2017 Tharbogang Public School Annual Report · Introduction The Annual Report for 2017 is provided to the community of Tharbogang Public School€as an account of the school's operations

Tharbogang Public SchoolAnnual Report

2017

3195

Printed on: 11 April, 2018Page 1 of 12 Tharbogang Public School 3195 (2017)

Introduction

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

Cheryle Glyde

Relieving Principal

School contact details

Tharbogang Public School75 Braithwaite RdTharbogang, 2680www.tharbogan-p.schools.nsw.edu.autharbogan-p.School@det.nsw.edu.au6963 6242

Message from the Principal

Tharbogang Public School has had an extremely successful 2017with students engaging in a range of opportunitiesdesigned to develop their academic and social growth and reach their full potential with a sense of pride and confidencein their achievements.

As always, there was a focus on students achieving their personal best and providing them with a range of activities todevelop the ‘whole’ child. Students had the opportunity to participate and lead in a huge and varied range of activities. Afew highlights include swimming, athletics and cross country carnivals; Boys Mortimer and Trent Barratt Shield rugbyleague; girls touch and league tag; soccer, rugby union, netball and tennis; Young Leaders Conference in Sydney(Captains);EnviroChamps leadership program (Year 5); GRIP leadership (Year5&6); Naidoc Day celebrations; SRCPurple Day Pyjama Day, Footy Colours Day and Pink Up Tharbogang; Lap–a–thon; KROP; Education Week activities;Rankins Springs Round Robin; primary excursion to Borambola; trips to the Griffith Regional Theatre for performances;Science and Environmental days; and finally our School Swimming Program.

The children of TPS have contributed most to our successful 2017. Through their actions, they have shown motivation inthe classroom and on the sporting field and grasped the opportunities provided to them with both hands. They have beenfine ambassadors for our school, their parents and, most importantly, themselves. They are the reason I love coming toschool every day. They amaze me daily with their enthusiasm, creativity and desire to learn, not to mention their sense ofhumour and quirky individuality which is guaranteed to put a smile on my face. It is an absolute pleasure to be theirteacher and Principal.

A huge thank you to our parents and P&C. They are great promoters of our school and without their support and that ofour many volunteers who work so tirelessly, our school would not be as successful as it is today. Our parents continue tohelp in so many different ways: in the classroom, the monthly P&C lunch, transporting to and from activities outsideschool, covering books, supporting fundraisers and celebration days. Students and staff appreciate everything you do.

Thank you also to the dedicated and committed teaching, administration and support staff who work tirelessly to providethe outstanding opportunities for success which your children experience.

In the words of Nelson Mandela “Education is the most powerful weapon which you can use to change the world”. To thestudents, make the most of your education and face challenges head on. Use kindness, tolerance and understanding tomake this world a better place in which to live and strive to be the best person you can be. My final message to thestudents is simple – Don’t be afraid to dream. Dream the impossible, then make it happen. Be inspired by your educationand use it to change the world. Set yourself goals and work towards them. You can be and do anything you want.


School background

School vision statement

Our vision at Tharbogang Public School is to cultivate learning excellence through the strength of our teaching expertiseand personalised learning, whilst valuing a close relationship with our parents and community. We believe in empoweringstudents to become life–long learners, contributing to the global world and practising the core values of the school –excellence, respect and responsibility.

School context

Tharbogang Public School is situated in the Riverina 10km from Griffith and is a member of the Griffith network ofschools. Current enrolments are 38 with two composite classes, K–1–2 and 3–4–5–6. 20% of students are from anItalian background and are 24% are from Dutch, Tongan, Samoan, South African, New Zealand and Aboriginalbackgrounds. Enrolments in the school have been steady with only slight variations in recent history and it is expectedthat this will continue into the future.

The school is set on large, well–maintained grounds and is equipped with excellent facilities and resources includingpleasant, contemporary and practical indoor and outdoor learning areas.

Excellence in literacy and numeracy continue to be the school’s focus, along with developing happy, well roundedstudents who are able to reach their full potential academically, socially and emotionally. We endeavour to prepare ourstudents for the future and assist them to develop into confident, independent and thoughtful young adults.

Tharbogang Public School has committed and professional teaching staff that consistently reflects on, and refines, theirteaching practice in order to provide a rich learning environment for their students. Our teachers recognise that the earlyyears of schooling are vital to a student’s growth and development and they provide excellent learning and teachingprograms that cater for the individual needs of each student.

The school has an active P&C, which has, and will continue to, support the school for the benefit of all its students.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

This year, our school undertook self–assessment using the elements of the School Excellence Framework. The results ofthis process indicated that:

In the domain of Learning, the focus has been on learning culture, wellbeing and curriculum. To maximise curriculumaccess and learning potential of all students, the focus has been on developing the student's ability to self–monitor andregulate their own behaviour choices, both academically and socially. Staff continued to engage in training and sharebest practice in Behaviour Management, developing explicit systems for whole School Behaviour and Discipline. Ourschool Learning and Support Team continued to improve and refine practices to enable a shared responsibility by allstakeholders in supporting students requiring additional learning and behaviour support. Teachers refined their skills inthe use of PLAN data, and used Progress Reports mid semester as the basis for three way interviews and feedback.

Our major focus in the domain of Teaching has been on learning and development and collaborative practice for staffmembers. Beginning Teacher funding enabled additional release time for staff to visit other schools and classrooms,receive mentoring from a more experienced teacher extra preparation and release time off class. Teacher professionallearning focused on Behaviour, differentiated maths assessment and programming, L3 training and Project–BasedLearning. Classroom observations are used to receive feedback from peers, students and self: leading to new SMARTgoals being set by staff. We have moved towards school data being collected and interpreted regularly and monitoringlearning through this collection of results. Data will be provided to parents each term in 2018.


In the domain of Leading, leadership has become a high focus for staff and students in 2017, with results showing growthin this area.

We are continually encouraging the community to be involved with their child's learning, a wide range of activities areprovided with positive emphasis being placed on education. Leadership planning is focused on ensuring the nextgeneration of teachers are in a position to take on leadership roles. Our school's financial and physical resources arewell maintained and the school budget is used to ensure we have a safe and supportive learning environment. We will beworking towards building processes that are systematic for resource allocations, professional learning and performancemonitoring and reporting. A systematic annual staff performance and development review has been implemented. Weare endeavouring to enhance student learning and wellbeing by acknowledging the integral role that parents and familiesplay in their child's education.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Quality Teaching and Learning

Purpose

To improve student achievement through the development and implementation of innovative curriculum and building thecapabilities of our learners, teachers and leaders as highly skilled experts in learning.

Overall summary of progress

This section describes the school's ongoing self–assessment, reflection processes and progress for Strategic Direction 1of the School Plan. It draws on a comprehensive range of evidence to demonstrate school achievements.

Professional development around behaviour, assessment, use and analysis of PLAN data, Building Blocks for Numeracy(online) and L3 extensively implemented during 2017 to build the skills of beginning teachers. Weekly afternoon PL,morning Learning Support meetings and staff meetings enabled extensive collaboration. Teaching and learningprograms focused and student outcome orientated. Staff are plotting students on continuums each term with L3 datarequired every 5 weeks. Programs and learning are beginning to be adjusted according to results.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• 100% of students fromKindergarten to Year 6 will showgrowth along the Literacy andNumeracy continuum equivalentto one year of learning eachschool year.

We were unsuccessful in achieving thisimprovement measure.

• 100% of teachers are confidentand knowledgeable inProfessional Standards to be ableto demonstrate evidence thatvalidates the achievement of thestandards

Teachers Professional Learning on Standardsimproved understanding of beginning teachers.

• 100% of teachers completetheir Performance DevelopmentPlan, working towards achievingindividual goals.

Teachers used Professional Standards whenidentifying and setting their 2017 professional goalsfor their PDP. They discussed and monitoredprogress and provided evidence to support theirachievements.

• An increase of at least 8% of allstudents in the top two bands inall NAPLAN assessments

With small cohorts of less than 10 students, noreport can be made in line with personal andprivacy information.

• 30%increase of Indigenousstudents represented inproficiency bands in allNAPLANassessments

With small cohorts of less than 10 students, noreport can be made in line with personal andprivacy information.

Next Steps

Professional Development in Project Based Learning with David and Claire Price (Educational Arts).

Positive Behaviour for Learning to begin implementation in 2018

The learning and support team has ongoing evaluation processes in place and feeds the data back on a regular basis.

School Learning Support Officers (SLSO) positions to continued to support tiered interventions in Literacy / Numeracy.



Student Wellbeing

Purpose

To support and inspire students in striving to achieve their potential through a differentiated, personalised andstudent–centred learning culture.


Employing additional staff had positive results on student behaviour and learning outcomes. Students with high learningneeds are identified early and their parents are involved in planning and supporting the learning directions for them.

Whole school collaboration resulted in a revised and updated School Discipline Policy with explicit guidelines outliningthe consequences of both positive and negative behaviour. Parent representatives were involved in the process with allfamilies and students involved in providing feedback on the draft documents. P&C then ratified the final School DisciplinePolicy.





• Individual Learning / BehaviourPlans are implemented andwritten in consultation withparents and students

There was an increase in the number of studentsidentified as in need of IndividualLearning/Behaviour Plans. Regular review meetingswith students and parents ensured authenticcollaboration existed in the writing and revising ofthese individual plans.

• All students to show ademonstrated and measurableimprovement in behaviour,attendance and social andleadership decision making

Overall, there has been extensive improvement inbehaviour across the school with targeted studentsdemonstrating greater self regulation. They werealso more confident in identifying negativebehaviours and articulating ways to better respondin future. In term 3, for the first time we had 100% ofstudents receive their end whole school reward andattend the School Disco. Attendance is regularlymonitored with letters of explanation sent home forunexplained absences. 100% AttendanceCertificates were implemented to reward studentseach term.

Next Steps

Train staff in Positive Behaviour for Learning to begin implementation in 2018. Induct new staff in the current SchoolDiscipline Policy to ensure consistency of approach.

PLAN data to be updated at least once per term with teaching and learning programs indicating differentiation cateringfor the needs of all students.

Continue to involve community members in decision making and classroom learning.



School, Family and Community partnerships

Purpose

A highly visible positive culture of learning exists in which families and schools work together as partners in supportingstudent learning.


Community members appreciated every opportunity to attend school events and activities. They support many eventssuch as whole school assemblies, Welcome BBQ, Harmony Day, Easter Hat Parade, SRC Fundraisers, sporting events, and assisting in the classrooms to name just a few.

Parents and students joined school staff in collaboratively revising and updating our School Discipline Policy toaccurately reflect current practices. All stakeholders gained a deeper understanding of the systems in place to support allstudents in our school, and cooperatively worked together for the benefit of student learning. Parent engagement inclassroom learning activities assisted both classrooms and their student learning.





• Everyone in the schoolcommunity knows and iscommitted to the school’sstrategic directions and practicesto achieve educational priorities.

Staff were exposed to the school's strategicdirections and associated milestones, being madeaware of the role they play in assisting the schoolachieve these directions.

Significant and consistent inputand engagement ofparents/carers in regards todecision–making focused onschool priorities and studentlearning.

Well attended community events regularly occurredthroughout the year. Parents appreciatedinvolvement in decision making processes, ahighlight being revising the School Discipline Policy,Presentation Night and end of year festivities.Parent –Teacher and 3 Way Interviews wellattended by families who appreciated theopportunity to discuss their child's progress andways they can help at home.

Next Steps

Tell Them From Me survey data presented to stakeholders.

Establishment of baseline data on community involvement at Tharbogang Public School in order to inform future schoolplanning.

Family and community workshops for parents in the areas of Reading/Literacy. PBL, HOW2Learn and ICT.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Identified students havePersonalised LearningPlans(PLPs) developed inconsultation with studentsand their families. Culturalsignificance is included inall PLPs. All students havemade significant progressacross the literacy andnumeracy continuums.Additional support isprovided to ensure 100%participation in all schoolactivities by all Aboriginalstudents. Greatercommunity involvement inplanning and organisingschool events andfeedback. Year 5 studentsuccessfully accepted intothe commonwealthIndigenous ReadingProgram, receiving the useof a tablet both at schooland at home. Engagementin reading andcomprehension increaseddramatically.

NAIDOC Day celebrationsutilised local elders andDoE personnel.

$4,851

English language proficiency $4,490 Targeted support for students with additionalneeds both individual programs and in classteacher support.

Low level adjustment for disability $26,685 (SLSO) Extensive support provided by SchoolLearning Support Officers employed forstudents with learning, social/emotionaland/or behavioural needs.

Development of Individual Learning/Behaviour Plans in consultation with studentsand parents.

Socio–economic background $16,012 Assistance with transport costs, subsidy forstudent performances and excursions and allcosts associated with the whole schoolswimming program in term 4.

Support for beginning teachers Beginning teacher was provided withadditional release time and meeting time withtheir in school mentor and Principal as wellas time to visit teachers from other schools.Beginning teacher was targeted for additionalprofessional learning/ inservice training asidentified in their PDP.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 22 18 23 19

Girls 18 22 22 17

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.8 94.5 93.3 95.7

1 95.7 95.4 92 94.9

2 95.1 97.8 93.8 94.4

3 95.1 95.1 96.5 95.2

4 94.7 98.9 92 95.2

5 91.1 97.3 97.6 93.8

6 94.7 96.7 96.3 95.4

All Years 94 96.5 94.6 94.9

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 1.28

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

0.92

Other Positions 0.2

*Full Time Equivalent

The Australian Education Regulation, 2014 requiresschools to report on Aboriginal composition of theirworkforce.

The school does not have any identified Indigenousstaff employed at present.

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 0

Professional learning and teacher accreditation

Tharbogang Public School supports the professionallearning of school staff at every stage of their career.Teachers have been supported in further developingtheir teaching practice and significant funds wereallocated to professional learning. Professional learningcatered for individual needs (as identified through thePDPs and meetings) as well as school identified needsfrom the school plan.

All teaching and non–teaching staff participated inmandatory compliance training. Professional learningactivities were undertaken on Staff Development Daysand at weekly after school sessions and workshops.Activities included: PLAN and SMART data; Using the


Literacy and Numeracy continuums; PLPs;Personalised Learning; Assessment and Reporting;Behaviour training; Speech Pathologist informationsessions; Explicit writing programs and strategies;Project Based Learning; L3; ARCO training; onlineBuilding Blocks for Numeracy; Beginning Teacherconferences; Rural and Remote Conference; LMBRtraining; Higher Learning Accreditation Panel training;

In 2017, there was one new scheme teacher workingtowards her Accreditation process with the assistanceof a mentor and additional weekly release time.

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

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

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

The large surplus was the result of an inability toimplement planned programs due to a severe lack ofcasual teachers and leave entitlements being coveredvia internal school arrangements for the same reason.

Receipts $

Balance brought forward 38,199

Global funds 49,290

Tied funds 27,682

School & community sources 8,686

Interest 509

Trust receipts 3,276

Canteen 0

Total Receipts 89,443

Payments

Teaching & learning

Key Learning Areas 16,565

Excursions 3,572

Extracurricular dissections 5,119

Library 339

Training & Development 3,453

Tied Funds Payments 16,400

Short Term Relief 3,607

Administration & Office 11,168

Canteen Payments 0

Utilities 5,049

Maintenance 2,035

Trust Payments 3,675

Capital Programs 0

Total Payments 70,981

Balance carried forward 56,661

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

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


2017 Actual ($)

Opening Balance 0

Revenue 134,086

Appropriation 127,166

Sale of Goods and Services 220

Grants and Contributions 6,615

Gain and Loss 0

Other Revenue 0

Investment Income 85

Expenses -60,759

Recurrent Expenses -60,759

Employee Related -23,326

Operating Expenses -37,433

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

73,327

Balance Carried Forward 73,327

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

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 433,314

Base Per Capita 6,877

Base Location 10,524

Other Base 415,913

Equity Total 52,038

Equity Aboriginal 4,851

Equity Socio economic 16,012

Equity Language 4,490

Equity Disability 26,685

Targeted Total 0

Other Total 23,375

Grand Total 508,727

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.

The My School website provides detailed informationand data for national literacy and numeracy testing.Click on the link My School and insert the school namein the Find a school and select GO to access the schooldata.

As Year 3 had a cohort of less than 10 students,achievement graphs cannot be displayed in line withprivacy and personal information policies.

As Year 5 had a cohort of less than 10 students,achievement graphs cannot be displayed in line withprivacy and personal information policies.


Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school. Theparent body has, through surveys and informaldiscussions, indicated that they were very satisfied withtheir local school and that the school provides a verygood comprehensive education for their children. Theparents agreed that the school communicates efficientlyand effectively with the parents and school communityand that the school provides a positive andencouraging learning environment for their children.Parents strongly agreed that Tharbogang PS is anattractive and well–resourced school e.g. classrooms,library and grounds. They expressed that they feelencouraged and supported in contacting the school todiscuss concerns relating to their child and thatconcerns were acted on appropriately.

The staff at Tharbogang PS are very proud of theirschool and are committed to their ongoing developmentas members of the teaching profession. Our staff iscommitted to setting high standards of achievement forall students at Tharbogang PS. All staff felt supported intheir role and confident in their ability to provide qualityteaching and learning activities which cater forindividual student learning needs. The staff was verysatisfied with the learning opportunities, socialdevelopment and the learning outcomes that thestudents at Tharbogang PS have. However, they werewilling to consider new and innovative ways to improveopportunities for the students. The staff were alwayswilling to participate in their own professionaldevelopment to help ensure best practice is maintainedin teaching and learning.

Student feedback acknowledged that teachers caredabout students and knew them well. They all felt theyhad achieved success in their learning. The studentsgenerally commented that they were happy with theirschool and the learning activities, the excursions, theinteractions with other schools and the resources thatthe school had given them opportunities to learn in ahappy environment. Students appreciated theopportunity of providing feedback on issues such as therevised School Discipline Policy and of being involvedin school decision–making.

Policy requirements

Aboriginal education

At Tharbogang PS staff acknowledge the importanceand value of Aboriginal culture, by incorporating itwithin teaching and learning programs. To focus onAboriginal and Torres Strait Islanders histories andculture, the school has Acknowledgement of Country atassemblies and school activities. Greater awarenessand appreciation of Aboriginal cultures by all students isassisted by participating in NAIDOC celebrations andexplicit lessons.

All Indigenous students have a Personalised LearningPlan, developed in consultation with the parent/carer,

student, Classroom teacher and Principal. This processenabled the development of clear learning goals forAboriginal students and also established parent teacherrelationships and effective communication.

Tharbogang PS received Aboriginal Backgroundfunding in 2017. Our resource allocation and actionplan in this area included employing a School Learningand Support and supporting a day of learningexperiences and celebrations for NAIDOC Week.

Multicultural and anti-racism education

Tharbogang PS values the rich multicultural nature ofAustralian society and celebrates the diversity ofnationalities represented at our school. Multiculturalperspectives are integrated across all Key LearningAreas. Units of work are linked to achievements ofoutcomes through the study of countries, cultures andworld events.

Harmony Day was celebrated at Tharbogang PS topromote awareness of the multicultural composition ofour school and Australian society and promote theunderstanding and acceptance of diverse cultures.Students attended school wearing cultural costumes orthe colour orange which represents Harmony Day. Avariety of multicultural activities engaged all studentsK–6 as well as staff and parents. The highlight was ashared multicultural lunch provided for families andcommunity members.

Tharbogang PS has, and will continue to, promotepositive community relations through effectivecommunication with parents and community membersfrom diverse cultural, linguistic and religiousbackgrounds and by encouraging their activeengagement in the life of the school.

Our Anti–Racism Officer's training was updated in 2017and policies around racism are used within the schoolto ensure a safe and protective environment exists.


Documents

2017 Tharbogang Public School Annual Report · Introduction The Annual Report for 2017 is provided to the community of Tharbogang Public School€as an account of the school's operations