2018 Wilton Public School Annual Report - Amazon S3Wilton Public School is located in the...

Wilton Public SchoolAnnual Report

2018

4650

Printed on: 28 May, 2019 of 15 Wilton Public School 4650 (2018)

Introduction

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

Debra Gray

Principal

School contact details

Wilton Public School11 Greenbridge DriveWILTON, 2571www.wilton-p.schools.nsw.edu.auwilton-p.school@det.nsw.edu.au02 46308006


School background

School vision statement

WILTON VISION STATEMENT

Wilton Public School is an inclusive school community, with a committed staff who work collaboratively to developdynamic and future focussed teaching and learning programs that prepare our students to be independent and lifelonglearners.

We are driven to provide a quality education for the whole child. We encourage our students to learn to strive to achievetheir personal best, solve problems, take responsibility for their actions, develop resilience and care for one another.

School context

Wilton Public School is located in the Wollondilly Shire, on the south western fringe of the Sydney metropolitan area. Thetown of Wilton is composed of established housing, new housing and land development, rural land, and is earmarked formajor future urban growth and development.

The school provides a child–centred education allowing each child to develop his/her full potential academically, socially,culturally and morally. There are currently 479 students enrolled across 17 mainstream classes and 6 support/specialeducation classes. We have a committed teaching staff encompassing experienced and early career teachers who arededicated to high level achievement, student engagement and 21st century learning principles.

The school prioritises student wellbeing and recognises that social, emotional and academic growth are optimised whenpositive relationships exist between students and their family, peers, teachers, and the local community. We arecommitted to ensuring staff, students, parents, carers and the school community are engaged in planning,understanding, implementing and evaluating programs, processes and practices aimed at developing a safe, supportiveand respectful learning environment in which all students can thrive and succeed.

Wilton Public School promotes innovative and collaborative teaching and learning programs, which embrace theprinciples of 21st century learning. Our students are guided and encouraged to become creative and critical thinkers withwell–developed communication skills that allow them to collaborate effectively to become active and informed globalcitizens.

Our innovative practices include the use of a range of technology to facilitate student connectedness, creativity andcollaboration. These include Prowise screens, interactive whiteboards, 3D printers and related programs, ipads, laptopsand simple robots. Students enthusiastically engage with technology through their learning and thrive on developing theirskills and knowledge.

In a caring and supportive learning environment, students develop as active, informed citizens who think and actresponsibly with due respect to themselves and others whilst making a valuable contribution to society.


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.

The school's on–balance judgement for the elements of ; learning culture, wellbeing, curriculum, student performancemeasures, effective classroom practice, data skills and use, professional standards, learning and development,educational leadership, school resources, school planning, implementation and reporting, and management practicesand processes is sustaining and growing. In the elements of reporting and assessment the school's judgement was thatwe are delivering across the whole school.

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

Excellence in Teaching

Purpose

To create a shared responsibility for student improvement and contribute to a transparent learning culture using evidencebased and innovative teaching practices.

Overall summary of progress

Professional learning was prioritised to develop quality teaching practice and expansion of leadership. Strengthenedpartnerships between staff ensured that quality teaching was embedded and dispersed throughout the entire schoolcommunity and greater professional learning networks. Beginning Teacher Mentoring and Quality Teaching SuccessfulStudents programs were implemented and supported teachers in their first two years of teaching and placed a strongvalue and importance on embedding quality teaching practices through reflection and evidence based practices.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All teachers will collaborativelyanalyse external and schoolbased data to plan andimplement a differentiatedcurriculum in literacy andnumeracy.

Systematic processes will beevident allowing teachers tocollaborate and receive feedbackon professional practice.

$30000 Staff reflected on QTR coding and evaluatedfeedback against the Quality Teaching Framework.

Staff developed an understanding of the effectiveimplementation of TEN and the LearningProgressions

Next Steps

2019 will see the expansion of formalised mentoring programs to encompass leadership levels coupled with an increasein formal training for school based mentors and the further development of an early career teacher network within ourcommunity of schools. Quality Teaching rounds will embed the quality teaching framework in all classrooms and roundswill allow for self reflection and collegial critique of teaching against this framework. Executive staff and supervisors willconsolidate teacher understanding of TEN through modelling and a designated TEN facilitator and LearningProgressions will continue to be unpacked and evident in all classrooms.



Excellence in Learning

Purpose

To challenge students and engage them in rich learning experiences, promoting learning excellence to ensure that theyconnect, succeed, thrive and learn.


Targeted programs were implemented to support identified students in literacy and numeracy through parents trainedand upskilled to deliver Multi Lit, two classroom teachers funded to deliver an intensive Reading Recovery Program, aschool based facilitator was trained to guide and implement the K–6 delivery of TEN and there was an allocation of afulltime teacher to support student learning in the classrooms K–2.





Quality assessment practices areembedded across the school.

$4000 Whole school data analysis has driven internalschool programs. Learning and Support Teamreviews progress of targeted students each term incollaboration with teachers and supervisors.

Analysis of data that directs andinforms teaching and learningoccurs.

$2000 Staff have developed an understanding in literacyand numeracy progressions and utilise explicitfeedforward mindset with their students

An improvement in the number ofstudents in the top two bands ofliteracy and numeracy inNAPLAN is evident each year.

2018 NAPLAN results indicated commendablevalue added for student growth from year 3 to yearfive in both literacy and numeracy with an increasednumber of students represented in the top twobands.

PLAN data informs planning andassessing cycles and are alignedwith the progressions andevidenced in teaching programs.

teaching and learning programs are data driven forindividual student learning in literacy and numeracy.

Next Steps

2019 will see the continuation of PLAN data informing planning and assessment cycles which are aligned with thelearning progressions and will be evidenced in all teaching programs. Quality assessment practices will continue to beembedded across the school.



Excellence in Leading

Purpose

To develop leadership capacity at all levels to foster a school–wide culture of high expectations and shared sense ofresponsibility for whole school improvement in curriculum and student welfare.


In 2018 leadership capacity has developed at all levels and across all stakeholders resulting in a culture of highexpectation and a shared sense of responsibility for whole school improvement.





An increased number of aspiringleaders that demonstrates agrowth in leadership density andsuccession planning.

An increase in the number ofparents who are actively engagedin and supporting the school'seducational priorities throughmeaningful school partnerships.

$3000 An increase in parent participation across alldomains of the school has been evident asevidenced through TTFM ( Tell Them From Me)surveys.

All staff are working towards theirPerformance and Developmentgoals, reflective of the teachingstandards at the appropriate leveland priorities as identified in theschool plan.

4 casual days Effective and regular consultation has driventeacher performance and development goals.Strong partnerships between teachers hasenhanced open dialogue around effective teachingand learning.

All teachers are engaged inexternal learning partnerships tofurther develop teaching practice.

12 casual days Extensive professional learning for staff aroundvisible learning, Quality Teaching Rounds andfeedforward mindset and growth coaching hasunderpinned professional learning goals for 2018

Student Welfare policy andprocedures has been streamlinedto accommodate growth instudent enrolments.

Positive and respectful relationships across theschool community has ensured a productivelearning environment and effective engagement.Student welfare has remained the highest prioritywhen meeting individual student needs.

Next Steps

Kidsmatter, student leadership and Bounce Back programs will continue to be implemented in 2019. to meet the growingneed of increasing student enrolments. Increased development of aspiring leaders will be facilitated through schoolbased and external professional learning, mentoring and alignment with appropriate leaders to model policies andprocesses that accompanies roles of leadership.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $7700 Staff and students attended local indigenousmaths, dance and science days. Elders wereinvited into the school to support ourIndigenous students and their culture. Anindigenous garden was created with thesupport of our Indigenous parent/carercommunity.

Low level adjustment for disability 2.0 Fulltime ReadingRecovery Teachers werefunded for the delivery ofthe 2018 program

Teachers assessed 2017 student data todetermine need for the 2018 learning supportprogram delivery which targeted students atspecific point of identified learning need inliteracy and numeracy. Reading Recoverytutors supported 36 year 1 students throughthis intensive program which focussed ondeveloping reading skills for targeted studentsand ensuring that they achieved confidentword attack skills and reading at level 18before exiting the program. Data wastransferred to the 2018 classroom teachers inpreparation for the continuation of theprogram delivery.

Quality Teaching, SuccessfulStudents (QTSS)

A 0.9 classroom teacherposition was supportedthrough our QTSSallocation

Support for all staff in programming, deliveryof quality teaching and assessment was thefocus of this program. Visible learning, QualityTeaching Rounds and Forward Feedbackprovided the professional learning targets for2018. Mentors and supervisors were releasedfrom class to observe teacher performance.

Socio–economic background 1.0 SLSO position wascreated.

$62,000

In–class literacy and numeracy support wasprovided to students with identified needs. Asuccess for reading program wasimplemented daily, supported by 27 volunteertutors, aimed at providing intensive one onone support for students identified as belowstage expectation in reading.

Support for beginning teachers An off class 0.6 positionwas funded.

$60,000

A position was once again created to supportall staff within their first two years of teaching.This off class support revolved aroundclassroom observations, shoulder to shoulderdelivery, reflection and evaluation meetings.All eight teachers involved in the program aredeveloping their bank of evidence towardstheir Teacher Accreditation at Proficient. Allbeginning were teachers evaluated inreadiness for accreditation at the conclusionof 2019


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 148 183 220 252

Girls 118 151 174 198

A consistent student growth continued in 2018 as theWilton community develops. Anticipated enrolments in2018 of 490 students K–6 mainstream and 6 supportclasses catering for students with Autism and moderateto severe intellectual disabilities. Wilton Public Schoolprovides a child centred educational program in acaring and supportive learning environment allowingeach child to develop his/her full potential academically,socially, culturally and morally. Students develop asactive, informed citizens who think and act responsiblywith due respect to themselves and others whilstmaking a valuable contribution to society. Students,parents and staff work collaboratively to developconfident and creative individuals who have the skills tobe active and informed 21st century global citizens..

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.7 94.3 95 94.9

1 93.9 94.6 94.4 93.8

2 94.3 94.4 94.4 94.4

3 95.8 95.5 94.2 94.8

4 93.3 95.1 94.8 93.4

5 94.4 93.2 94.2 94.3

6 93.8 93.1 93.2 94

All Years 94.6 94.5 94.4 94.3

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

Consistent analysis of student attendance targetsstudents under the 85 percent benchmark. Studentsbelow this benchmark are identified and formal contactis made with the parents. The Home School LiaisonOfficer attends the school twice a term to discussstudents at risk and a strategy is implemented toincrease attendance. attendance is carefully monitoredweekly by a member of the school executive team andproactive responses ensure that parents are contactedwithin a short timeframe.

Students who fail to attend school for two consecutivedays are targeted with phone calls made to the parentsto ensure the safety and wellbeing of the child and toalso reinforce the importance of daily attendance atschool.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 22.88

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 0.5

Teacher Librarian 1

School Administration and SupportStaff

9.23

*Full Time Equivalent

The Aboriginal composition of your school's workforceis 9%

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Professional learning and teacher accreditation

All permanent and temporary teachers accessed avariety of professional learning meetings, programs andcourses throughout the year. These professionallearning activities were linked directly to the school planfor 2018–2020 and were also linked to the individual


staff member's Professional Development Plan. In 20186 beginning teachers participated in an inductionprogram and were provided with a designedpersonalised mentoring program, implemented by aschool executive which placed an emphasis onembedding quality teaching practices through reflectionand evidence based practices. All of these sixbeginning teachers have commenced their processestowards Teacher Accreditation. In 2018 we saw fourteachers complete and achieve their accreditationprocess.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 847,971

Revenue 4,848,830

Appropriation 4,596,263

Sale of Goods and Services 124,910

Grants and Contributions 121,030

Gain and Loss 0

Other Revenue 0

Investment Income 6,628

Expenses -4,574,095

Recurrent Expenses -4,574,095

Employee Related -4,173,731

Operating Expenses -400,364

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

274,736

Balance Carried Forward 1,122,706

A full copy of the school's financial statement is tabledat the Annual General Meeting of the Parents andCitizens Association. All financial processes, policiesand procedures have been adhered to, according todepartment expectation.

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 3,012,567

Base Per Capita 80,844

Base Location 7,870

Other Base 2,923,854

Equity Total 127,283

Equity Aboriginal 8,841

Equity Socio economic 42,006

Equity Language 0

Equity Disability 76,436

Targeted Total 1,138,787

Other Total 148,856

Grand Total 4,427,493

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.

Literacy performance by both year three and year fiveindicated that reading, writing, spelling and punctuationwere at or above state average. Year three achievedan increased cohort achieving in the top two bands forreading, spelling and grammar and punctuation. Yearfive reflected this impressive growth also in reading,spelling and grammar and punctuation.


Band 1 2 3 4 5 6

Percentage of students 0.0 1.7 3.3 18.3 16.7 60.0

School avg 2016-2018 3.1 2.5 9.3 21.1 20.5 43.5

Band 1 2 3 4 5 6


School avg 2016-2018 1.3 5 14.5 17.6 30.2 31.4

Band 1 2 3 4 5 6


School avg 2016-2018 1.9 4.3 16.1 23 32.3 22.4


Band 1 2 3 4 5 6


School avg 2016-2018 0 3.8 22.5 29.4 35 9.4

Band 3 4 5 6 7 8


School avg 2016-2018 1.7 7.7 9.4 36.8 22.2 22.2

Band 3 4 5 6 7 8


School avg 2016-2018 0 8.5 18.8 33.3 24.8 14.5


Band 3 4 5 6 7 8


School avg 2016-2018 1.7 5.1 12.8 49.6 23.9 6.8

Band 3 4 5 6 7 8


School avg 2016-2018 4.3 9.4 50.4 29.1 6.8 0

Growth in the top two bands in numeracy was evidentin both year three and year five. Strong results andstudent growth was recognised through NESA withWilton Public School receiving a commendation forstudent performance in NAPLAN.


Band 1 2 3 4 5 6


School avg 2016-2018 1.9 3.8 17.7 32.3 28.5 15.8

Band 3 4 5 6 7 8


School avg 2016-2018 0.9 4.3 29.1 33.3 23.9 8.5

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

All Kindergarten students were assessed through BestStart prior to commencing school. All students enrolledin Wilton Public school are consistently assessedthrough our whole school assessment schedule andthey are individually tracked in PLAN.

Parent/caregiver, student, teachersatisfaction

During 2018 our school community was surveyedaround the delivery of specialist programs to supportliteracy and numeracy in K–2. Results indicated that85% of responses were in favour of utilising schoolfunding to deliver our intensive Reading Recovery andSuccess For Reading programs. Community membersalso advocated for the extension of this program foridentified students from years 3–6. Our schoolcommunity were also surveyed on the delivery of years3–6 maths groups, with an overwhelming positiveresponse for the continuation of these ability basedgroups in 2019.

Policy requirements

Aboriginal education

Aboriginal Education is embedded in teaching andlearning across all stages in mainstream and support.Students from years 2–6 once again in 2018participated in the Aboriginal Maths initiative whichfocussed on problem solving strategies in collaborationwith students across the community of schools. DuringEducation Week 2018, members of our Indigenouscommunity presented learning sessions aroundIndigenous art and its history to students yrs 3–6. Agroup of students and teachers were given theopportunity to attend an Indigenous music andsmoking ceremony which was presented at Picton highSchool as part of our Community of Schools Initiative.Students in stages two and three participated in thePrimary Aboriginal Dance Workshop Program whichwas supported by the Department of Education and ourlocal Aboriginal Education Community Group. AllAboriginal student learning is guided by their individualPersonal Development Plan which is developed incollaboration with parents, teachers and students

Multicultural and anti-racism education

2018 saw the retraining of our ARCO– Anti RacismContact Officer to ensure that all staff are across the


Department of Education policies and procedures. Ourweekly Bounce Back welfare program is delivered in allclassrooms and embeds cultural understandings andcelebrations. Harmony Day was coupled with ourannual Ani–Bullying Day and all students were involvedin activities that focussed on inclusiveness, respectand belonging , regardless of cultural or linguisticbackground, united by a set of core school values.


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