2018 Hill Top Public School Annual Report - Amazon S3

Hill Top Public SchoolAnnual Report

2018

2166

Printed on: 31 May, 2019 of 10 Hill Top Public School 2166 (2018)

Introduction

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

Mark Gardiner

Principal

School contact details

Hill Top Public SchoolLinda StHill Top, 2575www.hilltop-p.schools.nsw.edu.auhilltop-p.school@det.nsw.edu.au4889 8227


School background

School vision statement

Hill Top Public School empowers all students to value learning for life, promote wellbeing for all, support their family,school and community and to reflect our shared values of being safe, respectful learners.

School context

Hill Top Public School is a comprehensive primary school with an enrolment of 160 students. The school focus is onPositive Behaviours for Learning (PBL), placing an emphasis on new ways of learning, excellent teaching practice,wellbeing and resilience. Achieving a balance between targeted learning support and high standards of teachingunderpins all aspects of our school. Our staff is comprised of both experienced and early career teachers.

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.

In the learning domain, learning culture, curriculum, assessment and reporting were assessed by the staff as delivering,consistent with previous years. Student performance measures were scored as working towards delivering on accountthe school undertaking NAPLAN online. Our wellbeing score of sustaining and was also noted.

In the teaching domain, effective classroom practice, data skills and use and learning and development were scored atdelivering, while our professional standards were seen as sustaining and growing.

All sections within the leading domain were scored as delivering.

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 – ESTEEM

Purpose

To support, create and maintain an engaging learning environments where science, technology, engineering andmathematics is taught by skilled professionals and teaching staff in a collaborative atmosphere, resulting in lessondelivery that raises student outcomes and lifts the ESTEEM of all members involved in the life of our school. A particularfocus on tailored teaching for every individual student will allow all students to grow and flourish at their own pace.

Overall summary of progress

Hill Top Public School is committed to improving student performance through engagement in learning. ESTEEM isabout developing learning environments where science, technology engineering and mathematics is taught in acollaborative way ensuring success is valued by all stakeholders and embedded in students daily experiences. Thiscollaboration has been a multi dimensional process with a commitment to visible learning practices such as L3, theimplementation of STEM rich programs such as the kitchen garden and whole school implementation of Google Suite, aswell as the establishment of a digital tracking process where all students are regularly assessed by their teachers againstsyllabus outcomes and the Wellbeing Framework using professional judgements and standardised measures (PAT).

This has resulted in more open and meaningful discussions around student engagement, planning for evidence basedpedagogy and an increase in skill levels for students and teachers. Students are demonstrating increased resilience inthe classroom and a greater understanding of high expectations.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Improved levels of engagementand collaboration betweenstudents staff and schoolcommunity greater than in otherlike schools.

L3 training $

Kitchen/Garden Program $

Purchase of technology

L3 classrooms consolidated K–2: data indicatesstrong growth from Year 1 to Year 2 and areas forimprovement identified from Kindergarten to Year 1.

Increased use of evidence basedpedagogy in all teaching areas,documenting and trackingindividual student achievement.

Employment of IL

Professional Development

100% of all students identified and categorisedaccording to need.

Learning programs set up and implemented Day 1of Term 1

Increased number of PLPs written and managed byclassroom teachers

Increased differentiation represented in teacherprogramming.

90% or greater of students reportincreased levels of engagementdirectly attributable to schoolsindividualised learning activities.

N/A TTFM survey results indicate growth from 2017 –2018 with 85% of students reporting engagementwith school values and 86% of respondentsreporting quality instruction in our school.

Next Steps

To further develop our increased capacity we intend to: continue professional development for teachers in L3, embed ourkitchen/garden program into literacy and numeracy classrooms, expand our technology program to classrooms tosupport differentiated learning, involvement in Creative and Performing Arts programs such, link our observations anddigital tracking process to teaching cycles so we are able to collaboratively plan for learning and assessment. We plan tocelebrate this growth by engaging students through extra curricula opportunities such as science fairs, ICAS, roboticsand chess.



Leading – Aspirational Comunities

Purpose

To develop a culture of high expectations we will build a collective learning mindset focused on growth, engagement,resilience and aspirations.


Aspirational communities is about developing a culture of high expectations for all by building a collective mindsetfocused on growth, engagement, resilience and aspirations. The development of our Loopline Community of Schools haslinked our school with Colo Vale, Buxton, Thirlmere and Yanderra. It has created powerful alliances for staff acrossschool settings increasing access to professional development, professional dialogue and growth mindsets whichenriches teaching and learning practices. We are also working collectively with our school community to support andservice our school through the ongoing implementation of the Parents as Positive Partners Program. This has resulted inparent information sessions about supporting students at home, the running of multi–lit to access a greater number ofstudents and support in our kitchen and garden. Parents are changing the dialogue when discussing student progressand success.





Increased proportion of studentsreporting a sense of advocacy atschool, expectations for successand an aspiration to attend furtherstudy as indicated by the TellThem From Me surveys.

Equity funding was notaccessed in this strategicdirection. Funds used weretaken from our sharedschools fair education grant

With clear links to SD1, staff training andprofessional development in growth mindset andadoption of workable practices, saw a coachingmodel developed that supported the developmentof all teaching staff at their point of need. Directimpact from this was greater evidence of visiblelearning in classrooms and the use of increasedformative assessment practices K–6. The creationof digital profiling against the wellbeing frameworkwas pioneered and established benchmarks forreference of student growth by staff, allowing fortargeted support and greater shared advocacy.

Increase in the number of parentswho support learning at homeand have educational aspirationsfor their children.


Parent and community members enjoyed anincrease in the number of opportunities forprofessional learning at workshops hosted by ourallied health partners on the school site. Anincrease in the number of parents at meetings,information sessions and workshops was noted andresulted in greater consistency of messages,shared aspiration and communication.

Staff self evaluations indicate agrowing a knowledge of how theirapproach to practices aroundprogramming, pedagogy andfeedback all impact on themindset of their students.


More detailed use of PDPs was undertaken in 2018and links from these to coaching model wasadopted. IL and executive staff worked weekly withstaff, conversations maintained a professional focuson the delivery of quality pedagogy linked toteacher standards. The integration of progressionsused to inform practice took place as well.

Next Steps

To further develop our aspirations in our community we need to identify and meet specific needs. This includescollaboratively identifying teacher recommendations for increasing student learning and communicating this with parentsin practical and visible terms. Providing opportunities for parents to talk about and learn about supporting studentsthrough their schooling and peer interactions to create greater resilience and engagement. Ensure parents and studentshave a voice to communicate their aspirations and expectations from the school environment.



Teaching – Curriculum

Purpose

To embrace a school wide culture of continuous improvement in teaching practice, achieved by ongoing analysis ofpractice, reflection on outcomes and targeted improvement. Partnering with tertiary institutions to embed 'New Ways ofLearning'. Within this, we are particularly focussed on the progression students make in literacy and numeracy. Measuring our progress is a collaborative effort, with our educators supported by Instructional Leaders and a dedicatedand experienced executive team.


As an Early Action For Success and Bump it Up school we have further explored and developed our skills of practicethrough ongoing analysis, reflection and targeted intervention. The employment of an IL has supported our teams withvisible learning and guided us through the orientation of learning progressions and associated pedagogies. The datacollection K–6 has been streamlined and cyclic assessments have ensured collaborative planning and sharedassessments resulting in increased access to the curriculum through explicit teaching practices. Teachers havecontinued to engage with the Australian Professional Teachers Standards to ensure their own continuous improvementadding to the school wide culture of continuous improvement and lifelong learning.





Increase the proportion ofstudents achieving proficiency inline with Premier's Priorities.

Employment of AP–IL 2days a week

L3 training for 3 teachers

implementation on FORusing school magazines3–6

All students K–4 have now begun their schoolingwith L3

Collaborative programming instituted with allstudent sin primary classes engaging with qualityresources targeted at their point of need. This wasreinforced by support of teaching and learningreflection sessions by AP.

85% of students will achieve theiryear appropriate expected growthin Literacy.

Investment in hardware andsupported softwaresubscriptions $18000Equity funding

Meaningful comparison of external and internalassessment measures was not able to take placethis year as the school undertook a transition toNAPLAN online. Internal PAT assessmentindicated that.....

85% of students will achieve theiryear appropriate expected growthin Numeracy.

Investment in hardware andsupported softwaresubscriptions $18000Equity funding

Meaningful comparison of external and internalassessment measures was not able to take placethis year as the school undertook a transition toNAPLAN online. Internal PAT assessmentindicated that.....

Next Steps

The analysis of our practices through out the 2018 academic year led to us employing a deputy principal – InstructionalLeader two days a week to further guide and support our teachers whilst leading the analysis of data to meet students attheir point of need. We have further committed to improving teacher practice by engaging with the University ofNewcastle and Bowral High School to establish programs of quality teaching rounds to further unpack our schoolpotential in a collaborative manner.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 101 96 69 76

Girls 81 82 71 76

Forecast growth over the coming three years of 6% ayear will result in the school population being in thevicinity of 170 students.

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.5 95.2 96 93.6

1 92.5 91.6 93.1 94.9

2 92.6 92.4 95.7 93.4

3 91.3 89.7 95.3 95.6

4 91.1 92.7 93.5 93.2

5 92.2 94.2 96.7 93.4

6 91.8 94.2 94.4 95.1

All Years 92.3 92.8 94.9 94.1

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

Student attendance in 2018 was monitored by allteaching staff. Regular meetings between the principaland the Home School Liaison Officer resulted in acontinuation of our school having an attendance ratecomparable to the state average for the fifth continuousyear.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 2

Classroom Teacher(s) 4.8

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.6

Teacher Librarian 0.4

School Administration and SupportStaff

2.01

*Full Time Equivalent

7% of the workforce employed at Hill Top Public Schoolis composed of Aboriginal Staff.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 75

Postgraduate degree 25

Professional learning and teacher accreditation

All teaching and administrative staff have undertakenprofessional learning during the course of the year inline the school's management plan directions anddepartment requirements for mandatory training andupdating of skills. Significant time was spent training allstaff in anaphylaxis awareness and training as well asE–care and resuscitation. Online training in childprotection and code of conduct were also completed.

A significant amount of teacher professional learningfunds was also used to train staff in L3 (Literacy,Language and Learning) Emphasis was also placed onwork health and safety in the school which resulted instaff being trained or updated in these areas.

Additional training in Growth Mindset and GrowthCoaching took place in our Twilight Sessions as part ofour Loopline COS commitments. Each staff membertook part in a review and assessment schedule, theywere required to reflect on their practice and nominatewith their supervisor, training relevant to their needsand those also that matched the school plan. Staffparticipated in accreditation training in the school wereassigned mentors and offered accredited training andnon–accredited training on site during the year as wellas opportunities to engage with other local school


support networks for beginning teachers seekingaccreditation.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 127,854

Revenue 1,835,076

Appropriation 1,772,452

Sale of Goods and Services 4,766

Grants and Contributions 56,974

Gain and Loss 0

Other Revenue 0

Investment Income 884

Expenses -1,632,624

Recurrent Expenses -1,632,624

Employee Related -1,483,649

Operating Expenses -148,975

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

202,452

Balance Carried Forward 330,306

Our school's financial management processes arecommunicated to all stake holders in the schoolcommunity during the course of the year. Regularfinance meetings take place each month at executivemeetings with the SAM, Principal and AssistantPrincipals in attendance. Each term, school financesare discussed with staff during whole school staffmeetings and then with the parent body at P&Cmeetings. Tabling of the school's Annual FinancialStatement takes place at the P&C AGM. In the 2018school year, there were no unusual spending patternsor substantial expenses incurred by the school.

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 1,261,241

Base Per Capita 27,072

Base Location 7,899

Other Base 1,226,270

Equity Total 207,446

Equity Aboriginal 4,658

Equity Socio economic 112,010

Equity Language 1,723

Equity Disability 89,055

Targeted Total 24,498

Other Total 47,633

Grand Total 1,540,818

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 Year 3 Grammar and Punctuation, there are 5.2%more students in band 4 compared to the stateaverage, while in band 1, there was 19% of studentscompared to the state average of 5.% . In Year 5, 4%of student were in band 1, compared to 0.3% forSSSG's. IN Band 7, the school was within 0.6% of thestate average, set at 16.6%. Year 3 reading saw 28.6%of students in Year 3 working in band 5, which is 5.2%above the state average. In Year 5, reading, student inband 1 remain overrepresented at 8%, while in band 7,there are 20% of students listed, 7.3% above SSSG. InYear 3 spelling, 23.8% of students are in band 4, whichis 3.2% above the state. In Year 5, 16% of students arelisted in band 7, 5% below the state average. Year 3writing scores were evenly distributed between bands2, 3 and 4, presenting the school with clear indicationsof focus for the coming year. Year 5 writing, analysisindicates that students are performing a band behindSSSG and the state average.

In Year 3 numeracy, 38% of students are in band 4,10% above SSSG and the discrepancy in band 5 is4.8%. In Year 5, 40% of students are in band 5 and28% in band 6, both in excess of 4% above SSSG. Inband 3 we have fewer students represented than theSSSG of 6%.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

Hill Top Public School remains committed to supportingthe Premier's Priority of increasing the number ofstudents performing in the top 2 NAPLAN bands by2019. As such, school learning and support initiativestarget students requiring extension in school withadditional stimulus activities in class combined withongoing personalised learning and support. In addition,parents are encouraged to partner with the school andutilise online platforms including google classroom and

lexia so that extension programs can bridge the homeand school divide, further empowering students toreach their potential.

Parent/caregiver, student, teachersatisfaction

The partners in learning survey was used in 2018 togauge parent perceptions across multiple domains inthe school community. 11 parents from the schoolcommunity chose to respond to our surveys in 2018.Our school scored inline with the state average forinclusivity. With respect to 2 way communication,parents reported that staff listened to their concernsscored as 7.7 (0.3 above the state average of 7.4).Written information from the school was scored at 8.0,which is 0.6 above state average and the administrationin the school is more helpful than in other settings,scored at 8.4, compared to the average of 7.4.Rescheduling parent activities to more convenienttimes for them to attend and keeping them informedabout activities are areas for improvement with theschool scoring 2 points below the state average.Parents report that in the domain of school support forstudent learning, that teacher expectations are in linewith the state average of 7.3 out of a possible score of10. Pleasingly, they indicate with a score of 8.1 thattheir children are encouraged to do their best, 0.8above the state average.

Student outcomes and school climate was surveyedusing the tell them from me platform for students inOctober. 80% of students report a positive sense ofbelonging, which is close to the state average of 82%.60% of students surveyed reported that they areinterested and motivated. We scored 7.8 out of apossible 10 for effective use of class time, which is 0.4below the state norm. 30% of respondents reportedbeing victims of bullying which is 6% below the stateaverage of 36%. While the school scored 8.5 for staffexpectations of success for students, which is within0.2 of the state average.

Teacher feedback from meetings and forums followingstaff meetings was that they wanted greater supportfrom their executive staff when managing behavioursand clarity around the school's learning and supportteam processes. They indicated that there were fewernegative incidents in the school as the year progressedand they felt that increased professional developmentin 2019 in line with the school's inclusion in the Bump ItUp Program and EaFS Phase 2, was a positive moveforward for the school.

Policy requirements

Aboriginal education

Hill Top PS had 5% Aboriginal students during 2018.Aboriginal perspectives in teaching and learningprograms continued as a priority across the curriculumwith units of work from Kindergarten to Year 6 reflectingawareness of Aboriginal Culture and promotingknowledge of Aboriginal history and contemporaryissues. We embed the principles of Aboriginal


education into all settings. School assemblies andspecial events continue to begin with an'Acknowledgment of Country', encouraging members ofthe audience to reflect on the past, acknowledge thepresent and think about the future. Aboriginal studentshave been encouraged to undertake this important role.

The school also took the opportunity to promote theprinciples of Aboriginal Education through specialevents such as NAIDOC Week. During NAIDOCcelebrations students from our school participated incontemporary and traditional Aboriginal activities thatreinforced learning from the course of the year in all keylearning areas. Students, staff and community allparticipated in the official opening of the GoorawahlRoom, incorporating 3 murals that promote ourcommunity in the past, present and into the future.

In the creative and performing arts, students createddance moves to incorporate into our opening ceremonywith our elder, assisted also by teaching staff in Stage2.

Our continued focus on working with our students andtheir families in developing Personalised LearningPrograms (PLPs) took place this year. Parents,students and staff worked together to developeducational, social and cultural goals and discussedways that both the school and family could support theirachievement.

In line with the ATSIEAP, Aboriginal families andstudents have been provided with more opportunitiesfor inclusion in the school, including meetings with localelders and representatives from local sporting clubs.

Transition planning was also considered for ourAboriginal students alongside funding excursion costsduring the course of the year to provide greater accessto a greater number of learning experiences for ourAboriginal students. Of particular significance was ourparticipation in the Southern Stars extravaganza, asmost of our Aboriginal students and their familiesparticipated in the event and its extensive preparation.

Multicultural and anti-racism education

Multicultural Education at Hill Top Public School isdesigned to foster school values and provideopportunities for students to value cultural diversity andto promote a harmonious multicultural society. In 2018these values were promoted through our annualHarmony Day and weekly rewards that focussed on thePBL matrix reviewed each year.

Peer Support Leaders led K–5 groups in organisedgames to promote tolerance, understanding and gettingalong. All teaching staff integrated multiculturalteaching perspectives where appropriate into theirteaching and classrooms through programs and units ofwork particularly in geography study through our library.Our Anti–Racism Contact Officer, a trained member ofstaff, has been available to provide mediation forstudents when necessary. Parents and interestedcommunity members from a variety of culturalbackgrounds have been active in sharing their 'stories'and experiences with the wider school community so as

to promote our shared values and support for oneanother.


2018 Hill Top Public School Annual Report - Amazon S3

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