2016 Colo Vale Public School Annual Report - Cloud Storage · PDF fileI am also happy to report that the paid canteen is providing healthy options for our students and is running as

Colo Vale Public SchoolAnnual Report

2016

1085

Printed on: 16 May, 2017Page 1 of 20 Colo Vale Public School 1085 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Colo Vale 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.

Jenny Quist

Principal

School contact details

Colo Vale Public SchoolWattle StColo Vale, 2575www.colovale-p.schools.nsw.edu.aucolovale-p.School@det.nsw.edu.au4889 4250

Message from the Principal

Congratulations on another year of success, dedication and achievement! Our school and community are in the secondphase of our three year plan. Our community, staff and students work together to build our achievements.

The research and evidence base for change is centred around the work of Professor John Hattie and recurrent themesthat resonate throughout our school plan. The School Excellence Framework is guiding critical aspects of our growth anddevelopment.

These themes are:

~ Leadership at all levels

~ Goal setting: planning, students, staff and community

~ Collaboration

~ Teaching strategies and support

~ Wellbeing

~ Parent involvement

~ Evidence based practices

~ Technology

~ Feedback: students, teachers and parents

Some of our significant achievements include:

* Commencing engagement with Visible Learning and significant Formative Assessment, and extending our professionallearning with the Moss Vale Community of Schools and the Corwin Institute. Parents, teachers and students are settinggoals, and working with learning intentions, success criteria and feedback to improve their learning. This year, teachershave provided an extra parent teacher interview meetings to support this program.

* Principal and office staff training and transition to Learning Management and Business Reform(LMBR);


* Enhancing school technology support through wifi and purchase of chromebooks for students to enhance our 21stcentury technology plan;

* Excellent community of school support through the Better Beginnings Better Teachers, Early Career Teacher supportand training program providing staff with quality professional learning and mentoring;

* Successful implementation of the Personal Development Plans for teaching staff that are aligned to the school planimprovement agenda, professional standards and personal growth;

* P&C catering initiative that has supported the final phase of school air conditioning;

* Student leadership opportunities including the ongoing development or playground markings and business enterprisepartnerships; and

* Significant progress with the implementation of our Strategic Directions.

Message from the school community

In 2016 the P&C has raised money for the school, through Mother and Fathers' Day stalls and raffle, Pizza Days and our1st Silver Drive coin collection.

This year we also took on catering for the LMBR training that was held at the school in Terms 3 & 4. This was verysuccessful as we raised funds for the air conditioners. We also received some wonderful comments from the attendeesregarding the quality and variety of food that was provided.

I am also happy to report that the paid canteen is providing healthy options for our students and is running as a profitableSchool Canteen.

From our fundraising efforts this year we have contributed to Year 6 shirts and air conditioners for our class rooms andbooks for the library.

Thank you to the P&C Committee:

President– Karin Johnson

Secretary– Kylie Hill

Treasurer– Cheryl Sharp

Canteen Coordinator–Tanya Tickner, and Canteen Manager Sarah Bell, but also thanks to all the wonderful volunteerswho have helped in the canteen.

Uniform Shop– Cindy Gualtieri and her many volunteers

Eco Garden–Miriam Bos and her volunteer’s. Thank you for all of your efforts in running the garden club every Monday atlunch and for cooking with classes.

President

Karin Johnson

Message from the students

All students in Year 6 participated in the Student Representative Council and student leadership program. Our fivefabulous committees took an active leadership role. These included: Councillors for the Arts, Environment, Sport,Welfare and the Learning Collaboration team.

Particular leadership highlights included the Year 6 Fair fund raising approximately $2,400. All teams had to plan theirstall, fundraising goals and address safety and management. Another feature was the enterprising initiative of a studentand team who collaborated with Bunnings to plan and develop new playground markings as a 2016–2017 project. 2016was marked by the official opening of the Aboriginal Mural that was a student initiative in the previous year.


School background

School vision statement

Together, we will build an aspirational and dynamic learning community who take ownership for a culture of thinking,reflection and learning excellence.

Our safe, stimulating and caring environment will embed innovation, quality teaching and 21st century technologies tooptimise success, equity and exceptional opportunity.

School context

Colo Vale PS is an inclusive semi–rural P4 school with approximately 224 students, located in a bush land setting in thenorthern villages of the Southern Highlands, NSW. The school draws from a diverse socio–economic community, withlow non–English speaking and Aboriginal representation. Colo Vale PS enjoys an excellent reputation in the communitywith excellent levels of community satisfaction.

Our proactive Parents and Citizens Association, together with our school community are actively encouraged toparticipate in school decision making and provide services and resources. The school is located on Gundangarra landand service sits people. The school is situated in the Wollondilly Principals’ Network and is an active contributor to theBowral Learning Community of Schools.

Outstanding school features include beautiful school grounds, modern buildings including a hall, library, introduction oftablet technology, two computer labs, class computers, interactive whiteboards in all classrooms, creative artsroom/kitchen and a connected classroom.

Extensive review of data underpins school planning supported by professional development and commitment to growthand improvement.

Key educational programs include sustaining the focus on Literacy and Numeracy through quality teaching and specialistprograms.

Extensive enrichment including access to the district Academically Gifted Class (Years 5&6), Transition, Choir, OperaHouse Recorder, band and music tuition programs enhance curriculum and opportunity. The school works closely withallied and interagency professionals to support the diverse needs of students.

The NSW Department of Education is embarking on a significant program of change embracing Australian Nationalcurriculum, Local Schools Local Decisions–infrastructure and resourcing models. The context of such significant changedemands strategic thinking, consultative decision making and leadership at all levels.

The School Strategic Plan will • Embrace the Department of Education Strategic Directions and Priorities through community consultation; • Be enabled with a school budget; and • Implement effective programs to achieve equity and student learning outcomes.

We are a united and inclusive community striving to achieve exceptional outcomes and to contribute to the life chancesof our people.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

For all schools (except those participating in external validation processes):

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 domain of Learning, our school has focused on assessment, learning, student performance measures andwellbeing. This has resulted in a strong learning culture dedicated to provide a happy and stimulating environment withcollaborative practices evident with staff, parents and students. School internal and external data is reviewed to supportresource funding and inform learning programs.Teachers are trained as required to implement the Australian Curriculum.Positive student wellbeing programs support student engagement in learning. Student attendance is monitored closely.The Pastoral Care Worker role, funded through a School Chaplaincy Grant has supported students and parents. TheLearning Support Team meets every week to monitor and support students and their needs. Colo Vale has establisheda strong learning culture with support for individual needs.

Student learning performance is being mapped individually in PLAN every term. Our NAPLAN results compared tostatistically similar schools are generally very pleasing with the performance of equity groups and the attainment ofreading and numeracy was ranked as excelling in Years 3, 5 and Year 7.

In the domain of Teaching, there has been a focus on effective classroom practice. This has been informed by thework of John Hattie and the big idea of making learning more visible for children. Teachers do this now by making clearthe learning intention, success criteria and giving feedback on student learning. This collaborative practice and dataanalysis is informing school planning and teaching. The school and leaders analyse data and use this information toevaluate the effectiveness of teaching programs. Teachers participate in professional development based on the schoolpriorities. Teachers work beyond the classroom to contribute to broader school programs such as sport and the arts.

There has been the use of technology to support learning, the growth of teacher practice through lesson observation,feedback and mentoring, literacy training through L3, Reading Recovery, Learning and Support Teaching; and TargetedEarly Numeracy development. These literacy, numeracy and new syllabus programs are focusing on student learningimprovement. This work is then being explicitly implemented though regular stage meetings and the development ofevidence to clarify effective strategies to cater for differences and define what children need to learn next.

Beginning and early career teachers have been well supported and have enhanced school programs to deliver additionallearning opportunities in sport and information technologies. One permanent teacher had completed her accreditationwith team leader support and explicit training. The early career teachers have also utilised their grants to support theirPersonal Development Programs in teaching programs and key curriculum development.The Bowral Community ofSchools(COS) successfully founded a Beginning Teachers support initiative called Better Teachers Better Beginnings.

In the domain of Leadership, there has been a significant focus on promoting leadership opportunities at all levels.Revised student leadership policy and guidelines have supported student accountability. Students enjoy leadershiptraining and significant roles, parents assume leadership responsibilities, staff and executive lead programs andinitiatives to deliver school improvements. The school executive team have engaged with Principal, School Leadership inthe School Excellence Framework, undertaken training in Evaluative Thinking, trained in Leading Change with a GrowthMindset and Growth Coaching to support effective feedback skills.

Social media tool such as Instagram, facebook and the Skoolbag App have been implemented to streamlinecommunication and support administration, particularly parent absences. Google apps have been introduced to supportaspects of communication.

The staff have been trained in the Wellbeing Framework, new behaviour code and reviewed the Anti–bullying Plan andaspects of the Merit Award System. All teaching staff have Professional Development Plans.

Situational training and opportunities are established, particularly through relieving positions. Consultation andcollaboration are successful tools to provide genuine voice, ownership and engagement with change. These leadershippartnerships enable and deliver effective programs. The school plan is the driving force underpinning continuousimprovement.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further


improvements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Successful learners: Excellence in teaching and achievement

Purpose

We want every student in our care to engage with exceptional learning programs, supported with evidence based qualityteaching and professional learning to increase expectations, achieve optimal learning outcomes, enhance standards andthrive in a stimulating learning environment.

Overall summary of progress

Quality teaching and assessment have continued to be a key professional learning focus in 2016 with collective planningand implementation of Visible Learning, based on John Hattie's meta–analysis of research. Significant and ongoingprofessional learning has included L3 Literacy Program(K–2), Targeting Early Numeracy(TEN K–2), PLAN, formativeassessment with Marion Assagier, Google Apps and feedback with the Corwin Institute and the Moss Vale Community ofSchools. Teachers have implemented professional learning plans for the second year and participated in lessonobservations with supportive feedback. This year, there has been an increased focus on the review of studentachievement each term. This year, Colo Vale will participate in the Bump It Up program with the objective of movingsome of the middle performing students to higher bands of proficiency. Students rated Academic Rigour at 7.8 out of 10,Effective Classroom Learning Time 7.7 out of 10 and Relevance to their everyday lives at 7.6 out of 10. Teachers reportincreased high expectations and monitoring of individual needs.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

Decreased numbers of studentsin the lowest bands

Year 3 improvements indicate growth in writing,spelling and numeracy.

Year 5 growth from Year 3 to Year 5 was higherthan state levels. However, there were nosignificant reductions of students in the lowestbands.

$81,140 Low level disabilityfunding

$17,121 Flexible funding

$18,140 Socio EconomicRAM

$21,424 Reading Recovery

Increased number of studentsinthe top three bands of Year 3and Year 5 Naplan results

Year 3 have improved performance in reading,grammar and punctuation, and numeracy withhigher numbers of students attaining the top bands.Writing and spelling results were similar to theprevious year. Year 3 girls performed above stateaverage in reading, writing and numeracy.

Year 5 overall improved in writing. Year 5 girlsimproved their performance and representation inthe top two bands in reading, writing and grammarand punctuation.

Low level disability funding


Flexible funding

Consistent value addedimprovement in Literacy andNumeracy indicators throughformative and summative schoolassessment

NAPLAN results indicated that 89.1% of Year 5students demonstrated growth in reading. This wasabove the state growth level. Most students grew inthe 25th to 75th and above percentile range. Therewas less growth in spelling and grammar.

In Numeracy, most students, 55.6% achieved in themiddle range.

School PLAN data showed growth in all grades ofdevelopment. Support initiatives demonstratedprogress in Multilit, Reading Recovery andCurriculum Based Reading Measures.

$7,776 Literacy /Numeracy

$4,000 ImprovingNumeracy Grant

$4,000 Stage OneTargeting Early NumeracyTraining

Stage release for trainingfrom professionaldevelopment funds

Better beginnings, better





Consistent value addedimprovement in Literacy andNumeracy indicators throughformative and summative schoolassessment

NAPLAN results indicated that 89.1% of Year 5students demonstrated growth in reading. This wasabove the state growth level. Most students grew inthe 25th to 75th and above percentile range. Therewas less growth in spelling and grammar.

In Numeracy, most students, 55.6% achieved in themiddle range.

School PLAN data showed growth in all grades ofdevelopment. Support initiatives demonstratedprogress in Multilit, Reading Recovery andCurriculum Based Reading Measures.

teachers BowralCommunity of Schoolsgrant

Next Steps

• Continue to develop the umbrella program and focus on Visible Learning and Formative assessment to focuspurposeful clear learning with explicit feedback to improve learning. This will continue to focus on goal setting,learning intentions, success criteria and differentiated instruction.

• School participation in the Bump It Up Program to support the Premier's priorities in Literacy and Numeracy. • School self–funded application and participation in the Early Action for Success Program to support focused

learning growth, including a school funded Instructional Leader. • Develop a focused and transparent framework for assessment K–6 understood by all stakeholders with clear

accountabilities/expectations. • Non teaching and casual staff members will complete a Professional Development Framework training and

subsequently develop an individual program for development



Leadership, wellbeing and innovation

Purpose

We want to enable our achievements by establishing outstanding leadership at all levels, utilising innovative andresearched practices and resources to ensure equity, wellbeing and the capacity to contribute in a complex, digital andchangeable society.


Leadership–refers to leadership at all levels for the staff, parents and community.

Wellbeing–refers to the programs that strengthen 'cognitive, physical, social, emotional and spiritual development'. Ourschool supports the safety, health, discipline,attendance and educational adjustments to cater for our students needs.

Innovation–refers to new infrastructure and planning, frequently around technology. Our school has generated leadershipopportunities and training. Wellbeing is coordinated, supported and monitored weekly during the Learning Support TeamMeetings. Innovation is proactively planned to maximise educational opportunity and efficiency.

Tell Them From Me Year 4, 5 and 6 surveys indicated that students had a positive sense of belonging(81%), enjoyedpositive relationships and that girls(94%) valued School Outcomes more than boys(88%). 83% of students had positivebehaviour. Girls (83%)were more motivated than boys(59%) in their learning. And interestingly, this is reflected instudent results. 93% of students tried hard to succeed, which was above the state norms. More students felt confidentthat they enjoyed high skills and high challenge this year with 62% of students expecting to go to university.

Innovation initiatives focused in Technology, and included the completion of installing school wifi, chromebooks forseniors together with the implementation of the updated Bring Your Own Device Policy. Some modified teaching furniturewas purchased for Stage One to support collaborative teaching.




100% of staff maintain orprogress through professionalstandards(as evidenced throughprofessional developmentframework)

All teachers completed, reflected and evaluated apersonal development plan including a school andstage goal. Increased QTSS allocation supportedteam work and team training.

$9,182 QTSS

Professional Learning fundsutilised in StrategicDirection One and Two.

Leadership skills and practicesevident at all levels

Relieving Assistant Principal inducted. Parentleadership roles, P&C goals, revised StudentRepresentative Policy and Code of Conductimplemented

Executive analysed School ExcellenceFramework matrix with the Principal, SchoolLeadership.

School Executive participated in Growth Coaching,Evaluative Thinking, Leading change with a growth mindset, exploration of Aitsl leadershipprofiles, reflection on higher levels of accreditation.Aspiring executive invited to Executive Meetingsand leadership opportunities.

$3,000–Professionallearning and QTSS forrelease

100% of learning support teamreferrals actioned

Learning support data collected and reviewed withthe National Collection of Data. The Learning Support Team meets weekly, reviews ongoing andnew student information with teachers and theteam. 100% of referrals are discussed and actionedincluding class adjustments addressed in

Targeted Funding Support

School counsellor allocation






100% of learning support teamreferrals actioned

learning programs. 8 Year 6 students participated inthe Links 2 Learning Program to support highschool transition. Effective individual Kindergartentransitions implemented.

$3,730–Links2Learning

100% implementation of timelined progressive innovations andpractices to support systemadministration and maximiseeducational opportunity

Key initiatives included the training, purchase ofresources and transition to Learning Managementand Business Reform platform.

Wifi was installed school wide, additional laptops,and server infrastructure was supported. OliverLibrary online program fully utilised.

Air Conditioning program now completed, newSentral server installed, and teaching jellybeantables utilised to support group instruction.

Social media tools, Facebook and Skoolbag Appsuccessfully implemented to streamlinecommunication and administration including studentabsence explanations.

$4,000–P&C for Airconditioners

$5,000– LMBR Grant

$4,620– Computercoordinator grant for wifi

Global funding

Next Steps

• Support staff accreditation, transition for all staff prior to 2004 to professional standards, and encourage higherlevels of accreditation

• Continue focus on Numeracy achievement • Continue to actively develop expectations for success and a positive learning climate • Explore Positive Behaviour for Learning with increased rewards • Continue focus on Anti–bullying strategies • Review student tracking and support monitoring, in google drive • Establish observation programs earlier and interschool relationships to support mentoring • Explore instructional or quality teaching rounds to support professional feedback and standards of practice



Aspirational and connected community

Purpose

We want to enable our students, staff and community organisations to build learning goals, plan and achieve theiraspirations through connecting students, teachers and the community in educational and enterprising partnerships.


96% of those surveyed agreed that Colo Vale was a good school. On the Tell Them From Me survey, 7.7 out of 10parents reported that they support learning at home. Students rated Teachers' Expectations for Academic Success 8.1out of 10. 62% of students had expectations that "When I finish high school, I expect to go to University."




50% of parents engage withstudent and parent goal andstrategies

Teachers agreed that approximately 50% of parentsparticipated in the goal setting process. This wassupported with an interview in Term 1 and andadditional interview in Term 3.

Students reports were reviewed to increasedifferentiated commentary.

Teacher time

No additional cost

Increased parent and communityengagement based on historicaldata

Parents engaging with goal setting and parentinterviews increased some aspects of direct contactabout learning.

The LMBR catering program increased the role ofparent fundraising for a few targeted parents.

Parents and Citizens(P&C) Association hasstruggled with low numbers participating inleadership positions.

Parents and community have supported schoolevents strongly through sport and special occasionsincluding the School Art Show, Easter and BookParades.

Bowral High students supported school sportcoaching, and a music performance.

Reviewed and applied for School ChaplaincyGrant.Some parents have engaged with thePastoral Care Worker(Chaplaincy Program).

Community engagement and relationships arestrengthening in some areas, in particular, the localCommunity Association who actively engage withANZAC Day, Remembrance Day and specialceremonies such as Presentation Day.

School has forged increased partnerships with thelocal preschools, Progress Association, PoliceLiaison Services for Protective Behaviours, RuralFire Services and a music and multiculturalrelationship with Chatswood PS.

Business engagement is promoted through

Chaplaincy grant





Increased parent and communityengagement based on historicaldata

Bunnings supporting student leadership playgroundinitiatives.

Increased attendance at parentinformation sessions based onhistorical data

This has been a mixed response. Participation atTeacher Information Evenings, Kindergarten andYear 7 Orientation has remained very strong.However, there has been a very low response toinvitations to additional information sessions aboutlearning.

There are no increases in music tuition, recorder orband participation. However, there were high levelsof engagement with cultural events such as Musicperformances.

Students have engaged in additional learningopportunities such as Science Day, EnvironmentDay and STEM Programs.

Year 6 students and parents participated in theIN2UNI program with university student mentorsand an excursion to Wollongong University topromote lifelong learning aspirations andpossibilities. Very inspirational! Excellent feedbackreceived from students and parents.

Hospitality funds

Global budget

Sponsorship fromWollongong University

Next Steps

• Actively increase parent leadership involvement and Parents and Citizens Association recruitment • Focus on promoting volunteerism, community engagement with learning, involve parents and community members

in creating learning opportunities and exploring enterprising partnerships: including Bowral High students withspecific skills to support school sport

• Apply for grants as available to support community initiative • Continue parents and student goal setting in Term One and reporting on their progress of goal attainment over

time. Interview process will be negotiated to share parent, teacher and student goal progress, together with socialand emotional development.

• Engage Bandemonium to support music program • Apply for renewed Chaplaincy Grant to support social skills, playgroup, tutoring and playground programs


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All students have a parental negotiatedPersonalised Learning Plans.(PDP). Parents supported the targeted teaching program.Students individual targeted outcomesimproved.

$3,479

English language proficiency In semester one these funds were utilised tosupport the Aboriginal targeted teachingprogram with the Directors approval. Insemester two, these funds providedadditional learning and support teacher time.English Language proficiency students werecatered for by their class teacher andLearning Support Teacher.

$1,369

Low level adjustment for disability Students accessed curriculum and aredeveloping improved social skills. Thisfunding employs the Learning and SupportTeacher for 4 days a week and an SLSO for10.5 hours a week. Roles include managingthe Learning Support Team, coordinatingfunding support, services and skills to engagestudent with disabilities & needs; supportingteachers and parents to implementdifferentiated programs.

$98,738

Quality Teaching, SuccessfulStudents (QTSS)

Professional Development Plans weresupported through time for teachingobservations, training, Executive, schoolevaluation and team planning.

$9, 182

Socio–economic background Students accessed curriculum and developing improved social skills. Extra SupportLearning and Support Officers provided inclass assistance to access curriculum throughsupported engagement. Playground socialskill support promoted positive relationshipsand safe behaviour. Explicit teachingprograms were implemented to supportadditional high learning needs through theadditional Learning and Support Teacher rolefor at least 20 days.

$18,140

Support for beginning teachers Beginning teachers accessed support fromthe Better Beginnings Better Teacher program initiated from the Bowral Communityof Schools to support the accreditationprocess. Teachers were also supportedthrough additional release to work with theirteam leaders, participate in additionalprofessional learning and class observations.One Beginning teacher also used funds tosupport a school talented program to promoteacademic achievement, focusing on passionprojects and feedback through GoogleClassroom.

$8,161


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 110 107 108 109

Girls 129 136 129 121

Student attendance profile

School

Year 2013 2014 2015 2016

K 96.3 95.9 94.9 94.4

1 95.5 93.4 95 94.5

2 95.8 94 93.3 94.1

3 96.5 95.6 94.3 93.8

4 96.1 95.2 96.5 93.6

5 95.7 96.7 93.8 93.8

6 95 94.5 95.5 93

All Years 95.9 95.1 94.8 93.9

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

Student attendance is marked daily, monitored by classteachers, reviewed with the Executive team, theLearning Support Team and the Home School LiaisonOfficer. Phone calls, letters and interviews with parentsand students support regular attendance. Students areawarded certificates for 100% attendance. There isregular communication about the importance ofattendance in the school newsletter.

Class sizes

Class Total

KP 19

K/1C 20

1G 21

2B 25

2/3N 26

3/4G 31

3/4D 31

5/6S 32

5/6P 31

Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 7.82

Teacher of Reading Recovery 0.21

Learning and Support Teacher(s) 0.8

Teacher Librarian 0.6

School Administration & SupportStaff

2.42

Other Positions 0.09

*Full Time Equivalent

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 0.62

Postgraduate degree 0.38

Professional learning and teacher accreditation

All staff have participated in professional learning. Thishas included compliance training in Child Protection,CPR and Anaphylaxis. In 2016, the teaching staff havecompleted regular training in key focus areas consistent


with the School Strategic Plan.

Key teaching and learning focuses have included: • Visible Learning and the work of John Hattie,

including goal setting, learning goals, learningintentions, success criteria and feedback

• Ongoing training in L3, literacy program focusingon Stage One

• Reintroduction of Targeted Early NumeracyStrategies(TENS) with Stage One

• Numeracy 3–6 Project Initiative • Focus On Reading Program K–6 Refresher

Training • Working with the Literacy and Numeracy

Continuums • Technology training and management including

Google Apps, technology management andapplications

• Learning and support initiatives • Teachers working on achieving their Professional

Development Plans including readings,discussions, courses and class observations.

The principal and office team have invested 20 days intraining in the Learning and Business Reform program,supported by school counsellor, learning and supportteacher and assistant principal in particular aspects ofthe program.

The school administration team have also completedadditional training as required.

The Bowral Community of Schools initiative, BetterBeginnings Better Teachers program supportedthe accreditation procedures for early career teachers,resulting in two additional teachers meetingaccreditation standards.

Professional learning has been funded from numeroussources including Professional Learning, BeginningTeachers, Numeracy Outcomes Grant,QTSS and flexible funding for LMBR.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2015 to 31 December 2016).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Income $

Balance brought forward 181 651.80

Global funds 249 285.20

Tied funds 168 764.37

School & community sources 46 102.69

Interest 4 554.29

Trust receipts 20 347.89

Canteen 0.00

Total income 670 706.24

Expenditure

Teaching & learning

Key learning areas 16 044.96

Excursions 19 650.90

Extracurricular dissections 28 012.90

Library 3 212.59

Training & development 3 098.38

Tied funds 109 530.62

Short term relief 32 198.75

Administration & office 97 815.43

School-operated canteen 0.00

Utilities 32 412.26

Maintenance 14 084.32

Trust accounts 19 473.68

Capital programs 15 454.60

Total expenditure 390 989.39

Balance carried forward 279 716.85

The information provided in the financial summaryincludes reporting from 1 December 2015 to 31December 2016.


2016 Actual ($)

Opening Balance 0.00

Revenue 308 143.01

(2a) Appropriation 288 151.85

(2b) Sale of Goods andServices

1 829.08

(2c) Grants and Contributions 17 972.79

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 189.29

Expenses -132 242.19

Recurrent Expenses -132 242.19

(3a) Employee Related -96 642.62

(3b) Operating Expenses -35 599.57

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

175 900.82

Balance Carried Forward 175 900.82

There is no opening balance recorded in the SAPfinance table. The opening balance for the school forthis reporting period is recorded as the BalanceBrought Forward in the OASIS table.

The OASIS Balance carried forward amount (ie, fundson date of migration) is included in the (2a)Appropriation amount in the SAP table.

Any differences between the OASIS Balance carriedforward and (2a) Appropriation amount is the result ofother accounts and transactions being included in the(2a) Appropriation amount.

Staff leave financial requirements required anapplication request for Supplementation.

Beginning teachers received funding to supportprofessional learning and accreditation.

The school has planned committed funds for 2017, toself fund an additional position. The InstructionalLeader role, will provide professional learning andsupport for Literacy and Numeracy Programs. 2017, isthe optimum year to provide this role, as the school willhave it's highest level of funding consistent with thefinal year of Federal Funding in this funding period.

Financial summary equity funding

The equity funding data is the main component of the

'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 1 734 884.53

Base Per Capita 12 727.67

Base Location 6 988.23

Other Base 1 715 168.62

Equity Total 121 725.42

Equity Aboriginal 3 479.37

Equity Socio economic 18 139.68

Equity Language 1 368.66

Equity Disability 98 737.70

Targeted Total 56 920.00

Other Total 31 997.26

Grand Total 1 945 527.20

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 skills and understandings demonstrated in these assessments.




Parent/caregiver, student, teachersatisfaction

95% of parents surveyed agreed that Colo Vale is agood school. The school has actioned last yearsfeedback and has provided: • more healthy choices in the canteen and

participated in the Healthy Canteen Strategy • increased notice for school events to support

parents • initiated a school Facebook page and a

Schoolbag App . The Skoolbag App also providesmany services including the ability to sendabsentee information for schools. The advantageof the Skoolbag App that it also has an alertfunction.

• completed the installation of air conditioning for allclassrooms.

The school has also provided the opportunity forparents, staff and students in Year 4, 5 and 6 tocomplete a Tell Them From Me online survey.Teachers shared strongly that Leadership,Collaboration, Inclusive School and that Data Informspractice. Technology skill development and increasingparent involvement is an ongoing challenge. Thesurveys also showed that our students were interestedand motivated at school.

Policy requirements

Aboriginal education

Personalised Learning Plans: Through consultation, aPersonal Learning Plan for each Aboriginal student.This plan is updated as necessary. Aboriginal students’progress was focused on in all Key Learning Areas,but particularly in literacy and numeracy, as well asfacilitating full participation in all extra–curricular andexcursion opportunities.

Targeted support:Identified Aboriginal students wereinvited to receive targeted literacy and numeracy smallgroup tuition. During Terms 1 and 2, a skilled teacher worked with Aboriginal students on individualizedliteracy and numeracy programs.

Communication:Regular contact with parents andcarers has been a feature of these processes. Inaddition, each Aboriginal student’s family has receivedpersonal invitations to local community events therebyencouraging engagement in local Aboriginal culture andpromoting pride in the local Aboriginal community.

Aboriginal education for all students:All stagesincorporated Aboriginal studies across a range of KeyLearning Areas. Early Stage One and Stage Oneincluded Aboriginal perspectives in their English,History and Visual Arts studies. Stage Two undertook aunit of work considering the contribution of Aboriginalpeople to our Australian identity, while Stage Threestudents pursued Aboriginal studies in the context oftheir unit on Democracy and Government.

Celebrations: Songlines are the oldest living narrative

of our nation, and were the focus for the 2016 NAIDOCWeek lessons. In Term 4, the school celebrated Reconciliation Week with the formal opening of theAboriginal Mural, that was commissioned in 2015. PeterSwain, the Aboriginal artist, conducted a smokingceremony. Elder, Aunty Eleanor officially opened theevent, together with the Wingecarribee AboriginalLiaison officer.

Multicultural and anti-racism education

Two trained ARCOs (Anti–Racist Officers) are availableto support students.

Multicultural education was addressed through manycurriculum area such as those outlined below, and bymodelling and celebrating diversity through HarmonyDay.

Stage Two and Stage Three engaged in multiculturalstudies focused on countries of Asia.

The Multicultural Public Speaking competition wasorganised across Stages 2 and 3. This involvedresearch on the issues of multiculturalism as it affectsAustralians today.

Literacy units have been taught as part of the newEnglish syllabus where lessons are based on textsfrom other countries and cultures.

Year 4 had the privilege of visiting Chatswood PS inorder to participate, with a selection of their Stage Twostudents, in a special Chinese Day taught by Chineseteachers. This was an outstandingly successful day andone that has continued annually for Year 4 students.

Chatswood Public School Band visit: In Term 4, adiverse multicultural band shared a performance, andinteract with primary students in the playground topromote both band and music performance and thecelebration of diversity.

Other school programs

Public Speaking and Debating

In 2016, Colo Vale Public School participated in theUltimo Operational Directorate Primary Schools PublicSpeaking Competition at Wilton. Colo Vale continued toparticipate in the Multi–cultural Public SchoolsCompetition. Colo Vale trained and competed againstother local schools in a debating program anddemonstrated significant development.

Sport

Colo Vale has continued to participate widely in regular


sport each week, in PSSA Gala and Carnival Days, andin PSSA representative sport. These have includedAthletics, Swimming, Cross Country running, AFL,soccer, hockey, cricket, rugby league, leaguetag, basketball, touch and netball. A number of studentswere selected in district and zone teams, with onestudent progressing to play in the state hockey titles,and one student participating in state athletics in highjump.

We participated in the Premiers Sporting Challenge inTerms two and three, and all K–4 students took part ina 5 week gymnastics program. The school also hadlocal high school students helping to run senior sporteach week. In Term 4 we were once again involved inthe learn to swim scheme for students in Years 2–4.

Jasmine Shakeshaft, Grace Shakeshaft,Amaya Klopfer, and Briella Klopfer represented ColoVale at the regional 2016 northern interschool’s skiingchampionships. Jasmine and Grace went on to thestate championships, and then the Nationals, in August.

Olivia Romano and Jordan Uecker represented ColoVale in Vaulting at the Interschools Equestrian StateChampionships in July.

Wellbeing Initiatives

The school maintains a range of wellbeing programsincluding: • School Chaplaincy program supporting the

employment of a Pastoral Care Worker one day aweek who implements the School Better BuddiesProgram with Kindergarten and Year 5, sharesSchool Welfare articles in the newsletter,coordinates student competitions, connects withparents and students in the community, supportsplayground activities and implements a range ofwellbeing programs such as Mindfulness andtrained in the Seasons of Grief.

• Anti–bullying programs including NationalAnti–Bullying Day, Harmony Day and regularlessons in how to get along peaceably: withlessons from the You Can Do It program.

• Prevention of cyberbullying with the local policefor senior students

• Healthy Harold visit to support health andwellbeing

• Effective transition to school and transition to highschool programs. This included 8 studentsparticipating in the Bowral Community of Schools,Links2Learning program high school project, alsoresulting in a 'Belonging to Place' installation.

• Student Leadership Program that producesgenuine leadership in The Arts, Sport, Welfare,Environment and Learning Collaboration. Thisyear the SRC initiated and operated a School Fairand developed an enterprise relationship withBunnings to develop additional playgroundmarkings.

• Learning and Support Team who meet weekly tosupport diverse learning, social and emotionalneeds, included gifted and talented students.


Documents

2016 Colo Vale Public School Annual Report - Cloud Storage · PDF fileI am also happy to report that the paid canteen is providing healthy options for our students and is running as