2018 Glenfield Park School Annual Report · 2019. 6. 18. · Introduction The Annual Report for...

Glenfield Park SchoolAnnual Report

2018

5401

Printed on: 18 June, 2019 of 11 Glenfield Park School 5401 (2018)

Introduction

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

Karen Willis

Principal

School contact details

Glenfield Park SchoolRoy Watts RdGlenfield, 2167www.glenfldpk-s.schools.nsw.edu.auglenfldpk-s.school@det.nsw.edu.au9827 6120


School background

School vision statement

Glenfield Park School strives to be a beacon of excellence in the area of student wellbeing. We are seen throughout thecommunity as a resource to provide stakeholders with the knowledge and understanding needed to best support thecognitive, social, emotional and academic needs of our students. Through our system of strong networks we share theskills and confidence needed to best support the wellbeing through quality teaching and learning.

School context

Glenfield Park School is a School for Specific Purposes catering for 63 students who have been diagnosed with anemotional disturbance (ED) and a mild intellectual disability (IM). The school caters for students from Kindergarten toYear 12. The school population is divided into 9 classes, with each class being staffed by a Teacher and School LearningSupport Officer (SLSO). There is a total of 26 staff members employed at the school, 77% of teachers having a Master ofSpecial Education degree. Currently, 76% of our students are male, 7% from an Aboriginal background and 21% ofstudents have English as an Additional Language or Dialect (EALD).

Students are placed at Glenfield Park School by a panel and come from schools throughout the Ultimo and MacquariePark Region. Currently, 92% of students travel to school by Assisted School Travel. Glenfield Park School is supportedby School Budget Allocation of the Gonski National Education Reform Agreement (NERA).

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual School Report outlines the findings from the self–assessment of the School ExcellenceFramework.

The framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description ofhigh quality practice across the three domains of Learning, Teaching and Leading.

Through the findings of the School Excellence Framework our three strategic directions for our school plan weredeveloped..

Strategic Direction 1 – Tailored, data–informed teaching and learning.

Strategic Direction 2 – . Empowered and valued members of society.

Strategic Direction 3 – . Connected and inspiring leaders.

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

Tailored, data–informed teaching and learning

Purpose

High quality, tailored teaching and learning which provides opportunities for students to thrive and succeed.

Overall summary of progress

The major projects in Literacy and Numeracy this year have been in the areas of programming requirements andformative assessment.

Research was done into the NESA programming requirements and we decided against a standardised format in favourof a 'minimum requirements' approach. This has enhanced teachers' autonomy and creativity in programming as theywish, while meeting NESA requirements. Teachers were consulted thoughout the development process to draw on theirexpertise, and the Primary and Secondary Programming Guides were drawn up and presented to teachers in aproductive professional learning session in Term 2. These Guides will be updated as our assessment program evolves.Innovative practice in planning and programming has been shared in a newly initiated primary teachers network. Thishas resulted in more team teaching; this has benefited students by utilising teacher strengths, and has promoted moresocial learning experiences. Another outcome has been more consistency with social skills teaching (PDHPE) across theprimary classes, with all staff able to reinforce the same skills in and out of the classroom. Secondary students havebenefitted from the delivery of more rigourous, syllabus–driven Life Skills content.

All staff completed the extended program of professional learning in formative assessment practices (learning intentionsand success criteria, effective questioning, formative feedback). The rich discussion in the sessions reinforced theexisting good practice in this area and has resulted in a common language amongst all staff. Clear and visible learningintentions and success criteria are now used consistently and effectively in all classes. Students can articulate what theyare learning about and the processes they have used more fluently.

We began work on redeveloping the whole school assessment program in literacy and numeracy. On the back of theprofessional learning in formative assessment practices and the preparation for the introduction of the National Literacyand Numeracy Progressions in 2019, a decision was made to have formative assessment be the basis of theassessment program. We did a cursory review of the assessment tools currently in use (PM, SENA, assessment taskbank) and discovered varying levels of understanding and competence in using them among teachers. See theImprovement Measures below for further details about this area.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased teacher confidenceand understanding ofassessment practices for allpurposes.

$12300 Our professional learning in formative assessmentpractices has improved the skills of teachers,School Learning Support Officers, and executives.All are more aware of the pupose and value offormative assessment – eliciting exactly whatstudents know and can do in order to accuratelytarget their next steps in teaching. Thisassessment–for–learning is recognised by us asthe most important form of assessment for ourstudents who are all working on personalisedlearning plans.

Measurable gains in Literacydetermined using agreed schoolwide assessment tools.

$8128 All teachers completed the initial online training inthe National Literacy and Numeracy Progressionsin Term 4 2018. There is a consensus that they willbe useful tools in pinpointing students' skill levels.Many teachers began investigating how existingassessments (PM Benchmark running records,phonics, sight words) map to the Progressions.Expert teachers of reading within the school haveshared their knowledge and skills and others havestarted teaching the Super 6 decoding strategies to






Measurable gains in Literacydetermined using agreed schoolwide assessment tools.

students. Many of our students have madesignificant gains in reading and writing with wellsequenced, explicit teaching documented inprograms. Students are confident in producingwriting that increases in complexity over severallessons.

.

Measurable gains in Numeracydetermined using agreed schoolwide assessment tools.

$18643 We continued to employ an SLSO to provideindividual support in line with learning support plansfor Aboriginal students to increase Literacy andNumeracy engagement and academicimprovement.

Next Steps

Need to have more conversations regarding 'consistent executive judgement' of our expectations of teachers' programs.How are we giving program feedback – verbal or written and when? More consistency required.

We have work in the area of assessment to continue into 2019. We will investigate how the simple assessment tools wealready have align with and can be used to assess for the Progressions.

Work to do in 2019 in conducting effective running records, administering and interpreting the SENA correctly. LANSAscould support in this area.



Empowered and valued members of society

Purpose

Social and emotional skills empower students to lead a purpose–driven life.


The schools planned response in developing our students as empowered members of society was the investigation andimplementation of a social and emotional learning program for the school.

In 2018, as a result of the school validation process, the schools priority shifted to assessment and reporting for the firsthalf of the year. Subsequent to that there was a turnover of experienced teachers, and other staff with long termillnesses. This impacted on staff's involvement in relation to social emotional learning.

In term 4, executive staff were given several readings in relation to social emotional learning, Both on a theoretical leveland how it could be implemented at GPS. In a number of subsequent executive meetings the executive were able toshare and expand on their own ideas in relation to social emotional learning and how it could be used to meet the needsof students at Glenfield Park School.

The result of this was that all executives decided that social emotional learning needed to be an essential part of theschool's curriculum and that it could be best implemented through a modified version of the Skills for Life curriculum.

It was decided by executives that an external consultant would be best utilised to promote a conversation about socialemotional learning by delivering training on the staff development day term 1 2019





increase in students are able toidentify and demonstrate thesocial and emotional language intheir interactions with others.

Student show an increase inemotional intelligence.

$8301 Staff are building their depth of knowledge onSocial Emotional Learning through professionaldevelopment and readings. Discussions are takingplace on developing a scope and sequence forSocial Emotional Learning and applying the contentin their classes.

Next Steps

To build depth of knowledge on social emotional learning across the school.

To investigate how the Skills For Life curriculum could be modified to incorporate social emotional learning.

To look at the NSW PDHPE syllabus and its implementation at GPS

To start introducing social emotional learning to teaching staff during network meetings.



Connected and inspiring leaders

Purpose

Sustainable leadership development, differentiated for the needs of all stakeholders and targeted to best support theteaching and learning of students.


The validation process undertaken in 2017 meant that the focus continued to remain on the identified areas ofassessment and programming. In line with this, school funds were utilised to create a Deputy Principal position with theexpress focus of ensuring teaching and learning is further enhanced through an individualised professional learningcalendar enabling all staff members to draw on their areas of strength. The impact of this was the creation of sustainablecollaborative programming networks across the school. This fundamental shift in practice has meant staff are more fluentin the new curriculum and are able to best support the needs of their students.





Increase in school leaders beingrecognised as experts in specialneeds wellbeing education.

A quicker transition to lessrestrictive settings for ourstudents.

Increased parental confidence inemploying a range of strategiesto best support studentswellbeing.

$115304 The focus for 2018 was on Literacy and Numeracyacross the school. Through 2019 the focus will beon the promotion of Glenfield Park School as asetting specialising in the wellbeing of students.

An additional teacher was employed to allow thementoring of leaders.

Next Steps

In line with our vision of Glenfield Park School being viewed as a centre of expertise in the area of student wellbeing,structural changes have been made to executive responsibilities to ensure all staff have an opportunity to engage withtransition schools and mentor teachers in the promotion of our setting as a valuable resource available to support studentwellbeing in the wider community.

Professional learning is again centred on the best use of the Learning and Support Plan. SLSOs are in the process ofbeing further upskilled in its use as a means of raising their understanding of behaviour.

A committee has been formed to restructure the school website with the target shifting from a parental focus to oneaimed at other teaching professionals. We are in the early stages of evaluating the most effective means ofcommunicating and engaging with our parent community.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading 18643 All Aboriginal Students have additionalsupport to access the curriculum. Studentsare engaged in their learning.

Quality Teaching, SuccessfulStudents (QTSS)

18428 Teachers were mentored to enhance theirprofessional practice leading to improvedteaching.

Socio–economic background 97703 An additional teacher was hired to work withstudent who were disengaged throughtrauma. The gained better self worth and selfregulation strategies whilst working in thealternate programs.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 32 42 44 41

Girls 7 8 8 12

Student numbers fluctuate throughout the year asstudent return to the home schools and new studententer. Glenfield park is always filled to capacity at theED/BD panel. The capture above is of one point in time,this does not truly reflect the numbers enrolled.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 7.03

Teacher Librarian 0.4

School Counsellor 2

School Administration and SupportStaff

11.52

*Full Time Equivalent

The current workforce composition means that allAssistant Principals' are on class position. Under localschool local decisions the school has an agreementwith all staff to collaspse one class and uses a varietyof other money sources to fund the second AssistantPrincipal off class to support in managing the school.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 77

Professional learning and teacher accreditation

Teachers engaged in professional learning on Literacyand Numeracy progression. All staff completedmandatory CPR and Anaphylaxis. All new staffcompleted PART training. A few staff memberscompleted Autism training. Executive staff engaged inprofessional learning networks and school planningsessions.

Three teachers achieved the Proficient levelaccreditation.


Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 242,497

Revenue 3,089,981

Appropriation 3,048,903

Sale of Goods and Services 978

Grants and Contributions 38,408

Gain and Loss 0

Other Revenue 0

Investment Income 1,691

Expenses -2,719,598

Recurrent Expenses -2,719,598

Employee Related -2,493,831

Operating Expenses -225,767

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

370,383

Balance Carried Forward 612,880

The school financial committee, allocated funding tosupport the individual needs and the best outcomes forstudents. Further funds have been set aside to provideupgrades to the office and the junior school in line withthe new school build.

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 609,351

Base Per Capita 23,286

Base Location 0

Other Base 586,066

Equity Total 134,007

Equity Aboriginal 18,702

Equity Socio economic 115,304

Equity Language 0

Equity Disability 0

Targeted Total 1,702,942

Other Total 295,384

Grand Total 2,741,683

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.

Parent/caregiver, student, teachersatisfaction

This year the school engaged student, staff and parentsin the Tell them form me surveys.

Their responses are presented below. • Students reported they feel accepted and valued

by peers and school staff. They are engaged inthere learning and it is interesting, enjoyable andrelevant.

• Parents are extremely happy with the supportprovided by all staff in the school. They believethat the staff provide a calm and safe learningenvironment for their children which impacts onpositive changes in behaviour. Parent who attendthe Connected group feel they are more in tunewith the kids and better able to manage.

• Parents also report that the staff are welcomingand support their students academically. Theynotice improvements in their child's academicskills.

• Teachers believe that the school has a supportiveand well balanced learning culture with a highfocus on wellbeing.


Policy requirements

Aboriginal education

Glenfield Park School continued to promote knowledgeand respect for Aboriginal and Torres Strait Islanderculture in 2018. We had a 6% increase in enrolments ofAboriginal and Torres Straight Islander students in2018. We celebrated NAIDOC Day in our school withall students being involved in a yarning circle andperformance with local community members andworking together to make and share traditionalIndigenous food. Staff programing with The 8 Ways ofLearning continued to be successful and wasincorporated throughout all lessons. Feedback from theTell Them From Me survey details the impact this ishaving on student engagement. Glenfield Park Schoolcontinues to ensure we are adhering to the AboriginalEducation and Training Policy as all staff have accessto high quality professional learning focused on thepromotion of Aboriginal culture. Many staff membershave goals specifically linked to this area written intotheir Performance and Development Plans.

Multicultural and anti-racism education

At Glenfield Park School we work with our students,their families and local community to create an inclusiveand welcoming environment celebrating our diversity.Students are exposed to and engaged in variouslearning opportunities to diversify their understanding ofthe many different cultures, religious and languagebackgrounds that make up our school and their localcommunity. We encourage an understanding ofdifferences and their ability to make us a more tolerantand accepting society.

Through of Skills for Life lessons teachers explorecultural identities in the school and create anawareness of Australia's multicultural heritage. Theselessons are integrated across all the KLAs. As a schoolcommunity, we gather and celebrate Harmony Day,sharing food and traditional customs. Identifying ourdifferent cultural backgrounds and acknowledging thesignificance and unique features of each individualscultural heritage.

Over the course of 2018, all staff continued to workcollaboratively and completed our updated WellbeingPolicy that reflects Glenfield Parks commitment toensuring that students are able to feel safe in anenvironment free from racism where they are bothvalued and included.


2018 Glenfield Park School Annual Report · 2019. 6. 18. · Introduction The Annual Report for...

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