2017 Huskisson Public School Annual Report€¦ · Huskisson Public School is in the heart of the idyllic coastal village of Huskisson. The school has expansive well–grassed grounds

Huskisson Public SchoolAnnual Report

2017

2199

Printed on: 2 May, 2018Page 1 of 18 Huskisson Public School 2199 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Huskisson 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.

Glenn Sansom

Principal

School contact details

Huskisson Public SchoolSydney StHuskisson, 2540www.huskisson-p.schools.nsw.edu.auhuskisson-p.School@det.nsw.edu.au4441 5074

Message from the Principal

Huskisson Public School has an excellent reputation in the Bay and Basin Learning Community. The schoolis known for its positive learning environment and for the opportunities we provide all students, both in their academicpursuits and their social and emotional wellbeing . It has been a successful year in all aspects of the school. We werevery pleased with the performance of our students in NAPLAN. Both the Year 3 and Year 5 cohorts performed the best inNAPLAN for many years. Our increasing enrolments supported eight classes and an increase in our executiveentitlement. An additional Assistant Principal will commence in 2018. We achieved excellent results in the local SouthShoalhaven PSSA swimming, athletics and cross country carnivals. In Tournament of the Minds our team was awardedhonours for the second year in a row, confirming the need to expand the program. Year six were awarded a certificate ofexcellence for outstanding achievement in the Write 4 Fun national competition and all major excursions including a SurfCamp for the very first time were highly successful. Our School Plan which focuses on inquiry based learning, exemplarypractices in student well being and positive and engaging leadership has enhanced the school's professional image andmade it a leader in the Bay and Basin Learning Community. A feature of Huskisson Public School which is bothprofessionally and personally rewarding as Principal, is the involvement and participation of our school community. Ourschool vision is to be the "Hub" of a learning community, built on strong community links and genuine partnerships withparents and the wider community. As we transition to the 2018 – 2020 School Plan I feel this has been one of our bigsuccess stories of the 2015 – 2017 School Plan. Congratulations to all staff, students and parents for your efforts inmaking Huskisson Public School a leading school in the Bay and Basin Learning Community a school were all involved,feel welcomed and included. We are a great school that upholds all the traditions and values of the NSW PublicEducation system.

Glenn Sansom

Principal


School background

School vision statement

To position the school as the 'hub' of a learning community that is built on strong community links and genuinepartnerships with parents. Students will interact with and in the community and the community will be welcomed into theschool. As a learning community our focus will be to provide a rich, comprehensive and inclusive curriculum that inspiresstudents to become confident, connected, actively involved life long learners, empowered to think and act locally andglobally as socially responsible citizens.

Huskisson Public School will be known as a school where everybody is welcomed and supported through broad reachingprograms that celebrate difference and are inclusive in nature.

In all aspects of the school's culture high expectations will be fundamental to students achieving their best and staffcontinually enhancing their professional capacity to provide a rich learning environment characterised by quality teachingand learning.

School context

Huskisson Public School is in the heart of the idyllic coastal village of Huskisson. The school has expansive well–grassedgrounds with air–conditioned classrooms for teachers to provide a safe and nurturing learning environment.

Huskisson Public School is a small school with a big heart that provides a warm welcome to all our visitors. The schooland community pride itself on being very family orientated and involved. The P&C committee is highly committed toworking closely with staff to promote the unique qualities of the school.

Our caring, dedicated and professional staff is committed to providing a positive, safe and stimulating learningenvironment where each child is supported to succeed and achieve their personal best.

The school provides an integrated comprehensive curriculum that recognises the need for each student to be literate andnumerate. It embraces technology in student learning and the need to ensure students gain the skills and capacity to beactive and informed citizens in a rapidly changing world. Student leadership is widely promoted in the school developingresilience and initiative.

Our school values the Husky Stars – Be Safe, Be Tolerant, Be active and Be Responsible learners promote excellence instudent behaviour and achievement.


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 and participated in an externalvalidation. The framework supports public schools throughout NSW in the pursuit of excellence by providing a cleardescription of high quality practice across the three domains of Learning, Teaching and Leading. During the externalvalidation process, an independent panel of peer principals considered our evidence and assessment of the school’sprogress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated

Learning

The results of this process indicated that in the School Excellence Framework domain of Learning:

The school's overall on– balance judgement for domain of learning is that we are sustaining and growing. In the area ofwell–being we were rated as excellence. This is significant achievement and very pleasing as our Strategic Direction 3for the 2015 – 2017 School Plan was 'Exemplary practices in wellbeing".

Teaching

The results of this process indicated that in the School Excellence Framework domain of Teaching:

The school's overall on balance judgement for the domain of teaching is that we are sustaining and growing. This is theconsistent rating across the domain. Our use of data skills was rated excellent. This will provide the foundation for our2018 – 2020 School Plan where we will continue to enhance teacher capacity to implement evidence based teachingand learning.

Leading

The results of this process indicated that in the School Excellence Framework domain of Leading:

The school's overall on balance judgement for the domain of leadership is sustaining and growing. The school'sleadership practices were assessed as excelling. Again this is a significant achievement and a very pleasing outcome asour Strategic Direction for the 2015 – 2017 School Plan was "Positive and engaging leadership"

Our self–assessment and the external validation process will assist the school to refine our school plan, leading to furtherimprovements in the delivery 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

Empowering students to be socially responsible engaged citizens and learners

Purpose

Empowering students to engage successfully in the rapidly shifting world of the 21st century is essential. As a school weneed to build the capacity of our students to think and act locally and globally as socially responsible, engaged citizensand learners. To do this we need to develop in every student:

Ways of thinking – creativity, critical thinking, problem solving and decision making.

Ways of working – communication and collaboration – working together to solve challenges and reach a goal throughsharing of ideas, knowledge or resources.

Tools of working – information and communication technology – learning through digital means such as socialnetworking and information literacy.

Skills for engaging in the world – citizenship, personal and social responsibility.

Overall summary of progress

Inquiry based learning (IBL) has been a focus at Huskisson Public School throughout the 2015 – 2017 School Plan. Wehave been on a journey of investigation and discovery. Teachers have included Inquiry Based Learning intheir Professional Development Plan. All teachers have been leaders of an action research project to embed IBL intotheir classroom curriculum and pedagogy. Inquiry Based learning (IBL) is evident in all classrooms and classcurriculums. All teachers have embraced IBL as their primary pedagogy and it is embedded in the mindset and culture ofthe school.

This year Huskisson Public School initiated and co–led a major Bay and Basin Learning Community ProfessionalLearning Project. It was known as "Hooked on Learning". Keynote speaker and mentor was Dan Haesler. It involved allprimary schools in the Bay and Basin – six primary schools and over 300 teachers. The focus was on engagementthrough inquiry based learning, learning intentions and success criteria, growth mindset and visible learning. As a schoolit complimented many of our major initiatives and was the catalyst for change in areas of pedagogy, in particular – growthmindset and the work of Carol Dweck. This has led to the school funding all staff to attend Critical and Creative Thinkingworkshops. Growth Mindset is a major priority in the 2018 – 2020 School Plan.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

100% of teachers have theprofessional expertise to embedIBL in their classroom. Evident byclass programs, PDPs, Scope &Sequences, assessments andreports.

Initiatives –

Professional Learning

Literacy/ Numeracy,

RAM Funding –

QTSS Release

Socio Economic

All teachers have embraced IBL in their classroomteaching and learning. All staff have enhanced theirprofessional capacity to lead and embed IBL in theirclassrooms as well as mentor and supporttheir peers.

100% of teachers engagingstudents in Inquiry BasedLearning. Evident byobservations in classrooms,student work samples andprofessional dialogue

Initiatives –


Literacy/ Numeracy,

RAM Funding –

QTSS Release

IBL is evident in all classrooms. Visual classroomdisplays promote and encourage IBL. Lessons areplanned and delivered based on IBL. Studentsarticulate the meta language of IBL anddemonstrate IBL skills and strategies in lessons.






100% of teachers engagingstudents in Inquiry BasedLearning. Evident byobservations in classrooms,student work samples andprofessional dialogue

Socio Economic IBL is evident in all classrooms. Visual classroomdisplays promote and encourage IBL. Lessons areplanned and delivered based on IBL. Studentsarticulate the meta language of IBL anddemonstrate IBL skills and strategies in lessons.

Strong professional learningculture and networks withinschool and with other schools.

Initiatives –


Literacy/ Numeracy,

RAM Funding –

QTSS Release

Socio Economic

IBL is embedded in the professional culture of theschool and is evident in staff professional dialogue,resourcing, programming and pedagogy. HPSinitiated and co–led Hooked on Learning. A Bay &Basin Learning Community Professional LearningProject.

Students demonstrate thecapacity, ownership and ability toarticulate their learning. Evidentin student teacher discussions,presentations and projects

Initiatives –


Literacy/ Numeracy,

RAM Funding –

QTSS Release

Socio Economic

The learning environments of all classrooms haveshifted significantly. Students havegreater ownership and responsibility for theirlearning. Students plan learning goals and setsuccess criteria.

Next Steps

Our journey of inquiry based learning will transition to the 2018 – 2020 School Plan. The school participated in 'Hookedon Learning' with Dan Haseler – focusing on engagement and growth mindset. Growth Mindset will be the platform formany initiatives in the new School Plan. Bring Your Own Device (BYOD) will be extended to include all classrooms 3 – 6following a successful pilot program in a Stage 2 classroom. A continued focus on formative assessment will lead to areviewed reporting format and new forms of assessment embedded in an assessment framework. Critical and CreativeThinking will underpin all classroom curricula and pedagogy.



Leading exemplary practice in promoting positive mental health and wellbeing

Purpose

Mental health and wellbeing is vital for learning and life. Children who are mentally healthy learn better, benefit from lifeexperiences and have stronger relationships with family members, school staff and peers. Good mental health inchildhood also provides a solid foundation for

• Engaging successfully in education • Making a meaningful contribution to society

Huskisson Public School is a KidsMatter school. As a KidsMatter school we will undertake a three year cyclical processthat will build on existing practice to continue to promote a positive school community, one that is founded on respectfulrelationships and a sense of belonging and inclusion. As a school we will be known as an exemplar in promoting positivemental health and wellbeing..


The school embraces many initiatives that promote positive mental health and wellbeing under the framework ofKidsMatters. Unfortunately the KidsMatters initiative was scaled back to only offer direct access to professional learningopportunities to ACT schools only. As a school we felt confident we had staff capacity and knowledge to continue thecore values and purpose of KidsMatters independently. Our school culture is very welcoming and inclusive with a verypositive tone. We embrace the fundamentals of PBL. We monitored the progress and impact of the Student WelfarePolicy following its review in 2015. We updated aspects of the policy to include EBS4, Class Dojos and Instagram. Welooked at the discipline flow–chart and included the new executive structure incorporating both APs and theNon –teaching Principal.

Stronger and Smarter continues to be a feature of our school. We now have three staff trained in the Stronger SmarterLeadership Program and the Principal trained in the Stronger Smarter Facilitators Program. "Together We Are Strongerand Smarter" is included in all whole school communication to the school community. Our values matrix is linked toStronger Smarter.

Our Student Leadership program is active in many areas of the school. We have formal captains and vice captains, avery active SRC that organises school events that may have a focus from local to global. The aim of the SRC is toempower student voice in the school decision making. We have Kindergarten mentors, garden supervisors, librarymentors and the very popular Sports House Captains. Our Year 6 run a buddy program with Kindergarten and Year 6 arealso Peer Support Leaders. The Peer Support Program includes all students K – 6 organised into cross age groups.

We provided a range of extra curricula activities that academically challenged our students. This included Tournament ofthe Minds, The Bay and Basin Film Festival, Chess Challenge, Premier's Reading and Spelling, a school wide debatingcompetition and a range of writing competitions. Extra curriculum also included well being and resilience activities suchas a school wide Peer Support Program, Circus Arts, and a gardening and cooking program.

The school again entered State PSSA Knockouts in the sports of basketball, touch football, soccer and netball. Wecontinue to be an active participant in the local PSSA Gala Days and carnivals, as well as a welcoming a range ofsports development officers into the school to provide skills development workshops. We have a close partnership withthe St George Dragons, who also provide a well–being program.





Student Welfare Policy will bereviewed and rewritten consistentwith Positive Behaviour forLearning.

Staff, Parents & Students.

RAM Funding, Per Capita,Aboriginal & SocioEconomic.

The Student Welfare Policy was reviewed in 2016and updated in 2017 to reflect the changingexecutive structure of the school and theintroduction of EBS4, classroom teachers use ofdojos and Instagram. Stronger Smarter was alsoembedded into policy and practice.

The school will useKidsMatters to underpin allwellbeing policies and practices.

RAM Funding, Per Capita,Aboriginal & SocioEconomic.

The philosophy and goals of Kidmatters doesunderpin all wellbeing policies and practices. It iscomplimented by PBL strategies and the Stronger






The school will useKidsMatters to underpin allwellbeing policies and practices.

and Smarter Leadership Program.

Stronger Smarter will beembedded into all policies andpractices at Huskisson PublicSchool

Initiatives, ProfessionalLearning, Aboriginal.

Stronger and Smarter is fundamental to the cultureand tone of the school. It underpins the school'srigorous promotion of high expectationsrelationships, behaviour and academic pursuits.

The school will enrich thelearning of students throughsporting, academic, creative andcultural opportunities offered bythe local and wider community.

RAM, Per Capita, SocioEconomic and Location.Initiatives, Literacy andNumeracy. Aboriginal

The school provides a comprehensive range ofopportunities for students to engage in academicextension (Chess TOM, Debating), Cultural(Harmony Day, NAIDOC, Community events) andcreative (Drumming, choir, circus arts) as well assporting (PSSA, Development workshops, leisuresports)

Next Steps

We will continue to promote the school's culture under the framework of KidsMatters –A positive and inclusive schoolculture. The Student Welfare Policy will continue to be monitored and improved in response to staff, student andcommunity feedback. Stronger Smarter will be maintained and extended . All teachers K – 6 will continue to embraceStronger Smarter strategies into their classrooms. An Indigenous themed garden will be a STEM Project for Year 6. It willcreate a learning space that facilitates and incorporates Stronger and Smarter teaching and learning. Ethics as an optionto scripture and non–scripture has proven very popular. The percentage of students opting for Ethics is now greater thantraditional scripture. Ethics will be supported and promoted by the school. K–6. Peer Support will be an annualcornerstone program to support student well being.



Maximising potential through positive and engaging leadership.

Purpose

Quality leadership and quality teachers are fundamental to a quality school.. Four broad interdependent factors underpinstudent improvement and thus a successful school.

• A central and rigorous focus on students both as learners and people. • Quality teaching • Professional learning • Educational leadership

Leadership is seen as central and essential to delivering changes, improvement and performance in schools" – SteveDinham. Enhance school leadership skills, density and succession to lead and manage a school will build the capacity todrive the strategic directions of the School Plan.


The school prioritises leadership density as a key element of school improvement. We provide opportunities for students,staff and parents to develop leadership qualities and skills to enrich and enhance the learning environment of the school.All staff have been encouraged to incorporate leadership roles that identified areas of expertise and interests in theirProfessional Development Plans (PDPs) that contribute to the strategic directions of the School Plan 2015 –17. Staffhave embraced these opportunities and a collegiality amongst staff to share, contribute, support and innovate is a featureof the school . The Professional Learning schedule has enabled staff to lead their peers in their areas of expertise andprofessional interest that have contributed to the School Plan and its success. Student Leadership remains a feature ofthe school. Elected student Leaders have been highly visible around the school particularly at assemblies andcommunity events. An active Student Representative Council which included two representatives from each class Years2 – 6 and all elected Student Leaders planned and supported school events and fund raisers. Throughout the year allYear 6 students were promoted as a role model and leader of the school. Roles and responsibilities were identified andorganised for all Year 6 students. This included our highly popular and valued Buddy Program which matches Year 6students with Kindergarten students. The Peer Support Program extended the opportunities for Year 6 students to adopta mentor role.

Parents partnered the school in many initiatives nominating for committees, merit selection panels and advisory roles.The school continues to have an active and effective P&C.





PDPs will provide the opportunityfor all teachers to negotiate andplan leadership opportunities thatutilise staff expertise and aresupported by the school.

Initiative and ProfessionalLearning

All PDPs incorporated a goal that utilised theexpertise of individual staff members enabling themto adopt a leadership role.

Aspiring leaders andexecutive will be supportedto develop their leadership skillsas a pathway to promotion.


The Assistant Principal attended professionallearning to successfully complete the Leadership &Management Credentials that will allow promotionat Principal level. A classroom teacher wasmentored to successfully gain promotion atAssistant Principal level.

Leadership density andsuccession will contribute to theprogress of the 2015 – 2017School Plan.


Success in many areas of the School Plan was dueto the contributions of staff expertise that providedleadership opportunities, parent contributions/participation in committees and school programsand the participation of students in StudentLeadership programs.

Student Leadership will be afeature of the school providing a

RAM Funding, Per Capita,Socio Economic, Location,

Student Leadership has been broadened to includea comprehensive range of opportunities that include






range of genuine leadershipopportunities.

Initiative and Aboriginal formal roles – Captains/VC, Mentors, Buddyprograms, Peer Support and EnvironmentalPrograms.

Next Steps

Staff Professional Development Plans (PDPs) will continue to be a key element of leadership development as wetransition into the 2018 – 2020 School Plan. All staff had the opportunity to lead and actively contribute to schoolimprovement.

Executives and aspiring executives will be encouraged to develop PDPs that focus on areas of leadership developmentas well as join executive and aspiring executive networks. The schools professional learning will ensure aspiringexecutive & executive have opportunities to enhance leadership capacity both in–school and by attending workshopsand online courses.

Stronger Smarter will become the cornerstone of the school's leadership programs, as well as engendering leadership inall students. Students will continue to have the opportunity to represent their class at SRC meetings and as well assharing their own ideas.

Staff and parents will continue too jointly plan, organise and deliver a major events and fundraisers. A strategic directionof the 2018 – 2020 School Plan will be "Engaged, connected". Primarily the school wants to continue the positiverelationships and image it has in the school community by continuing to encourage involvement and participation.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $8250 Funding supported Aboriginal student equity –Future focussed classrooms. Ipads & laptopspurchased for every indigenous student.

Low level adjustment for disability Staffing 0.2 – 20,315

Flexible – 14,450

The primary use of funds was SLSO supportfor students with unique needs. It alsoincluded teacher planning days and resources(purpose built chairs Cerebral Palsy, aids forstudents visually impaired or hearingimpaired). It also included an STL.

Quality Teaching, SuccessfulStudents (QTSS)

FTE – .110 (1/2 day perweek)

$11,173

A scheduled classroom observations programhas built the capacity of teachers to embedIBL pedagogy into their classroom.Professional dialogue exchange and culture isevident amongst teachers.

Socio–economic background $30238 Funding covered many areas of thecurriculum to enrich learning and enhanceschool experience – excursions, apparel,visiting shows, competition entry, travel,resources and teaching expertise.

Support for beginning teachers $13,000 – to coveradditional RFF,Professional learning +supervision.

Two beginning teachers were coached &mentored to successfully achieveaccreditation at Proficiency level .


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 54 67 80 88

Girls 39 67 75 89

Our enrolment has continued to grow due to ourexcellent standing in the Bay and Basin Community.We are also experiencing enrolment demand fromfamilies moving to the area from Sydney, other areas ofNSW and interstate. A trend in educational needs frompotential students and their families is the small schoolatmosphere that integrates and is active in the localcommunity. This reflects the culture of HuskissonPublic School.

Student attendance profile

School

Year 2014 2015 2016 2017

K 95 95.9 94.1 92.4

1 91.9 94.7 94.4 94.1

2 93.4 90.5 92.7 94.9

3 90.6 95.4 92 94.1

4 94.6 93.2 93.4 90.7

5 95.4 95.2 88.2 92.3

6 88.7 95.5 94.7 94.1

All Years 93.1 94.3 92.9 93

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

Our attendance percentage is marginally below theNSW State DOE. Less than a percentage point. Thisremains consistent with the historical data forHuskisson Public School. Compared to 2016 all years

have shown improvement, with the majority of yearseither at or above the NSW State DOE. Two cohortsneeding targeted programs are Kindergarten and Year4. In both these cohorts students with exceptional orchallenging needs have impacted on the attendancepercentage.

Huskisson Public School actively promotes theimportance of regular school attendance through thenewsletter articles, school reports and classroomactivities. Students whose attendance is of an elevatedconcern are referred to the Learning Support Teamwhere intervention strategies to be implemented arediscussed. Changing often well practiced familyroutines and values has at times been difficult. Aprimary concern is the several families who regularlyarrive at school late. Instilling belief, motivation andenhancing capacity through suggested strategies hasto date, had limited impact.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 1

Head Teacher(s) 0

Classroom Teacher(s) 7.75

Teacher of Reading Recovery 0.21

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.82

Other Positions 0

*Full Time Equivalent

Our school has two Aboriginal School Learning SupportOfficers (SLSOs) in training. This is through a uniqueshared program with Vincentia High School. BothAboriginal SLSOs attend one day a week as part oftheir training program that extends over two years. It isaccredited as a VET subject for the HSC.

In 2018 due to increased enrolment the school will gainanother Assistant Principal, a full time SchoolAdministration Officer and the School AdministrationManger position will be upgraded to a level 3.

Although the School Counsellor's base school is at aschool other than Huskisson Public School we have a 3day per fortnight allocation.


Student enrolment supports eight mainstream classes.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 40

Professional learning and teacher accreditation

Professional Learning focused on the followingpriorities –

BYOD – Successful piloted project in Stage 2 class.Now extended to all primary classes. Teacher capacityto incorporate BYOD has been enhanced throughin–school

Hooked on Learning – Growth Mindset – BBLC Projectinitiated by Huskisson Public School (HPS) and Co–ledby HPS. Focus on engagement and growth mindset.

Stronger and Smarter – Training in Leadership programby two staff. Training in Facilitators program byPrincipal.

Bump It Up – The school focused on ConsistentTeacher Judgement – In a joint project with TomerongPS, Spelling (Write Their Way) in school professionallearning, The implementation of Carrs & Starrs throughin– school & lesson observation professional learning

Critical and Creative Thinking – All staff to eventuallyattend one day workshop. Currently 5 staff havecompleted workshop

Teacher Accreditation

In 2017 two beginning teachers successfully gainedtheir accreditation at Proficiency level. This wasfollowing focused and informed mentorship by theAssistant Principal ES1 & Stage 1. All teachers whocommenced teaching prior to 2004 will gainaccreditation at Proficiency level in recognition of theirexperience and expertise.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.

2017 Actual ($)

Opening Balance 104,534

Revenue 1,807,712

Appropriation 1,729,920

Sale of Goods and Services 0

Grants and Contributions 76,376

Gain and Loss 0

Other Revenue 0

Investment Income 1,416

Expenses -1,796,258

Recurrent Expenses -1,796,258

Employee Related -1,629,570

Operating Expenses -166,687

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

11,455

Balance Carried Forward 115,988

All allocated funds in 2017 were expended. Fundsremaining have been targeted for expenditure in 2018.The school is working with the P&C to install anelectronic community board to improve communicationto parents and the wider community. This is atsignificant cost to the school. The current quote is inexcess of $26000. We have also committed tosignificant upgrading of technology across the school.Laptops, robotics and coding. $30000 has beencommitted to support the purchase of technology,furniture and resources that support Strategic Direction1 – Future Focussed Classroom for the 2018 – 2020School Plan.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.


2017 Actual ($)

Base Total 1,378,165

Base Per Capita 23,688

Base Location 2,316

Other Base 1,352,161

Equity Total 73,252

Equity Aboriginal 8,250

Equity Socio economic 30,238

Equity Language 0

Equity Disability 34,765

Targeted Total 188,571

Other Total 32,531

Grand Total 1,672,519

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skillsand understandings demonstrated in theseassessments.

In late 2016 we were nominated as a BumpIt Up school. The department developed a range of keyinitiatives to support school leaders to strengthen highquality practice in schools and enhance literacy andnumeracy learning outcomes for students. Bump It Upis one of a range of initiatives aligned with the Literacyand Numeracy Strategy 2017 – 2020. Bump It Uptargets support to students who are already performingwell at school but have the greatest capacity to furtherimprove. This initiative provided targeted support tostrengthen our existing practice. As a school we – • Analysed student performance in the 2016

NAPLAN. Analysis enabled us to identify thecohort of students who would betargeted specifically, although most strategieswould be a whole class strategy.

• Conducted professional learning both within theschool and with Tomerong Public School as ajoint project initiative focusing on writing andfunded by a $10000 grant through the Bump It Upinitiative.

• Purchased new resources that included wholeschool and stage literacy and numeracyresources.

• Reviewed current pedagogy incorporatingteachers 'buddying up' for lesson observations.

Student performance in NAPLAN for 2017 in bothcohorts – Years 3 and 5 demonstrated significant gainsin all areas. Our percentage of students in the top twobands for both cohorts was at and above the stateaverage. Year 5 Reading demonstrated significantimprovement.



Although student performance indicated improvement–Numeracy will be a focus of the 2018 – 2020 SchoolPlan – Strategic Direction 2 "Evidence Based Teachingand Learning. We continue to be at or marginally belowthe state average. Analysis indicates place value is anarea that needs to be addressed and also thetransference of 'hands on skills' where the studentsdemonstrate competence and can successfullyarticulate process to solving abstractly where studentperformance is not comparable.


The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

As a Bump It Up school our we focussed on thePremier's Priorities: Improving education results and

State Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands. Our percentage of Aboriginal studentsis 4.5%. However the cohort size of Aboriginal studentsparticipating in NAPLAN 2017 was less than fivestudents. Therefore not statistically significant to reportand also to maintain confidentiality.

Both cohorts meet the Preimer's Priorities in NAPALN2017 for Literacy. We were above state average in thetop two bands.

Numeracy will be a focus of the 2018 – 2020 SchoolPlan – Strategic Direction 2 "Evidence Based Teachingand Learning. We continue to be at or marginally belowthe state average.

Parent/caregiver, student, teachersatisfaction

After the reporting period in 2017 a survey wasconducted to determine how well the report matchedour communities needs. Parents randomly selectedfrom each class were contacted by phone and asked aseries five questions.

Q.1 What are the best features of the current schoolreport?

Analysis:The parents that were interviewed noted thatthe best features of the school report were thecomments at the start, the layout, the explanation of thegrades, the marking of effort, how the child wasprogressing and the personalization of the report.

Q.2 How closely does the report match your ownperception about your child’s progress at school?

Analysis: All parents interviewed thought the teacherswere pretty close in their assessment of their child(ren).

Q.3 Does the school report accurately reflect what youknow about your child’s social and emotionalwell–being at school?

Analysis: Most parents interviewed said that the reportaccurately reflected what they know about their child’ssocial/emotional well–being. However one parent saidit did not really reflect what she knows about her childwhen it comes to playground behaviour.

Q.4 How do you actually discuss the report with yourchild?

Analysis: Parents have varying methods of discussingthe reports with their child(ren). Most reported that theygive positive reinforcement and help thechild(ren)understand their areas of improvement.

Q.5 Any other comments or suggestions in regards tothe reports?

Analysis: Most thought the report was pretty good. However two parents were concerned aboutthe“extra–curricular” part of the report. This is an areafor


review and needs to be addressed.

Future directions –

The feedback led to a series of changes in the reportingformat. In 2018 the school will use ESR Momentum anelectronic system. We have taken on board the positiveaspects of our reports and made changes based onparent feedback. The reporting system will again bereviewed following the reporting cycle in 2018.

Policy requirements

Aboriginal education

Our school prioritises Aboriginal Education. This isreflected strongly by our status as a Stronger Smarterschool. We have three staff trained in the StrongerSmarter Leadership Program and as Principal I am atrained facilitator of the Stronger Smarter LeadershipProgram. We embrace Aboriginal role models having apositive impact on Aboriginal students through ourpartnership with Vincentia High School. Over thepast four years we have partnered in a VET Programthat prepares senior Aboriginal students for a pathwayin tertiary education to become teachers or AboriginalEducational workers. Each year we participate inNAIDOC Week and in all our classrooms Aboriginalperspectives are taught embedded into the curriculum.

Multicultural and anti-racism education

Huskisson Public School ensures that students areengaged in inclusive teaching practices whichrecognise and value backgrounds and cultures of allstudents. Our welcoming whole school community,wonderful teaching staff and caring students, promote asafe and supportive environment for all students.Throughout the year, we celebrate and value ourdiversity, promoting inclusivity and connection.

We promote multi–cultural education and celebratediversity through a range of initiatives. Our STARValues incorporate tolerance and promoteunderstanding and appreciation of differences and theunique cultural heritage each student brings to theschool. Our teaching and learning programs reinforcemulticulturalism and Australia's global connectionsthroughout the world.. Each year along with many otherschools in the Bay and Basin Learning Community weparticipate in Harmony Day. Over the week studentsare encouraged to connect with their family heritage.Students are invited to dress in costumes that reflecttheir own heritage or the heritage of a country that is ofinterest to them. The SRC each year launchesHarmony Week with a special celebration week.

Our assemblies throughout the year feature thecelebrations and customs from our own indigenousculture and from other countries around the world. Theyare linked to units of work in geography that a class iscurrently studying. Each teacher K– 6 incorporatesglobal connections into their classroom curriculum,taken from the scope and sequence in the AustralianCurriculum.

Two staff members are currently trained as Anti RacismContact Officers. The school has zero tolerance of anyracism and is committed to the elimination of racistdiscrimination through our school's curriculum, policiesand working environment


Documents

2017 Huskisson Public School Annual Report€¦ · Huskisson Public School is in the heart of the idyllic coastal village of Huskisson. The school has expansive well–grassed grounds