionprograms to students not meeting stageoutcomes.

* Completed checklists, behaviour plans andobservations of children.

* Attended pre–schools to help with thetransition for students with special needs.

* Ran a high school transition program forboth boys and girls.

* Organised and held social skills clubs atlunch time for students who wereexperiencing difficulty behaving in anappropriate manner in the playground.

Quality Teaching, SuccessfulStudents (QTSS)

$156,586 (staffing) In 2018, QTSS allocations were utilised byexecutive staff in the following way:

* Lesson observation – Staff observed avariety of lessons including literacy groups,mathematics, creative arts and drama.Lesson observations formed the basis ofFeedback given to teachers, accompanied bydiscussion of lesson strengths and areas fordevelopment.

* Mentoring – Executive staff completedmentoring conversations regarding a varietyof issues, including difficult students, classand group structures, ideas for learningactivities and physical learning environments.

* Team Teaching – A significant part of timePrinted on: 30 May, 2019 of 21 Calare Public School 4380 (2018)

Quality Teaching, SuccessfulStudents (QTSS)

$156,586 (staffing) this year involved team teaching using thegradual release model. Team teaching hasfocussed on a variety of KLAs.

* Demonstration lessons – Demonstrationlessons provided throughout the year mainlyfocussed on English, particularly on thedevelopment of debating, persuasive textwriting and comprehension strategies.

* Demonstration lessons provided byother colleagues – Executive staff oftenreleased colleagues, thereby allowing them togo to another classroom to provide ademonstration lesson to another teacher. Thiswas facilitated at the start of the year when allstaff wrote PDPs. Some of the areas ofstrength / areas needing further developmentincluded literacy groups, use of ICT, STEMlessons, debating/ public speaking, drama,and maths.

Socio–economic background $157402 In 2018 funds were used to:

* Provide student assistance to students asnecessary.

* Worked alongside classroom teachers toprovide intensive support to targeted studentswho worked on achieving specific outcomes.

Establishment of IEP's for all studentsdemonstrating learning difficulties.

Coordinate three way interviews to assistfamilies in supporting their children's learning.

Support for beginning teachers $24000 In 2017 and 2018 a formalised BeginningTeacher's Support program was initiated. Thisprogram was implemented by MarieBloodworth. The goal of the program was topromote the development of early careerteachers and support them in theirprofessional development with the aim ofimproving student learning. This has beenachieved by:–

* Implementing a standards based recordingpro–forma to document identified goals orareas of need.

* Delivering a structured, five week cycle ofprofessional development that includedobservations, team–teaching, mentoring andupskilling of syllabus documents.

* Providing ongoing feedback and support toensure that learning goals were achieved,recorded and evaluated.

* Co–coordinating a flexible timetable forbeginning teachers to be released from class.This program has not only initiated positiveworking relationships between mentors andbeginning teachers but has also resulted inthe promotion of a collegial learningcommunity across the school upon whichearly career teachers feel they can call upon


Support for beginning teachers $24000 for support.

Targeted student support forrefugees and new arrivals

$2000 Some of the initiatives and achievements ofthe EAL/D team were:

* Provided support through withdrawal groupsfor students who have recently immigrated toAustralia, with very limited English and arefunded under the New Arrivals Program(NAP).


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 349 331 325 324

Girls 330 320 309 333

Calare Public School enrolment numbers continue tobe reasonable steady. The school grew by 23 studentsin 2018 but this growth does not reflect any changes tothe community demographics.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.5 94.6 96.1 94.3

1 94.7 94 95.1 94.4

2 94.4 95.3 95.4 94.6

3 94.1 93.6 94.4 92.8

4 92.7 93.9 93.8 93.9

5 94 92.3 94.1 92.8

6 93.5 93 91.6 93.4

All Years 94.1 93.8 94.3 93.7

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

At Calare Public School, the attendance process is inaccordance with the Attendance Policy. The policy wasreviewed in 2018 and communicated to all communitymembers, staff and students. The school usesprocesses to support families engaging extended leaveto visit family overseas and to also support the studentswith attendance issues. This is reconciled with familiesin a positive way that supports a productive workingrelationship that reflects the Education Act and the

pastoral care of the student.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 25.35

Teacher of Reading Recovery 0.84

Learning and Support Teacher(s) 1.7

Teacher Librarian 1.2

School Counsellor 1

School Administration and SupportStaff

4.26

*Full Time Equivalent

In 2018, the school had three staff members whoidentified as Aboriginal or Torres Strait Islander.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 82

Postgraduate degree 18

Professional learning and teacher accreditation

In 2018, Calare Public School had four staff accreditedas proficient. The school has put systems in place toprofessional develop staff on the requirements ofgaining proficiency accreditation. It is anticipated thatthe future planning of staff may engage in seekinghigher accreditation of Highly Accomplished and Leadaccreditation. This year the school has successfullytrialled a number of new professional learning sessionsfor staff including sharing sessions, small groupworkshops and learning circles.

Financial information

Financial summary

The information provided in the financial summary


includes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 774,717

Revenue 5,921,203

Appropriation 5,553,667

Sale of Goods and Services 41,532

Grants and Contributions 317,981

Gain and Loss 0

Other Revenue 0

Investment Income 8,024

Expenses -5,440,686

Recurrent Expenses -5,440,686

Employee Related -4,829,528

Operating Expenses -611,158

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

480,517

Balance Carried Forward 1,255,235

The schools financial management processes andgovernance structures meet financial policyrequirements. The school has commitments totalling$202,000 to be spent from the 2018 balance carriedforward. The school also has a building projectscheduled for 2019 with a school budget commitmentof $250 000.

Financial summary equity funding

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

2018 Actual ($)

Base Total 4,376,671

Base Per Capita 122,596

Base Location 4,268

Other Base 4,249,807

Equity Total 537,285

Equity Aboriginal 86,336

Equity Socio economic 157,402

Equity Language 26,496

Equity Disability 267,050

Targeted Total 174,056

Other Total 307,925

Grand Total 5,395,937

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.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

In the National Assessment Program, the results acrossthe Years 3 and 5 literacy and numeracy assessmentsare reported on a scale from Band 1 to Band 7. Theachievement scale represents increasing levels of skillsand understandings demonstrated in theseassessments.


Percentage in Bands:Year 3 - Grammar & Punctuation

Band 1 2 3 4 5 6

Percentage of students 6.6 7.7 17.6 25.3 16.5 26.4

School avg 2016-2018 8.2 6.4 20.7 22.5 18.6 23.6

Percentage in Bands:Year 3 - Reading

Band 1 2 3 4 5 6


School avg 2016-2018 6.1 10.1 21.7 19.5 22.4 20.2

Percentage in Bands:Year 3 - Spelling

Band 1 2 3 4 5 6


School avg 2016-2018 6.8 14.6 18.2 16.4 25 18.9

Percentage in Bands:Year 3 - Writing

Band 1 2 3 4 5 6


School avg 2016-2018 3.2 8.6 22.9 26.8 32.9 5.7

Percentage in Bands:Year 5 - Grammar & Punctuation

Band 3 4 5 6 7 8


School avg 2016-2018 7.4 18.1 20.5 24.5 17.8 11.7

Percentage in Bands:Year 5 - Reading

Band 3 4 5 6 7 8


School avg 2016-2018 6.1 23.6 18.5 21.9 21.2 8.8

Percentage in Bands:Year 5 - Spelling

Band 3 4 5 6 7 8


School avg 2016-2018 7.7 13.4 26.8 25.8 18.8 7.4

Percentage in Bands:Year 5 - Writing

Band 3 4 5 6 7 8


School avg 2016-2018 7.7 18.2 42.1 24.2 6.1 1.7

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Percentage in Bands:Year 3 - Numeracy

Band 1 2 3 4 5 6


School avg 2016-2018 2.9 14.4 25.3 29.2 16.6 11.6

Percentage in Bands:Year 5 - Numeracy

Band 3 4 5 6 7 8


School avg 2016-2018 6.1 19.1 33.1 21.2 12.3 8.2

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Calare Public School are exceeding targets inaccordance with the Premier's Priorities: Improvingeducation results and State Priorities: Better services –Improving Aboriginal education outcomes for studentsin the top two NAPLAN bands.

Parent/caregiver, student, teachersatisfaction

In 2018, the school participated in the parent, teacherand student Tell Them From Me surveys. The schoolalso introduced informal surveys during peak parentattendance sessions to gain feedback on

* Parent workshops

* Quality Learning Environments and technology


* School Uniforms

Results from all surveys were published in the schoolnewsletter and discussed with staff to develop futuresteps.

Policy requirements

Aboriginal education

At Calare Public School a focus on embeddingAboriginal Perspectives into classroom programs andcreating personalised learning pathways for Aboriginalstudents is a commitment of the entire schoolcommunity. The school engaged in ProfessionalLearning around the 8 Ways Pedagogy as well asNAIDOC Celebrations and a commitment toAcknowledgement of Country through our Aboriginalstudent leaders.

Multicultural and anti-racism education

Multiculturalism is promoted at Calare Public Schoolthrough a multitude of experiences and initiatives. Thishelps to engage a school population that is growing inits community diversity and celebrate coming fromdifferent cultures. Embedding a Bi–lingual CommunityLanguages program has enabled students to accesslearning beyond their own culture. Also with thetransition to SchoolZine Newsletter our multi–culturalcommunity are able to connect with the school and arebetter informed of the school's priorities and events.

Calare has Japanese language lessons each week forall students from K – 6. These lessons build greaterawareness of Japanese culture, illustrate the benefits ofbeing Bi–Lingual, and enhance our curriculum links withour local high schools.


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