2018 Lyndhurst Public School Annual Report

Lyndhurst Public SchoolAnnual Report

2018

2436

Printed on: 29 April, 2019 of 12 Lyndhurst Public School 2436 (2018)

Introduction

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

Viktoria Rendes

Principal

School contact details

Lyndhurst Public SchoolMarsden StLyndhurst, 2797www.lyndhurst-p.schools.nsw.edu.aulyndhurst-p.school@det.nsw.edu.au6367 5016

Message from the Principal

2018 was a remarkable year of learning and growing at Lyndhurst Public School. Although small in size, we are able toprovide a curriculum that nurtures curiosity and fosters a passion for learning.

Our teachers are devoted to make a difference in the life of our students academically, socially and emotionally. Weparticipated in a wide range of activities from robotics workshops, book week activities and a series of talks by PruMcCarthy, disability ambassador. We participated in the Early Action for Success program, Digital Technologies in focusprogram and provided an extended transition program for 2019 Kindergarten students.

I thank the staff for their commitment and hard work. They are involved in every facet of the school and chip in to getthings done because they love the children and the community they service. They are always willing to learn to do thingsbetter and improve student learning outcomes. Every adult in the school models life–long learning to the students.

Thank you also to the P&C for their support of the school. They have had many ideas to better the school and wereenthusiastic in their fundraising efforts. At the end of the year they presented the school with a large number ofinstruments to further develop our music program.

We are proud of our students and their achievements. This year, our relay team made it all the way to State athleticschampionships and came 3rd! It was certainly a highlight on Lyndhurst's calendar. But we are equally as proud of thedaily small achievements of our wonderful students who came to school daily and work hard on their personal learninggoals.

There have been many things to celebrate in 2018. We now look forward to the new year to consolidate and do justice toour motto "learning and growing"

Viktoria Rendes.


School background

School vision statement

At Lyndhurst Public School, teachers engage students in personalised learning experiences to enable all students todevelop theknowledge, skills and understandings to meet the challenges of the future.

School context

Lyndhurst Public School is situated in a semi–rural setting 25 kms from Blayney and 45 km from Cowra on the MidWestern Highway. The school was first established in 1889 and has been educating the students of Lyndhurst and thesurrounding areas since then. The staff, students and community can be proud of the school's progress andachievements. Pupils are given every opportunity to compete equally with students at larger schools whilst still enjoyingtheir rural lifestyle. The school provides a dynamic and caring educational environment in which all students accessquality educational programs within a varied and balanced curriculum. Since 2017, Lyndhurst PS is an Early Action forSuccess (EAfS) school. An Instructional Leader has been appointed to the school 1 day a fortnight. This will lead toimproved curriculum implementation and quality teaching where data analysis informs the direction for further teaching.The school maintains a culture which is based upon continuous improvement and quality service. The school staffcontinually enhances students' educational opportunities with the support of the parents and community. The schoolattracts equity funding to support targeted program implementation and ensure students' ongoing success. To find outmore information about Lyndhurst Public School please visit our website.

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

The school's on–balance judgement in this domain is that we are Delivering. The school offers a curriculum that meetsthe requirements of the Department of Education and provides equitable opportunities for all students. Teachers useinternal as well as external assessments to assess student progress and achievement against syllabus outcomes. Astrength of the school is our focus on wellbeing that supports all students.

Teaching

In the domain of Teaching, the school had a strong focus on early literacy and numeracy development through the EarlyAction for Success action plan. There was a continued focus on improving writing and all staff were trained in the 7 Stepsof Writing program. Professional learning was aligned with the school plan and teachers worked on collaboration andfeedback to improve teaching practice. The on–balance judgement of the school for this element is: Delivering.

Leading

In this domain, the school has improved in management practices and processes that provide streamlined, flexibleprocesses to deliver services and information. The self–assessment process has allowed the school to examine andrefine strategic priorities in the School Plan, pointing to further improvements in the coming years. The on–balancejudgement of the school for this element is: Delivering.

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

To provide a school wide collective responsibility for personalising student learning and success with high levels ofstudent, staff and community engagement and achievement.

Overall summary of progress

During 2018, Lyndhurst PS supported progress towards this strategic direction by: • Introducing Learning Intentions and Success Criteria (LISC) in the area of Mathematics and later in English

lessons. • Students were taught the language of LISC • Students were encouraged to check success criteria at the end of the lesson to see the progress they have made • Implementation of five weekly data collection K–2 and use of this data to drive lessons • TTFM survey results while pleasing in terms of students' sense of belonging and expectations of success at 86%,

results showed that only 71% responded positively to student advocacy. • All students were taught how to give a meaningful apology and were able to say a 'three part sorry'.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Every student achieves at leasta year’s growth for a year’slearning.

RAM resources andsocio–economicbackground funds havebeen used to fund anadditional teacher K–2

Teachers understand that students begin each yearat widely dispersed levels of achievement. Progresshas been made in the way students are judgedagainst expectations and there is a betterunderstanding that students come from verydifferent starting points and need different paths togrow.

• Improved levels of studentwellbeing..

Global funds School culture is reviewed as part of the SchoolExcellence Framework.

Students have been taught restorative practices tosort out problems at school.

Friendship skills program implemented

Students reported a strong sense of belonging at86%

They also reported that teachers had highexpectations for success, which have a causalimpact on students' educational attainment.


Next Steps

• Students to set learning goals with teacher input. • Students to use I can statements to show achievement of goals. • Students use Learning Intentions and Success Criteria and can articulate what they are learning, why they are

learning it and what their next steps are. • Formative assessment strategies are implemented which allow students to be increasingly independent learners

who are on task and working towards their goals. • Continue with Tell Them From Me surveys and combine with other small schools to one survey cohort. • Explicitly teach restorative practices and embed them into the school culture (e.g. Three part apology). • Use the 5 questions (Fullan and Sharatt 2012) to improve expectations for success in TTFM surveys.


Strategic Direction 2

Teaching

Purpose

To deliver quality teaching practice that is engaging and evidenced based.

We will continue to build the capacity of each staff member, by extending their capabilities through personsalisedprofessional learning, to ensure the school is at the forefront of best practice.

Overall summary of progress

In 2018, teachers participated in professional learning to build their expertise in teaching digital technologies; writing;problem solving in mathematics; language, learning and literacy K–2. There was an emphasis on embedding theprofessional learning into classroom practices.

There was also a strong focus on improving differentiation in the classroom with 'I can statements' used for literacy.

Staff were released to observe each other teach and discuss the lessons in order to learn from each other.

Aligned Performance Development Plans with teaching standards and school plan.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

An increased proportion ofteachers working at higher levelsof the teaching standards.

QTSS funding All teachers set goals using the teaching standardsin their PDP and exhibit these in lessonobservations.

An increased proportion ofteachers using evidence informedteaching strategies.

Professional learning funds

QTSS funding

Evidence of professional learning being applied toteaching – in particular: starting to implement 7steps to writing; LISC and digital technologies.


Next Steps

• Professional learning for all staff in Literacy and Numeracy Progressions. • Early Action for Success strengthened K–2. • Staff professional learning on Formative Assessment strategies. • Seven Steps to Writing Success implemented fully across the school. • Engage in Building Numeracy Leadership to strengthen the teaching of Mathematics.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $6 051 of which $3950 wasexpended in 2018. Theremainder is earmarked toemploy an AboriginalEducation Officer in 2019.

Through Aboriginal Learning Pathways,students were given the opportunity to setgoals for academic and well–being outcomes.

We worked on establishing systems to bettermonitor the learning plans and makeadjustments as needed throughout the year.

Low level adjustment for disability $5,300 was spent onemploying a SchoolLearning Officer (SLSO) towork with targeted studentsin classrooms.

• Low level adjustment fordisability ($32 000.00)

Teachers implemented a tiered system ofsupport.. Students Identified as requiring thehighest level of support were supported withinthe classroom to access the curriculum atgrade level.

The SLSO provided learning support withinthe classroom in literacy and numeracy andprovided support with social skills through aplayground program for targeted students.

Quality Teaching, SuccessfulStudents (QTSS)

$3,000 was spent onreleasing teachers for peerobservations andcollaborative planning.

These funds have enabled teachers to workcollaboratively and use evidence–basedstrategies to improve the quality of classroomteaching. Teachers have focused onembedding Learning Intentions and Successcriteria into all lessons.

Socio–economic background $32,963 The funds allowed for the employment ofadditional teachers and a part time SLSO inK–2. This enabled the school to implementthe Early Action for Success program in aseparate K–2 class and achieving strongerresults in literacy and numeracy. A SpeechTherapist was employed to screen identifiedstudents and provide programs to implementat school. In addition, students were able toaccess excursion through the provision ofsubsidies which extended the experiencesand strengthened relationships with otherstudents.

Digital technologies $1000 on staff developmentand teaching time

The Digital technologies professional learninghas given teachers increased understandingof how the digital world works and practicalstrategies to implement computational andalgorithmic thinking.

Early Action for Success $1000 on staff development

teaching time

K–2 teacher is better equipped to providequality teaching experiences to students froma diverse range of backgrounds. The explicitearly language and learning experienceshave had a positive impact on cognitive andsocial development of our students.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 15 12 11 8

Girls 22 19 17 11

The steady slow decline in student enrolments hascontinued in 2018. This is in part due to a lack ofavailable housing stock and in part due to parentsrequiring before and after school care services whichare not available at Lyndhurst.

Student attendance profile

School

Year 2015 2016 2017 2018

K 85.3 92.5 90.8 91

1 91.2 91.9 89 89.6

2 94.2 95.5 91.1 96.2

3 93.8 91.7 95.9 91.5

4 92 95 98.9 93.5

5 88.4 90.9 94

6 97 97.9 85.5 94

All Years 91.7 93 91.3 92.1

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

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Daily attendance is monitored and absences arefollowed up with text messages on the day. Absencereports are tabled fortnightly at staff meetings andrecurrent absences are discussed and followed up.Where necessary, the Home School Liaison Officer isinvited to assist with developing strategies for chronicabsences.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 0.6

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.08

School Administration and SupportStaff

0.75

*Full Time Equivalent

There are no staff members of Aboriginal or TorresStrait Islander background currently on staff atLyndhurst Public 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 50

Professional learning and teacher accreditation

Staff undertook professional learning opportunities inline with the strategic directions of the school plan.These have included: • Digital Technologies • Teaching writing using the 7 steps • 8 ways Aboriginal pedagogies • Visible learning strategies • Language Learning and Literacy (L3) • Code of Conduct, Child Protection, Anaphylaxis,

CPR training – mandatory training • LMBR training • Human Resource training • Budgeting training • Principal network days • 7 habits of highly effective people • Learning and Support network days

All teachers are are fully accredited through NESA andthere were no beginning teachers in 2018 at LyndhurstPS.


Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 33,468

Revenue 497,522

Appropriation 487,194

Sale of Goods and Services 1,193

Grants and Contributions 8,720

Gain and Loss 0

Other Revenue 0

Investment Income 416

Expenses -500,257

Recurrent Expenses -500,257

Employee Related -461,143

Operating Expenses -39,114

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-2,735

Balance Carried Forward 30,734

The responsibility for the School Financial Managementis the Principal's responsibility although the day to dayaccounting work is undertaken by the SchoolAdministrative Manager (SAM). The Annual FinancialStatement is linked to the School Plan and budgets areworked out in consultation with stakeholders. The SAMand the Principal plan and monitor the income andexpenditure against the budget on a regular basis.Funds available will continue to manage salaries,school teaching and learning resources, schoolmaintenance, utilities and administrative resources.Unspent RAM funds will be used in 2019 to furthersupport the work in K–2 as part of the Early Action forSuccess strategy. Equity funds available for Aboriginaleducation will be utilised to employ a part–timeAboriginal Education Officer.

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 371,282

Base Per Capita 5,414

Base Location 21,668

Other Base 344,200

Equity Total 64,150

Equity Aboriginal 6,051

Equity Socio economic 31,963

Equity Language 0

Equity Disability 26,136

Targeted Total 31,863

Other Total 5,115

Grand Total 472,409

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

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.

As there were fewer than ten candidates who sat theYear 3 and 5 NAPLAN Literacy test in 2018,information regarding the percentage in skill bandscannot be shown due to privacy reasons.

As there were fewer than ten candidates who sat theYear 3 and 5 NAPLAN Numeracy test in 2018,


information regarding the percentage in skill bandscannot be shown due to privacy reasons.

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

Aboriginal Education

All Aboriginal students were supported through theirPersonal Learning Plans by identifying focus areas forimprovement together with students and their families.Student progress was reviewed in consultation withtheir parents and class teachers in preparation forsetting new learning goals in 2019.

In consultation with Nyree Reynolds, an AboriginalElder, we designed a yarning circle in the playground.This vision was then translated into a functional outdoorlearning area.

Students learned about and participated in the HeritageCountry Schools' NAIDOC day. In addition, teacherscontinued to incorporate Aboriginal perspectives intoteaching and learning programs. This was particularlyevident in the teaching of Aboriginal history and culturein English, History and Geography.

All students participated in some Wiradjuri languageclasses and Aboriginal students were given theopportunity to learn the Acknowledgement of Country inWiradjuri.

Parent/caregiver, student, teachersatisfaction

Students participated in the anonymous Tell ThemFrom Me surveys. It measures advocacy, expectationsand a sense of belonging to the school. Support forstudent learning and expectations of students'academic success along with a sense of belonging arecomponents for happy and successful students. Thesurveys indicated that 86% of students reported astrong sense of belonging which refers to students'perception of being accepted, valued and included;86% reported that there were high expectations forsuccess and 71% of students reported there was active

consideration and support of individual students'academic and wellbeing needs.

Parents were surveyed using the KidsMatter parentsurvey. this survey asks about perceptions of theschool in relation to the school's work in the area ofmental health and well–being. Unfortunately, with lessthan 10% of a return rate, inferences could not bedrawn as the sample responses do not accuratelyrepresent the population. As such, the findings arestatistically insignificant. With this in mind, in general,parents felt the school provided a safe and caringenvironment where staff were respectful and sensitiveto children experiencing social, emotional andbehavioural difficulties.

Policy requirements

Aboriginal education

Aboriginal students were supported at the school byidentifying focus areas for improvement and alsothrough the development of Personalised LearningPlans. These were negotiated and written with studentsand their parents and then evaluated at the end of theyear.

In consultation with Aboriginal artist and elder, NyreeReynolds, a plan was developed for a yarning circle.This outdoor learning area is now situated in theplayground and there are plans to plant a native gardenaround it.

Learning and Teaching programs incorporateAboriginal perspectives. The library has purchasedbooks on Aboriginal history and fiction written byAboriginal authors. Teachers are able to source andincorporate these texts when teaching History,Geography and English.

Aboriginal students have been given the opportunity tolearn some Wiradjuri words and have taken theopportunity to learn to say the Acknowledgement ofCountry in language. All assemblies now have theAcknowledgement of Country presented in Wiradjuri.


Students celebrated NAIDOC Day together with theHeritage Country Schools. They learned aboutWiradjuri culture and participated in sporting and artactivities to acknowledge and celebrate the proudcontribution made by Aboriginal people to this land.

Aboriginal education remains a priority at LyndhurstPublic School.

Multicultural and anti-racism education

Multicultural perspectives are integral as part of theinclusive culture of the school. Students have learntabout and celebrated Harmony Day with activities thatpromote values of a multicultural society.

The school library has purchased books with amulticultural theme which reinforce respect andacceptance of difference.

Multicultural perspectives are incorporated intoteaching and learning programs in the Key LearningAreas of English, History, Geography and the PersonalDevelopment aspects of the PDHPE syllabus.

Our school fosters an inclusive culture, reflected in ourcore value of respect. As a school, we celebratedAustralia's multiculturalism through Harmony Day,which aimed to improve student's understanding ofdiversity. Teachers continued to incorporatemulticultural perspectives into their teaching andlearning programs, particularly in the key learning areasof English, History and Geography.


2018 Lyndhurst Public School Annual Report

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