Bodalla Public School - bodalla-p.schools.nsw.edu.au · Annual School Report for Bodalla Public...

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Bodalla Public School Annual School Report 2014

1272

School context statement Bodalla Public School is a small school on the South Coast of NSW. It serves a predominantly rural area and draws students from the local farming area of Bodalla as well as the coastal communities of Tuross and Dalmeny. The school is classified P5 with an enrolment of 89 students. The school has attracted funding through National Partnerships to support improvement in Numeracy. The school has a strong emphasis on Literacy and Numeracy; it also focuses on Creative Arts, Sport and Technology. It is supported by an enthusiastic and effective P&C which subsidises many programs including music programs, excursions and literacy.

Principal’s Message

I take great pleasure in presenting the 2014 Annual School Report for Bodalla Public School. The school has celebrated another outstanding year and continues to enjoy a well-deserved reputation for providing a caring and supportive environment, leading to excellence in academic, sporting and cultural achievements. Our professional teaching, support and administration staff has worked together with our supportive parent body to provide innovative educational programs for all of our students. This year, we engaged with the local community to train seven volunteers in MultiLit to assist students with their reading. A homework centre was established to support children each week. We liaised with the Red Cross, local business and benefited from community support to run a Breakfast Club three mornings per week. The Active After Schools Program ran weekly throughout the year. Our school canteen opened once a week again this year. Community consultation and collaboration was sought to organize NAIDOC activities. Outstanding music and art programs ran throughout the year and some excellent NAPLAN results were achieved. We liaised with the local high schools to provide extension activities for senior students in English and Mathematics. We galvanized a positive relationship with a local kitchen garden farmer to make plans for the vegetable garden. Wi-Fi capacity was improved throughout the school and a class set of Ipads was purchased for student use and teachers were trained in their effective implementation. We enjoyed one of the

most successful Bodalla Fairs thanks to wonderful student, teacher and community support.

Student information Student enrolment profile

Student attendance profile

Parents are requested to provide the school with an explanation regarding student non-attendance. Reminder notes are sent home to parents/carers if no explanation is provided to the school. The principal will contact home if no explanation is forthcoming. Attendance expectations and protocols are also outlined in school newsletters.

Gender 2008 2009 2010 2011 2012 2013 2014

Male 76 69 74 74 65 53 47

Female 76 72 66 67 54 43 42

Year 2009 2010 2011 2012 2013 2014

Scho

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K 93.2 92.6 92.5 93.4 93.0 90.8

1 91.6 91.5 92.7 92.6 95.6 92.6

2 92.0 93.3 94.6 93.7 91.3 95.2

3 93.4 90.2 93.4 94.9 91.8 93.3

4 95.0 91.6 92.8 92.9 93.8 93.8

5 93.3 93.3 95.3 95.1 94.2 91.3

6 95.8 95.7 93.8 95.1 90.4 92.6

Total 93.6 92.5 93.7 94.1 92.7 92.9

Stat

e DE

C

K 94.3 94.7 94.7 94.3 95.0 95.2

1 93.7 94.2 94.2 93.9 94.5 94.7

2 94 94.4 94.2 94.2 94.7 94.9

3 94.1 94.5 94.4 94.4 94.8 95.0

4 94 94.5 94.3 94.3 94.7 94.9

5 94 94.4 94.2 94.2 94.5 94.8

6 93.6 94.0 93.8 93.8 94.1 94.2

Total 92.1 94.4 94.3 94.2 94.7 94.8

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Workforce information Workforce composition

Position Number Principal 1 Assistant Principal 1 Primary Teacher 2.0 Primary Part-Time Teacher 0.168 Primary Teacher RFF 0.168 Primary Teacher Librarian 0.2 Learning and Support Teacher(s) 0.5 Primary AP Learning and Support 0.4 School Administrative & Support Staff 1.586 Total 7.022

There were no Indigenous staff members at Bodalla Public School in 2014.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff Degree or Diploma 100 Postgraduate 0

Professional learning and teacher accreditation

All staff participated in professional learning throughout the year. Two staff attended a Life Life Well Course. Classroom teachers attended a Narrative Writing Strategies with an Interactive Whiteboard Course. The Principal attended training in Coaching. Time was spent completing a scope and sequence for the new Mathematics Syllabus and creating supporting assessment items. There was one casual teacher who was being assisted to achieve their Accreditation at Proficient Teacher. All staff attended school development days to examine the English Scope and Sequence, Mathletics, E-Learning Disability Standards for Education, using IPads in the classroom (held at Bermagui Public School), CPR update, Anaphylaxis e-learning, Road Safety Training, Child Protection Training, Code of Conduct Training, Science and Technology Training, National Partnership planning and School Plan development.

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as

permanent salaries, building and major maintenance.

Date of financial summary 30/11/2014

Income $ Balance brought forward 69651.66 Global funds 108105.79 Tied funds 140858.03 School & community sources 32925.45 Interest 2697.71 Trust receipts 3116.20 Canteen 0.00 Total income 357354.84 Expenditure Teaching & learning

Key learning areas 22248.33 Excursions 13660.87 Extracurricular dissections 20432.99

Library 1179.67 Training & development 306.63 Tied funds 126141.26 Casual relief teachers 15619.93 Administration & office 35970.52 School-operated canteen 0.00 Utilities 26631.94 Maintenance 5011.44 Trust accounts 3024.80 Capital programs 0.00 Total expenditure 270228.38 Balance carried forward 87126.46

A full copy of the school’s 2014 financial statement is tabled at the annual general meetings of the School Council and/or the parent body. Further details concerning the statement can be obtained by contacting the school.

School Performance 2014

NAPLAN In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10.

The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

Year 3: from Band 1 (lowest) to Band 6 (highest for Year 3)


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NAPLAN Reading Year 3

School SSG State DEC

Average score, 2014 406.0 383.0 416.3

Skill Band Distribution

Band 1 2 3 4 5 6

Number in Bands 0 2 2 0 3 2

Percentage in Bands 0.0 22.2 22.2 0.0 33.3 22.2

School Av. 2010-2014 1.3 13.8 20.0 21.3 23.8 20.0

SSG% in Bands 2014 10.2 15.4 19.9 25.0 13.9 15.6

State DEC% in Bands

6.1 9.9 15.3 22.6 18.5 27.6

NAPLAN Writing Year 3


Average score, 2014 393.9 372.6 401.5


Band 1 2 3 4 5 6



School Av. 2010-2014 1.7 13.8 22.4 22.4 36.2 3.5

SSG% in Bands 2014 6.9 14.4 29.4 23.2 21.2 4.9

State DEC% in Bands

4.1 8.3 21.3 22.8 33.3 10.1

NAPLAN Spelling Year 3


Average score, 2014 409.6 383.4 418.8


Band 1 2 3 4 5 6



School Av. 2010-2014 4.9 11.1 21.0 33.3 16.1 13.6

SSG% in Bands 2014 7.2 21.4 14.5 25.8 18.4 12.8

State DEC% in Bands

4.2 12.6 12.2 22.5 23.4 25.2

NAPLAN Grammar and Punctuation Year 3


Average score, 2014 425.2 388.0 427.1


Band 1 2 3 4 5 6



School Av. 2010-2014 11.1 11.1 19.8 25.9 13.6 18.5

SSG% in Bands 2014 8.2 12.8 22.2 24.4 16.5 16.0

State DEC% in Bands

4.7 8.3 15.3 21.1 20.9 29.7

NAPLAN Numeracy Year 3


Average score, 2014 414.3 368.3 401.6


Band 1 2 3 4 5 6



School Av. 2010-2014 0.0 16.5 29.1 27.9 21.5 5.1

SSG% in Bands 2014 8.2 20.6 25.0 22.2 16.6 7.5

State DEC% in Bands

4.1 12.6 20.7 23.2 23.0 16.4

NAPLAN Reading Year 5


Average score, 2014 541.0 468.8 497.3


Band 3 4 5 6 7 8



School Av. 2010-2014 6.5 14.1 21.7 20.7 22.8 14.1

SSG% in Bands 2014 10.0 20.8 26.7 23.3 12.5 6.8

State DEC% in Bands

6.8 14.3 22.1 24.7 16.7 15.4

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NAPLAN Writing Year 5


Average score, 2014 471.5 445.5 467.1


Band 3 4 5 6 7 8



School Av. 2010-2014 11.3 4.2 33.8 31.0 16.9 2.8

SSG% in Bands 2014 14.4 16.3 40.8 20.4 5.5 2.6

State DEC% in Bands

9.8 11.2 37.2 26.1 10.7 4.9

NAPLAN Spelling Year 5


Average score, 2014 508.0 479.0 502.7


Band 3 4 5 6 7 8



School Av. 2010-2014 7.7 17.6 30.8 22.0 14.3 7.7

SSG% in Bands 2014 10.0 12.8 22.9 25.2 21.0 8.0

State DEC% in Bands

6.3 9.0 19.0 24.6 26.5 14.5

NAPLAN Grammar and Punctuation Year 5


Average score, 2014 525.0 468.5 504.7


Band 3 4 5 6 7 8



School Av. 2010-2014 13.2 12.1 22.0 17.6 23.1 12.1

SSG% in Bands 2014 11.7 19.9 22.5 22.4 12.9 10.6

State DEC% in Bands

7.1 12.5 18.4 20.8 20.2 21.0

NAPLAN Numeracy Year 5


Average score, 2014 473.3 460.7 488.5


Band 3 4 5 6 7 8



School Av. 2010-2014 6.7 20.0 26.7 33.3 11.1 2.2

SSG% in Bands 2014 9.3 21.8 29.4 26.2 8.4 5.0

State DEC% in Bands

6.4 15.7 23.5 27.8 13.5 13.0

NAPLA

0

10

20

30

40

3 4 5 6 7 8

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Bands

Percentage in bands: Year 5 Reading

Percentage in BandsSchool Average 2010-2014SSG % in Bands 2014State DEC % in Bands 2014

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0

10

20

30

40

50

60

70

3 4 5 6 7 8

Perc

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Bands

Percentage in bands: Year 5 Writing


0

10

20

30

40

3 4 5 6 7 8

Perc

enta

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f stu

dent

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Bands

Percentage in bands: Year 5 Grammar & Punctuation


0

10

20

30

40

3 4 5 6 7 8

Perc

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f stu

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Bands

Percentage in bands: Year 5 Spelling


0

10

20

30

40

3 4 5 6 7 8

Perc

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f stu

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Bands

Percentage in bands: Year 5 Numeracy


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Significant programs and initiatives Bodalla Public School has received National Partnership Funding which has been directed towards improving Numeracy outcomes for all students. Achievements in 2014 included:

• Development of Scope and Sequence K-6 in Mathematics (4 casual days $1708)

• Development of school assessments reflective of new syllabus (4 casual days $1708)

• Professional observation of T.E.N in classrooms (2 casual days $854)

• SENA testing of all students K-6 (6 casual days $2562)

• Further resources will be purchased in 2015 to complement the new syllabus

Aboriginal education

The Aboriginal Education and Training Policy is implemented at Bodalla Public School. Teachers’ programs include Aboriginal perspectives. The purchase of Ipads and associated professional development has improved student engagement and catered for a variety of learning styles. Meeting with local Indigenous elders and community members to organize and support NAIDOC activities and support the homework centre has helped educate all students about Aboriginal histories, cultures, perspectives and current Aboriginal Australia.

Multicultural education and anti-racism

Bodalla Public School follows the Multicultural Education Policy and the Anti-Racism Policy. Students in Stages 2 and 3 participated in the annual Multicultural Public Speaking Competition as part of their studies. This required research and generated much discussion amongst the students. Senior students participated in the Country Women’s Association annual study of another culture, resulting in the completion of a project, presentation at the local CWA hall and having morning tea with local community members and listening to a guest speaker. The school has a trained Anti-Racism Contact Officer. In Term 1 a community barbecue was held to welcome all parents and carers in to the school. Teaching programs promote intercultural understanding and skills.

Aboriginal background

This year Bodalla Public School invited local Indigenous families into the school to collaboratively organize NAIDOC Week activities. A parent volunteered to run a dance group and discuss Aboriginal culture with the students. The school also participated in the Djinggi Program, assisting a senior student from a neighbouring school work towards achieving a Certificate III Educational Support. Principal and staff where trained in the MGoals program to facilitate online goal setting for Indigenous students. The school also supported the reintroduction of a local Aboriginal Education Consultation Group in 2014. A local Indigenous community member also volunteered to support children in the weekly homework centre that was established this year. The school supported one Aboriginal student in attending the Effective Reading Centre in Manly. The school worked closely with Katungul to jointly fund the installation of special power in to the school to accommodate the dental van which allowed our Indigenous students free dental checks. We also worked closely with South Cares to arrange a visit with the South Sydney Rabbitohs which engaged the local community and promoted oral hygiene.

Socio-economic background

Under the school plan, a homework centre was budgeted for which allowed children the opportunity to receive support from a teacher and local Indigenous community member.

A breakfast club was established and run by volunteers three days per week to ensure students came into classrooms with a full stomach. This program was supported by local business and support personnel.

Funding was allocated to ensure emergency lunches were provided to children in need and ensuring excursions were subsidised where necessary.

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Closer ties were created with organizations such as the Quota Club whose funding was responsible for the purchase of an additional MultiLit training kit and engaging a speech pathologist for some targeted students.

The school liaised with Stewart House to send one student away for the week and successfully applied for a further two students to attend Stewart House in 2015.

Students’ access to the curriculum was improved with the further development of Wi-Fi access throughout the school.

The school provided a specialist music teacher who ran music lessons for all students K-6, ran a choir, talent quests and organized a school band.

Students were given free access to extra sporting opportunities through the school’s involvement in the Active After School Community program.

The School Learning Support Teacher trained seven volunteers in MultiLit which assisted many students with their reading in 2014.

Low level adjustment for disability

Review meetings are held with students, parents and carers on a regular semester basis to work collaboratively on Individual Learning and Behaviour Plans. These plans identify personalised interventions needed to support each student to ultimately improve their learning outcomes. The Reading Tutor Program and MiniLit are the two programs that Bodalla Public has implemented to continue to scaffold students with Literacy learning difficulties. The Effective Reading Centre program was also offered to one student for the first time in 2014 with this student successfully completing this individualised program. Quota has become a partner in our school learning community offering a speech therapy program to two students. During the year the Learning and

Support Teacher became a tutor for On-line Training and will begin to provide professional development and support in 2015. All students who received Learning and Support in 2014 have had individual successes and increased engagement due to the ongoing support from the Learning and Support team and the dedication of the classroom teachers and School Learning and Support Officers.

School planning and evaluation 2012—2014

School evaluation processes NSW public schools conduct evaluations to support the effective implementation of the school plan. The processes used include:

• Surveying students, staff and community

• Holding a community forum to discuss the effectiveness of the school plan

School planning 2012-2014:

School priority 1

Literacy and Numeracy

Outcomes from 2012–2014

• Students match or better state/national results in Literacy and Numeracy in NAPLAN

• Aboriginal students match or better achievements of non-Aboriginal students.

Evidence of achievement of outcomes in 2014:

• In Year 3 NAPLAN results, average score was ahead of Similar School Groups in Numeracy, Reading, Spelling, Grammar and Punctuation and Writing and comparable to State DEC results. Numeracy results were ahead of State DEC results.

• In Year 5 NAPLAN results, average score was ahead of Similar School Groups in Numeracy, Reading, Spelling, Grammar and Punctuation and Writing and comparable to State DEC results. Reading

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results were significantly above Similar School Group and State DEC averages

• Indigenous NAPLAN results in Year 3 and 5 were comparable to non-Indigenous students

Strategies to achieve these outcomes in 2014:

• Development of new Scope and Sequence in Mathematics

• Linkages with two feeder high schools to provide extension in English and Mathematics

• Introduction of Mathletics into the school to support Numeracy development

• TPL in professional learning meetings

• Increased MultiLit support through training of volunteers

• Teacher professional observation of T.E.N in classrooms

School priority 2

Australian Curriculum


• By 2014, teachers are ready to implement the Australian English Curriculum

• In 2014, teachers have become increasingly familiar with the Australian Curriculum in the three areas of: Maths, Science, History


• Implementation of English Syllabus evidence through classroom visits and TARS processes

• TPL for Science curriculum

• Mathematics Scope and Sequence developed

• Mathematics assessment items related to new curriculum were developed


• PL staff meetings

• New documents available for staff to view and use

• Whole school plans and assessments developed through provision of National Partnership funding

School priority 3

Aboriginal Education


• Aboriginal students match or better achievements in Literacy and Numeracy of non-Aboriginal students

• School has a culture which respects and responds to each individual student.


• School hosted Aboriginal student working in classes to complete Certificate III Educational Support (Djinggi Program)

• Aboriginal students’ results in NAPLAN comparable to non-Indigenous students

• Intensive support for Indigenous student experiencing difficulties in reading


• Teachers implement Accelerated Literacy in class

• Training and Development in MGoals to facilitate future online PLP’s

• Homework Centre developed with Indigenous volunteer and casual teacher employed to run each week

• Part funding of Effective Reading Centre program for Indigenous student

School priority 4

Student Engagement


• Attendance rates match or better state rates

• Students excel in a varied range of school-based and wider activities

• School has a culture which represents and responds to each student.

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• Student participation in sports clinics and gala days

• School attendance rate 92.9%, up 0.2% from 2013 but behind State DEC average of 94.8%

• School employs SLSO’s who work with students with special needs

• School liaised with Out of Home Care and interstate agencies to enrol a student with special needs

• Students participated in UNSW competitions

• NAIDOC activities were conducted with community consultation and support


• Purchase of class set of IPads and associated training and development

• Student participation in Active After School Communities program

• Employment of music teacher one day per week

• Employment of music teacher in terms 3 and 4 to run ‘Rock On” program

• Introduction of Breakfast Club

• Provide emergency lunches to students in need

• Participation in Eurobodalla Learning Community student events

• Organisation of leadership excursion

• School promotion through website, newsletters and community events

• Upgrade of Wi-Fi capabilities throughout the school

• Develop teacher capacity to utilize effective educational applications on the Ipad

• Subsidise excursions and uniforms for families in need

Parent/caregiver, student, and teacher satisfaction

Students, staff and community were all given the opportunity to complete a survey to reflect their views on the current programs and operations at Bodalla Public School. A school vision statement was decided upon with community, student and staff collaboration. Staff meetings and an open community forum was conducted to gauge and help shape the three strategic directions.

Feedback suggests that the school community was very happy with the community connections that have been established. The art and music programs were identified as strengths in the school. These programs and connections need to be maintained over the next three years.

The community would like to see the further development of technology and associated training and opportunities for gifted and talented students.

Staff identified the school strengths as the friendly atmosphere and the great community. The music program is becoming a real asset to the school and valued by all involved. Technology upgrades and associated professional development was identified as areas for future improvement.

Trends from student surveys reveal that they feel the music and art programs should continue. The Breakfast Club should be ongoing, technology needs to be utilized more, Indigenous cultural awareness should be increased and the school should hold more events such as book parades. A significant number of students identified Bodalla Public School as a small, friendly environment with excellent teachers and well-behaved students.

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Some statistics have been included:

Students:

• 60% wanted the homework centre to continue

• 88% wanted the Breakfast Club to continue

• 92% of students enjoyed participating in specialized music lessons

• 96% wanted specialized art lessons to continue

• 71% believe the school should do more to increase cultural awareness about our local Indigenous community

• 90% want more community events

• 77% of students thought connections with the local high schools was a great idea

Community:

• 83% felt that the homework centre was a valuable initiative

• 100% believed that the Breakfast Club was beneficial

• 100% believed that specialized music lessons were valuable

• 100% supported the specialist art lessons

• 100% believe the school should continue to develop its use of technology

• 83% feel the school could do more to increase cultural awareness of the local Indigenous community

• 67% would like to see more community events

Staff:

• 100% believe that the homework centre was a valuable initiative

• 100% believe that the Breakfast Club was beneficial

• 100% thought that the specialized music lessons were valuable

• 100% thought specialist art lessons were valuable

• 75% believe the school could do more to increase cultural awareness about the local Indigenous community

• 75% believe the school should hold more community events

• 100% felt that the connections made with local high schools was beneficial to the students

Future Directions 2015-2017 School Plan NSW DEC is implementing a new school planning process for 2015-17. The new plan is found on the following pages and will be published on the school’s website from the beginning of Term 2 2015.

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About this report In preparing this report, the self-evaluation committee has gathered information from evaluations conducted during the year and analysed other information about the school's practices and student learning outcomes. The self-evaluation committee and school planning committee have determined targets for the school's future development.

Lachlan Johnson – Principal

Glenda Wood – School Learning and Support Teacher

Debbie McGann – School Administrative Manager

School contact information

Bodalla Public School

7 Potato Point Road Bodalla 2545

Ph: 02 4473 5257

Fax: 02 4473 5254

Email: [email protected]

Web: bodalla-p.schools.nsw.edu.au

School Code: 1272

Parents can find more information about Annual School Reports, how to interpret information in the report and have the opportunity to provide feedback about the report at:

http://www.schools.nsw.edu.au/learning/emsad/asr/index.php

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