2018 Elderslie Public School Annual Report · 2019-05-31 · Introduction The Annual Report for...

Elderslie Public SchoolAnnual Report

2018

4646

Printed on: 31 May, 2019 of 16 Elderslie Public School 4646 (2018)

Introduction

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

Melissa Clarke

Principal

School contact details

Elderslie Public School170 Lodges RoadElderslie, 2570www.elderslie-p.schools.nsw.edu.auelderslie-p.school@det.nsw.edu.au4658 1632


School background

School vision statement

At Elderslie Public School, our vision is to create an innovative, inspiring and inclusive community.

School context

Established in 2009, Elderslie Public School is located in a rapidly growing area in South West Sydney.

In 2018, the school enrolment was 505 students in 21 classes including three support classes catering for the needs ofstudents with Autism and one class that supports students with Emotional Disturbances.

The school motto of Enjoy, Participate and Succeed underpins our core business of high quality teaching and successfullearning. This is achieved when everyone takes responsibility for a child's wellbeing and when all members of thelearning community expect every child to be a successful learner. Our school culture focusses on high expectations,caring for and respecting each other and celebrating diversity.

Our dedicated staff are committed to continual improvement and working with the community to implement innovativeand differentiated learning programs, strong and consistent support programs and a wide range of extra curriculainitiatives which assist in the development of the 'whole child'.

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

Overall Elderslie Public School is identified as delivering within the domain of learning.

Our school focused on three main areas in 2018 to support student learning:1. Wellbeing: A number of initiatives were rolled out or continued across Elderslie Public School in 2018 to support

the continuation of students connecting, thriving and succeeding at school. These included the implementation of arevised PBL program across the school, a therapy dog and the expansion of the school Think Team to completethe roll out of learning dispositions across the school to enable learning. The school continued to employ achaplain to support student wellbeing and lead a school musical. Wellbeing of staff was also a focus, with anumber of staff events occurring throughout the year. This resulted in 95% of staff indicating that they wouldrecommend our school as a place to work in the People Matter Survey.

2. Technology:. As we aim to prepare our students for the digital world we live in, Elderslie Public School focussedon improving the authentic integration of technology across the curriculum. This was supported through a numberof professional learning initiatives, improving the reliability of resources through employing a Technology LearningFacilitator and continuing to implement a BYOD program across the school.

3. Aboriginal Education: Aboriginal Education within Elderslie Public School in 2018 focused on learning at theforefront. A variety of initiatives supported this focus, including the development and implementation of a revisedPLP process, professional learning opportunities for all staff, the development of the award–winning IndigenousBush Tucker Garden, the commencement of the Local Junior AECG and the enthusiasm and dedication from ourstaff to embed Aboriginal Education into their classroom practice in meaningful and engaging way.

Teaching

Overall Elderslie Public School is identified as sustaining and growing within the domain of teaching.

Our school focused on increasing data–driven teaching practices and using evidence–based research to drive theimplementation of future–focused teaching and learning. A number of key initiatives supported this in 2018, including:

• All classroom teachers released each fortnight to engage in Spirals of Inquiry in stage teams. They investigated a


range of areas including student social and emotional wellbeing, OPAL loose parts, PAT data analysis,comprehension, reading and phonics.

• All teachers working one–on–one with a coach on personalised learning goals. These sessions resulted in staffimplementing 8 ways of Learning incorporated with literacy, supporting the development of the Think Team,implementing L3 practices, introducing yoga into the library program, investigation of phonics at a national levelwith staff visiting sites interstate, supporting the success of an open classroom and continued literacy andnumeracy support.

• Selection by Murat Dizdar to be a trail school for the implementation of PIVOT. Pivot involved all students beingsurveyed on the teaching practices of their teacher against the Australian Professional Teaching Standards. Staffreceived their results and, through modeled practice, unpacked their results with their coach and class to focus onimproving their teaching practice.

• Increased practices of Visible Learning across the school, supported by whole staff participation and focusedexecutive opportunities of professional learning delivered by Corwin, the registered provider of the research ofJohn Hattie.

• Language, Learning and Literacy Program(L3) training and implementation for Early Stage One and Stage One. • Staff participation in a self–funded NOII innovation tour to Canada to explore high level education systems and

practices. • Implementing Progressive Achievement Testing across Years 1–6 to monitor and measure student growth in

literacy and numeracy. Students and staff also engaged in deep analysis of the results. • Employing a student learning and support officer (SLSO) to work alongside staff to support students in reading.

The learning and support teacher trained in Multilit and working with the SLSO implemented the program acrossYears 3–6.

• Students in Years 2–6 participating in the SADET: Child Development Teaching for Effective Learning studentsurvey which provided data on classroom pedagogy, learning dispositions and growth mindset. This was followedby professional learning on the Teaching for Effective Learning (TFEL) framework to support staff to implementteaching strategies to improve highlighted areas of need.

• Participation and analysis of the Tell Them From Me surveys by staff, students and parents. • Extensive professional learning opportunities for staff on a wide range of areas and continued opportunities for

staff to engage in professional conversations about best practice, current research and trends in education throughbook studies, professional readings and a school managed social media platforms.

Leading

Overall Elderslie Public School is identified as excelling within the domain of Leading.

Our focus was to collaborate closely with all stakeholders to develop a 'team around the child' approach to create theoptimum learning environment where all students could thrive. This involved:

• Building school partnerships to improve teacher capacity, improve school leadership and improve student learningand development. Partnerships included participating in teach meets, local network groups, cluster projects andleadership gatherings with Social Ventures Australia.

• Development of a strong leadership team, through professional development, team building and ongoingcommunication to create a team with a shared vision to lead the school.

• Increased number of community events to authentically engage parents and caregivers. Events had differingpurposes including school improvement, learning celebrations, parent workshops and cultural events.

• Continued whole school use of Seesaw to facilitate communication about student learning between home andschool.

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

Purpose

Students at Elderslie Public School are empowered and valued in an inclusive and safe environment thatcelebrates cultural identity. Students are future global citizens, leading their own learning journeys to becomereflective, lifelong learners.

Overall summary of progress

Student wellbeing has been a key focus of 2018 and has been improved through a collaborative approach of caring forstudents and ensuring their individual learning needs are being met. This has been supported through the creation of anAboriginal Yarning Circle to help develop the cultural awareness of and understanding of Indigenous culture. There hasbeen a strong focus on student voice that has been driven through the schools Think Team that has focused on buildinglearning dispositions across the school. The school has also built on the authentic integration of technology with thefocus on developing resilient and adaptive learners who are equipped for the 21st century.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Aboriginal Education: • 100% of staff embeddingAboriginal education intoclassroom practice.Technology: • By 2020, every class atElderslie Public School has oneto one access to a device • 100% of staff surveyed reportcontinued support in theintegration of technology.

Well–being: • Increased proportion ofstudents and staff reporting astrong sense of belonging andexpectations for success atElderslie Public School.

–PBL– $10 000

–Think Team– $4 000

–Computer Hardware– $15000

–Datacom– $15 000

• Increased devices across the school to increaseaccess for all students. • Staff reported increased integration of use oftechnology in their classrooms. • In People Matter Survey, 95% of staffrecommended Elderslie as a great place to workand are proud tosay they work at EPS. Over 90% ofstaff feel a strong attachment and are inspired inthe workplace. • Roll–out of learning disposition characters tosupport learning K–6. • 71% of students with a positive sense ofbelonging reported through TTFM. • PBL programs revised and prepared forre–launch in 2019.

Next Steps

• Further development of visible learning initiatives into learning intention and success criteria and the student ThinkTeam.

• PBL team to further the enhancement of the outdoor spaces for students as engaging and interactive areas of playand learning.

• Continued professional learning for staff on current technologies that will enhance learning within classrooms. • Further professional learning for staff in supporting Aboriginal students and classroom practices that improve

knowledge of Indigenous culture.



Leading

Purpose

The teachers at Elderslie Public School are empowered to know their students well, their strengths and theirneeds, and engage them in learning through a range of innovative, research based pedagogies. They arereflective, collaborative, adaptive, motivated and lifelong learners.


Engaging staff in high quality professional learning to improve their capacity in order to improve student learning andcreate a culture of learning was the focus on 2018. Staff were provided with both individualised, stage–based andwhole–school based professional learning opportunities. Some of the professional learning opportunities have included:staff meetings/workshops, stage meetings, Techie Brekkie, Datacom, L3 training, local and inter–state school visits,planning days, SDD, teach meets, SVA, on–line training, professional reading and executive conferences.

Staff engaged in an intensive reading spiral of inquiry involving analysis of curriculum documents, consistent teacherjudgement workshops and spirals around best practices for teaching reading, including phonics and phonemicawareness.

Staff worked with a number of external data measures, such as TTFM, NAPLAN, Best Start, TFEL, to highlight areas ofneed and implement change in classrooms to improve student outcomes.





Data Driven Practices: • At least 80% of studentsachieving expected growth persemester in progressiveachievement testing (PAT)Personalised ProfessionalLearning: • 100% of staff provided witheffective feedback and theopportunity to be part of acommunity of reflection.Innovative ResearchedInformed Pedagogy: • An Increase in visible learningstrategies measured through avisible learning matrix.

–Corwin Parntership– $10000

–Pedagogy Coach– $40000

–PAT– $1 800

• 100% of staff engaged in professional learningaround Visible Learning through PL delivered byCorwin. • 100% of staff received 1:1 personalised coachingwith reported high levels of support. • 100% of beginning teachers receiving regularcoaching sessions with Beginning Teacher Mentor. • 89% of students achieving growth in PAT.

Next Steps

• Increased data–driven practices through the use of external assessments such as PAT testing, TTFM, TFEL • Increased time for staff collaboration through spirals • Professional learning in visible learning strategies • Continue use of Pivot surveys for teachers to measure themselves against the Professional Teaching Standards



Linking

Purpose

The community of Elderslie Public School will continue in their strong partnerships to be empowered partners intheir child’s learning and decision making processes. The school engages in strong collaboration betweenstakeholders to support the continuity of learning for all students at all transition points.


Home–school partnerships were strengthened this year through a number of events. Student voice was again a keyfocus of 2018 to allow students to have a greater impact on the directions of the school. The school participated in Pivotsurveys to also allow students to provide feedback to the teacher about their learning environment. Sustainingpartnerships between schools through school visits, teach meets, cluster projects and local network groups alsosupported the development of a self–sustaining and self–improving community.





Authentic Engagement: • 100%of school eventscommunicated via a variety offorums including social mediaand an increase in parentalparticipation in all aspects ofschool life including professionallearning events.School Decision Making: • An increased proportion ofparents at P&C, planning daysand others groups that provideopportunities for discussion,feedback and decision–making.Positive and SustainedTransitions: • Increased sense of support atpoints of transition by allstakeholders.

–Community engagementexpenses– $7 000

• 100% of classroom teachers participating inPIVOT to analyse practice and pedagogy. • Increased community engagement with socialmedia platforms. • 95% of parents attended Learning Conversations. • Increased P&C membership.

Next Steps

• Continue to develop partnerships between a range of stakeholders. • Continue to provide authentic community events that build on the great partnerships already established. • Creating opportunities to learn alongside parents with professional reading opportunities. • Utilise the community of schools to streamline and support the transition to school process.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $ 14,563 In 2018, the Aboriginal Education Teampromoted and shared knowledge of theIndigenous culture with staff, students and thecommunity.

Funding supported a number of initiatives forall students to participate in including: alunchtime culture class, the creation of a BushTucker Garden, a Reconciliation–gardenCeremony and NAIDOC day activities. Theseactivities supported the development of aninclusive culture for all students to create anoptimal learning environment.

Funding also was allocated to specific culturalactivities for Indigenous students includinginvolvement in the MAK day, SRC IndigenousAmbassador, Yarning Circles and IndigenousArt Competitions. These activities haveallowed students to develop a richunderstanding and pride of their culture,whilstconnecting with elders to help them developtheir sense of belonging.

Staff were provided with PL on the AboriginalEducation Policy by Aunty Wendy. Fundssupported the release of staff for PLPmeetings to set and monitor the achievementof Indigenous students. Three staff were alsoreleased to attend district PL on AboriginalEducation.

Resources were purchased for supportingteaching and learning of Indigenous cultureacross K–6.

English language proficiency $18,771 – 0.2 addition toour LAST allocation

The student levels of English proficiency wereassessed. A support program with anemphasis on the development on writing wasimplemented for target students. There weresignificant gains made by all students.

Low level adjustment for disability $94044 staffing allocationand $45,783 flexible

Funding allocated to increase the provision ofstudent support with positive outcomes.Students with and without a formal diagnosisof disability were supported through thisfunding to address social, emotional andacademic needs. This included the increasedallocation of a Learning and Support Teacherand a School Learning and Support officer

Quality Teaching, SuccessfulStudents (QTSS)

$94,337 This funding provided ongoing and regularrelease of the executive team to lead staff inthe provision of support for all studentsthrough in–class support, coaching meetings,program support, data analysis, professionallearning and assessment.

Socio–economic background $65,159 This funding provided ongoing and regularrelease of the executive team to lead staff inthe provision of support for all studentsthrough in–class support, coaching meetings,program support, data analysis, professionallearning and assessment.

Support for beginning teachers $30,169 Support for beginning teachers continued toPrinted on: 31 May, 2019 of 16 Elderslie Public School 4646 (2018)

Support for beginning teachers $30,169 be implemented through a mentoring model.Time was provided for individualisedprofessional development and support. Fundswere allocated for teachers to supportbeginning teachers in the accreditationprocess and to provide a range ofprofessional learning opportunities

Targeted student support forrefugees and new arrivals

Nil N/A


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 230 223 241 241

Girls 214 227 237 243

Student attendance profile

School

Year 2015 2016 2017 2018

K 96.4 93.3 97.5 93.1

1 96.8 95 95.1 93.9

2 94.9 94.6 94.5 94.5

3 96.2 93.8 95.3 93.7

4 95.4 94.3 93.2 93.9

5 95.5 92.9 93.3 91.9

6 95 93.6 94.6 92.4

All Years 95.8 94 94.9 93.4

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

In 2018, we had a 1.5% decrease in attendance ratesto an average of 93.40%. This is equal to state averageattendance. Attendances will continue to be monitoredas an executive responsibility supported by regularmeetings with the home school liaison officer.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 5

Classroom Teacher(s) 19.77

Teacher of Reading Recovery 0.53

Learning and Support Teacher(s) 0.9

Teacher Librarian 1

School Administration and SupportStaff

6.18

*Full Time Equivalent

Elderslie Pubic School currently employs no membersof staff who identify as being of Aboriginal or TorresStrait Islander decent.

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 1

Professional learning and teacher accreditation

During 2018, Elderslie Public School staff engaged in asignificant amount of professional learning to supportmany areas of the school plan and their own personaldevelopment. All staff has opportunities to participate inboth internal and external professional learningworkshops, programs, forums and projects.

Elderslie Public School supports the AustralianProfessional standards of Teaching with all proficientteachers maintaining their level of accreditation andthree staff members seeking highly accomplishedaccreditation. There are two teachers also seekingaccreditation at a proficient level.

Elderslie Public School held mandatory staffdevelopment days in Term 1, 2 and 3. Additional staffmeetings were held throughout the year in lieu of 1 staffdevelopment days in Term 4. Mandatory training wasalso undertaken by staff in the areas of child protection,anaphylaxis and CPR.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 102,120

Revenue 4,656,684

Appropriation 4,282,816

Sale of Goods and Services 21,644

Grants and Contributions 348,771

Gain and Loss 0

Other Revenue 100

Investment Income 3,353

Expenses -4,351,441

Recurrent Expenses -4,351,441

Employee Related -3,911,211

Operating Expenses -440,230

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

305,243

Balance Carried Forward 407,363

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2018.

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 3,146,340

Base Per Capita 95,756

Base Location 0

Other Base 3,050,584

Equity Total 237,978

Equity Aboriginal 14,563

Equity Socio economic 65,159

Equity Language 18,771

Equity Disability 139,485

Targeted Total 586,080

Other Total 148,546

Grand Total 4,118,944

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.

• Year 3 performed above similar school groups inreading

• Year 3 performed above similar school groups inwriting

• Year 5 performed well above similar school groupin reading

• Year 5 performed above state average in spelling • Year 5 performed well above state average in

writing


• 61% of students demonstrated at or aboveexpected growth in numeracy.

The My School website provides detailed informationand data for national literacy and numeracy testing.Click on the link http://www.myschool.edu.au to accessthe school data.

There has been consistent achievement by EldersliePublic School in relation to students in the top twobands of NAPLAN performance in Year 3 and Year 5,28% of students performed in the top two bands inliteracy and numeracy.

We are unable to provide statistically validmeasurements of Aboriginal Performance at this timedue to the small number of ATSI students who satNAPLAN in 2018.


Parent/caregiver, student, teachersatisfaction

In 2018, the opinions of staff, parents and studentswere sought through the Tell Them From Me Survey.These surveys indicated a high level of satisfaction withthe school from all stakeholders.

Students

Students responses indicated that the school washigher than state average norms in 67% of areasmeasured, including: • Students believe that schooling is useful in their

everyday life and will have a strong bearing ontheir future.

• Students have friends at school they can trust andwho encourage them to make positive choices.

• Students try hard to succeed in their learning. • Students find classroom instruction relevant to

their everyday livesParents

Parents responses indicated that they measure theschools performance above state norms in 100% ofareas measured. The highest rated areas of measureby parents included: • Parents noted they can speak easily with their

child's teacher. • Parents indicated that their child is clear about the

rules for school behaviour. • The highest rated area of school performance by

parents was that the school supports positivebehaviour.

Teachers

Teachers responses indicated that they measure theschools performance above state norms in 88% ofareas measured. The highest rated areas by teachersincluded: • Teachers establish clear expectations for

classroom behaviour. • Teachers monitor the progress of individual

students • Teachers talk with other teachers about strategies

that increase student engagement • Teachers set high expectations for student

learning

Policy requirements

Aboriginal education

At EPS in 2018, the Aboriginal Education team had avision to immerse students, teachers and the widercommunity to value Aboriginal culture and celebrateand support Aboriginal families and communities.

Our vision was to up skill our staff and providesignificant and practical learning opportunities to ourstudents, so they could gain a deeper understanding of

our Aboriginal culture that was meaningful to them.Staff were enthusiastic to embed Aboriginalperspectives in a culturally sustaining, integrated andcross curricular ways through support from our localAboriginal support network and Tharawal elders.

Aboriginal Education within EPS this year has shiftedand is now an active, powerful and high impact teamthat has put learning at the forefront of their corepurpose. The development and implementation of thePLP process,Professional Learning opportunities forALL staff, the development of the Indigenous BushTucker Garden and the commencement of the LocalAECG and the enthusiasm and dedication from ourstaff to embed Aboriginal Education into theirclassroom practice in meaningful and engaging wayshas been a credit to all staff members. Many of our newinitiatives can be seen below.These initiatives haveincluded: • Staff members visiting Briar Road Public Schools

'Koori Room' and being walked through theschools PLP Process that happens at theirschool.

• A staff member being involved in the 'Join theDots' Program visiting Coonamble Public Schoolwith an Indigenous school population of 98% andimmersing in the Aboriginal culture of the schooland local community.

• Staff liaising with Natalie Pierson the AboriginalEducation and Well–being Advisor in regard tothe developmen tof a new PLP process at EPSand the 8 ways of Learning.

• An invitation to all Aboriginal families to join in aBreakfast gathering discussing initiativeshappening in Aboriginal Education at the schooland an opportunity for families to meet eachother.

• The development of a new PLP document andformal procedures of the PLP process beingimplemented and formalised with reviewmeetings.

• Culture club. • All students having the opportunity to participate

in a five–week program with 'Platypus DreamingAboriginal Cultural Education Program' run byAunty Wendy Lotter.

• The development and completion of our BushTucker Garden including Yarning Circle.

• The commencement of our local Junior AECGwith local schools: Elderslie High School,Mawarra PS, Cobbity PS and Spring Farm PS.

• Professional Learning to all staff on AboriginalMapping and Story Telling

• Professional Learning to all staff delivered byKylie Captain on the 8 ways of Learning.

• The Indigenous Design of our new staff shirtsreflecting and depicting our local indigenousculture.

• Aboriginal students in years 3–6 attending MAKDay.

• Melanie Grant attending parents ignite workshopand telling her story about the stolen generationdemonstrating the need for active aboriginaleducation initiatives in schools.

• National Sorry day. • Yarn up: Amelia Chenhall.


Multicultural and anti-racism education

Staff at Elderslie Public School recognise theimportance that culture has on our students. In order toengage students with learning, cultural perspectives areregularly embedded into teaching and learningprograms. In addition to this, several school eventshave allowed for cultural inclusivity to be embeddedinto our school culture, including Harmony Day,NAIDOC Day, assemblies and community BBQs, whichdisplayed student learning and performances.


2018 Elderslie Public School Annual Report · 2019-05-31 · Introduction The Annual Report for...

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