2017 Uki Public School Annual Report - Amazon S3...Enhanced integration of 21st Century learning pedagogy and use of iPad and Sphero balls in the classroom. Additional 20 iPads purchased

Uki Public SchoolAnnual Report

2017

3298

Printed on: 13 April, 2018Page 1 of 15 Uki Public School 3298 (2017)

Introduction

The Annual Report for 2017 is provided to the community of Uki Public School as an account of the school's operationsand 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.

Danielle Haywood

Principal (Relieving)

School contact details

Uki Public School1463 Kyogle RoadUki, [email protected] 5128


Message from the Principal

I would like to congratulate our students and staff on another very successful year of teaching and learning at Uki PublicSchool. I am very proud of the fact that all of our students have been given every possible opportunity to be challenged,achieve success and feel valued within our school community. Quality teaching is provided on a daily basis by our veryexperienced and dedicated staff. During the year our students accepted new challenges – academic, sporting andcultural. They absorbed themselves in enrichment activities and entered competitions. Our extensive music andinstrumental programs continued to provide many opportunities for our students to develop their skills and perform to anaudience.

Once again, our Kindergarten and Year 6 into 7 transition programs were well supported by students and parents. Thesestudents moved into Kinder and Year 7 with a sense of excitement rather than apprehension, as the transition programsprepared them for change and built resilience. In 2017 we also updated our ‘EKIDNA’ (Wellbeing) program to include‘Positive Behaviour for Learning’, introducing playground monitoring and lessons in response to our students social andemotional needs.

I would like to acknowledge our parents and community members who have supported our school throughout the year,as volunteers in the classroom, marshals at sporting events, transporting students and of course those in the P&C whohave worked tirelessly to raise funds for our children and supported us in so many other ways. We are indeed fortunateto have such a dedicated group of parents working in the best interest of our school.

Thank you to staff, parents and students for your continued support of our wonderful school.

Danielle Haywood

Principal (Relieving)

Message from the school community

Our P & C are a small but hardworking team of dedicated parents and community members who, supported by schoolfamilies and staff, raise funds for additional school resources, programs and opportunities for Uki students. The P & Cruns a canteen, uniform shop, instrumental program and after school care (OOSH) program and contributes to valuablediscussions on school values and activities that are undertaken.

This year the P&C raised an incredible $20000 from fundraising, canteen sales and donations. An amazing effort for oursmall community. This money has contributed to classroom resources, the Intensive Swimming Program, Literacy Planetsubscription, School Stream, our Playground Project and much more. It was very exciting to be able to announce thepurchase of our new play equipment this year following three years of intense fundraising by our P&C and schoolcommunity. Thank you to our Student Representative Council who helped select the playground design earlier in theyear.

All of these initiatives would not be possible without parent support. Thank you to our many parents who have stepped inthis year to help out at events, in the classroom, in the canteen, with book covering, pottery program, garden or with thesporting programs that many of our students participate in. I would also like to thank all of the students who have workedso hard this year and to our dedicated teaching and support staff who give above and beyond for our school.

Selina Stillman

P&C President


School background

School vision statement

Everything we do at Uki Public School is to inspire, educate and develop our students.

We teach using innovative, creative and current educational pedagogy.

Students want to learn and are engaged in their education. Working together, the school and parents are 'Partners inEducation.'

School context

Established in 1895, Uki Public School is nestled in the heart of Uki village at the base of Mt Warning, 10 minutes southof Murwillumbah, in the Far North Coast of NSW. We are a friendly, community focussed school that encourages eachstudent to grow in a supportive, caring and challenging environment. Surrounded by rainforests and beautifulplaygrounds, our classrooms are modern and well resourced.

Dedicated staff members provide a supportive, safe and stimulating environment, sensitive to the needs of the individual,promoting the values that underpin society today. Academic programs are enhanced with strong creative arts programs,including music, art and dance. Inclusive practices provide our students with many opportunities to strive to achieve theirpersonal best, including participation in competitive sports, public speaking and debating programs. Students access thelatest in learning technologies, with cutting edge facilities and resources being utilised in classrooms daily.

Uki Public School is well supported by an active, interested and culturally diverse community, committed to providing thebest for our 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.

Staff at Uki Public School discussed the School Excellence Framework and its implications for informing, monitoring andvalidating our planning and performance process. Time was allocated at staff meetings to examine the SchoolExcellence Framework and reflect on the progress being made across the school as a whole based on the expectationsidentified in the Framework.

In the domain of Learning, our efforts have focused on wellbeing, differentiated learning and 21st Century learners. Theimportance of wellbeing in providing an environment that builds a culture of trust, respect and valuing of each other hasbeen developed through the implementation of Positive Behaviour for Learning. As a result students are learning thevalue of being part of a school community, respecting the learning environment and consequently increasingthe engagement of students in learning. Providing individual learning opportunities for all has been another focus of ourprograms throughout the year. Students with high learning needs are being identified early and their parents areincreasingly involved in planning and supporting the learning directions for them via the use of IEPs.

Our focus in the domain of Teaching has been on collaboration, reflective practice and professional development for allstaff. We have worked together to grow as a team in relation to planning and delivering instruction to our students. Theuse of technology for learning, data analysis to inform decision–making, classroom observations, reflections andfeedback, and the development of expertise and knowledge in new syllabuses, all highlight a teaching culture that isguiding future focussed student learning.

In the domain of Leading, our priorities have been to develop leadership and management practices and processes. Leadership development is central to the achievement of school excellence and our leadership team has beensuccessful in leading the initiatives outlined in this report to create a dynamic school learning culture. Continuedimplementation of the Performance and Development Framework by the leadership team to support classroomobservations, effective feedback and a focus on professional development created a collaborative and supportiveworkplace committed to a positive culture of ongoing learning by individuals and teams.

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

Curriculum – quality teaching and learning

Purpose

To build increased student engagement and learning outcomes through the quality provision, instruction and review of allcurriculum.

Overall summary of progress

Our continued school wide focus on engagement and differentiation has enabled us to implement a number of strategiesto enhance student achievement of desired outcomes. The introduction of the Renaissance Accelerated Reader programsaw teachers engage in professional learning to utilise the program for data–driven, personalised reading practice anddifferentiated instruction. Funding was also utilised from a variety of sources to provide professional learning andcoordination of the integration of 21st Century learning pedagogy with a focus on Project Based Learning and critical andcreative thinking. Staff revisited the Board of Studies new syllabus documents for key learning areas with a focus onMathematics. Staff members worked collaboratively to explore and strengthen process and practices supported byTargeted Early Numeracy (TEN) and using the North Coast Mathematics Scope and Continuum to plan balancednumeracy sessions.

Our staff were able to develop a deeper understanding of the Positive Behaviour for Learning(PBL) program across allschool settings. The introduction of playground behaviour tracking sheets allowed staff to gather individual student andwhole school PBL data. This data was used to determine the focus of fortnightly PBL lessons where behaviourexpectations were explicitly and consistently taught across the whole school. These lessons were linked to the WellbeingFramework for Schools to support student welfare and improve school connectedness.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Data tracking (outcomes basedassessment) and LiteracyContinuum data showing growthfor 80% of students K–6 againstthe Writing Cluster Criteria.

Student tracking of L3 data for student inKindergarten and Year 1. Ongoing data collectionused to inform differentiated teaching and learningpractices.

Positive Behaviour for Learning(PBL) team to attend PBLprofessional learning to improveeducational outcomes forstudents.

Creation of PBL staff team. Staff professionallearning (Universal 1) to learn about PositiveBehaviour for Learning to support student welfare.Staff PBL member attended PBL training eachterm. Developed School PBL Matrix. ImplementedPBL Notebook Lessons, playground monitoringsheet and data to establish fortnightly values.

Strong staff growth in the area ofimplementing 21st Centurylearning pedagogy, and the useof technology to enhanceengagement.

$12,996

$3,576.55

$2,660

Enhanced integration of 21st Century learningpedagogy and use of iPad and Sphero balls in theclassroom. Additional 20 iPads purchased and 14laptops. Three staff attended the EdutechConference and shared learning through SDDpresentation. Purchase of furniture such as jellybean tables for infants classrooms to supportflexible learning environments to enhance studentlearning and engagement.

Next Steps

Continued implementation of Positive Behaviour for Learning, with a focus on student social and emotional capabilities.An increase of signage to remind and teach students school and community values. Development of lessons to supportstudent understanding and growth.

Development of student data tracking utilising the Progressions, with a focus on writing and number.



Community – dynamic educational community culture

Purpose

To foster positive relationships and strengthen the bonds that exist within the school and our wider community,developing a culture of collaboration, clear communication, quality leadership, strong relationships, and commonpurpose.


The school has continued to implement projects and events that develop our school community relationships. Ourpre–school and high school transition programs have built links for students and parents to engage our students througha supported process for successful starts in kindergarten and Year 7.

All students had access to a multitude of activities and events that demonstrates our inclusive and school communityfocussed school culture. Our parents and community were able to celebrate our student achievements at our Art Show,Senior Citizen's Concert, Education Week, Fun Fair and Presentation Day, as well as all sporting events and throughextra curricular opportunities that showcased their efforts.

Parents and students in Years 2, 4 and 6 had the opportunity to be involved in the Lift Off Program which providesexperiences that engage and skill children and parents together. Staff attended professional learning which providedresources, skills and knowledge to be able to implement the program.





Survey the parent community onschool communication, reportsand community engagement.

Track data of the schoolcommunity participation in schoolevents.

Track use of School Stream, School Website andschool community participation in school events.

Feedback was sought from the community with theimplementation of the Tell Them from Me Surveyfor students and parents.

Establish and build on links withschool partners to enhanceopportunities for our students.

Working with Murwillumbah High School art teacherto enhance transition program.

Community of School meetings to develop a sharedunderstanding and engaging opportunities for ourstudents.

Next Steps

Establish a transparent and visible level of decision making that promotes a shared understanding and values to providecontinual improvement in educational outcomes for all students.

Continue to investigate ways to strengthen our P&C, community engagement across the school and ensure allopportunities are promoted and communicated successfully.



Capacity – efficient school systems

Purpose

To provide clear, accessible processes and systems that will enhance the efficient delivery of high quality practice in allareas of school life.


L3 was supported throughout the year with continued professional learning and a commitment by teachers to gather datato inform their teaching. Results were monitored by the L3 Instructor and observations of lessons were conducted toensure quality teaching practices.

Sentral continued to be used as a system to collate data relating to attendance, student reports, PLP's/IEP's and PositiveBehaviour for Learning.

100% of teaching staff are engaging with the Professional Development Framework, identifying goals to inform anddevelop their practice.





L3 data collected twice a term K/1and student improvement trackedalong the clusters of markers forwriting on the writing continuum.

L3 data was collected and monitored.

100% of teaching staff activelyengaged in the PDP process,setting appropriate goals derivedfrom school strategic directionsand engaging with strategies toimprove professional practice.

$19,157.33 All staff are engaged in the PDP process.Classroom observations were conducted with aspecific teaching focus to be observed andfeedback given. An overview of the PDP cycle wasestablished with clear expectations of achievement.

All staff attended professional learning linked totheir PDP goals.

Next Steps

Student writing samples will be mapped to the NSW Literacy Learning Progressions, using consistent teacher judgementtwice a term so that our students learning is differentiated.

Staff will identify professional learning as part of the PDP process to continue reflective practice and professional growth.


Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability $30,820 Explicit interventions were in place to supportall students identified as needing additionalassistance.

Interventions were supported by SchoolLearning and Support Officers.

Quality Teaching, SuccessfulStudents (QTSS)

$11,072 School executive (AP) was providedadditional time to support welfare programsand PDP process.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 54 64 63 65

Girls 65 78 85 77

Our enrolment figures have continued to increase overthe past 5 years. 2017 enrolment figures droppedslightly at the beginning of the year with a number offamilies moving out of the area, however by the end ofTerm 3, enrolment figures had recovered and by theend of Term 4, had increased. Interestingly thepercentage of girls has exceeded the percentage ofboys. It is anticipated that this growth should continueto slowly increase in the coming years.

Student attendance profile

School

Year 2014 2015 2016 2017

K 88.2 92.9 90.3 88.6

1 93.5 92.5 92.6 90.9

2 94 94.6 90.9 89.6

3 91.8 91 94.3 91.1

4 92 89.7 92.9 93.7

5 91.1 93.1 93 89.5

6 92.3 90.8 92.1 89.5

All Years 92 92.2 92.4 90.6

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

The importance of regular attendance is consistentlyaddressed in the school newsletter and reinforcementof NSW Department of Education expectations arefrequently published in the newsletter .

Non–attendance is overseen by staff, executive and theLearning Support Team. Students with attendanceconcerns are referred to the Home School LiaisonOfficer and are closely monitored and supported toimprove attendance.

It is important to note that our total school attendancepercentages dropped form 92% to 90% as a result of anatural disaster during late Term 1, 2017. The areawithin our school enrolment zone was devastated bythe largest flood on record and most of our familieswere effected. School attendance dropped dramaticallyduring this time and although the reason was obvious,many families had no way to contact the school and insome cases, this was the least of their immediatepriorities.

Class sizes

Class Total

KB 22

1B 19

2O 23

3/4T 26

4/5K 29

5/6T 24

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 1

Head Teacher(s) 0

Classroom Teacher(s) 5.66

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

1.81

Other Positions 0

*Full Time Equivalent

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


workforce. We currently have one indigenous staffworking at Uki Public School.

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 33

Professional learning and teacher accreditation

Extensive professional learning has taken place forstaff at Uki PS in 2017. Our AP attended CPR andAnaphylaxis Train the Trainer certification and thendelivered mandatory training for CPR, Anaphylaxis andgeneral first aid to all staff. Staff Development Dayssaw all staff engaged in mandatory Child Protectiontraining, professional learning from Uplifting Australia inorder to implement the Lift Off Program, revisiting theschool Scope and Continuum for Mathematics with afocus on TEN, Assessment and Differentiation, ASDCharacteristics and the Matrix.

Targeted staff also attended professional learningthroughout the year including various trainingsessions upskilling staff on LMBR processes,communicating and engaging with the schoolcommunity, three staff attended the EdutechConference, NAPLAN Online Training, Understandingand Supporting Student Behaviour for all SLSO staff,Project Based Learning – Getting Started Course,Critical and Creative Thinking Course, Approaches toAssessment workshop, Personalised Learning andSupport workshop and three staff participated inongoing L3 Training throughout the year.

Staff participated in ongoing professional learning in themanagement and maintenance of iPad Technology andApple TV across the school to enhance learningopportunities for our students.

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.

Receipts $

Balance brought forward 124,793

Global funds 134,231

Tied funds 276,520

School & community sources 35,701

Interest 2,062

Trust receipts 13,548

Canteen 0

Total Receipts 462,063

Payments

Teaching & learning

Key Learning Areas 9,903

Excursions 817

Extracurricular dissections 21,083

Library 1,611

Training & Development 1,221

Tied Funds Payments 163,697

Short Term Relief 17,017

Administration & Office 20,870

Canteen Payments 0

Utilities 14,428

Maintenance 7,938

Trust Payments 20,821

Capital Programs 15,627

Total Payments 295,032

Balance carried forward 291,824

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 354,024

Appropriation 303,352

Sale of Goods and Services 40

Grants and Contributions 50,632

Gain and Loss 0

Other Revenue 0

Investment Income 0

Expenses -176,963

Recurrent Expenses -176,963

Employee Related -90,608

Operating Expenses -86,354

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

177,061

Balance Carried Forward 177,061

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.

This summary of financial information covers funds foroperating costs and does not involve expenditure areassuch as permanent salaries, building and majormaintenance.

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 1,160,505

Base Per Capita 22,618

Base Location 4,226

Other Base 1,133,660

Equity Total 103,172

Equity Aboriginal 5,399

Equity Socio economic 64,590

Equity Language 2,363

Equity Disability 30,820

Targeted Total 149,510

Other Total 43,101

Grand Total 1,456,289

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.

It is always pleasing to have a high percentage ofstudents achieving at or above National MinimumStandards, however, as a whole school we are focusedon increasing the percentage of students achieving inthe top three bands.

Thirteen Year 3 students sat the NAPLAN assessmentwith a high percentage achieving at or above minimumstandard. Reading 71, Writing 93, Spelling 77,Grammar& Punctuation 69.

For our seventeen Year 5 students, the percentage ofstudents achieving at or above minimum standard is asfollows: Reading 100, Writing 94, Spelling 82,Grammar& Punctuation 82.


92% of Year 3 students and 100% of Year 5students achieved at or above minimum standard forNumeracy.

46.2% of Year 3 and 29.5% of Year 5 students studentsachieved within the top three bands for Numeracy.


The My School website provides detailed informationand data for national literacy and numeracy testing.Click on the link My School, insert the school name inFind a school and select GO to access our school data.

Parent/caregiver, student, teachersatisfaction

In 2017, Uki Public School sought the opinions ofparents/carers, students and teachers throughout theyear at staff meetings and as a part of the PDPprocess, student forums, P&C meetings and throughthe use of the Tell Them From Me surveys.

In all cases, all stakeholders at Uki feel that the schoolis moving in a positive direction.

100% of staff agreed with the development of the futurestrategic directions of the school. Teachers feelsupported by the leadership of the school and all staffrate the school highly for its inclusive practices.

Throughout the year the school provided opportunitiesfor the community to celebrate the learning of thestudents and sought feedback. Results of surveys fromparents and carers reported that they feel welcome atthe school, that the school is inclusive, supportspositive behaviour and is a safe environment forstudents.

Student surveys indicated that a high percentage ofstudents value their education and their educationaloutcomes. They feel that positive relationships aredeveloped at school and that they are encouraged tomake positive choices. Following the inclusion ofSporting Schools, a very high percentage of studentsindicated positive participation in sports with aninstructor at school other than in a physical educationclass.


Policy requirements

Aboriginal education

Uki Public School is committed to improving theeducational outcomes and wellbeing of Aboriginal andTorres Strait Islander students so that they excel andachieve in every aspect of their education and training.

6% of the school students enrolled identify asAboriginal. Our school continues to ensure thatAboriginal Education is a priority for all staff, with afocus on inclusion of Aboriginal perspectives in theteaching programs.

Multicultural and anti-racism education

Uki Public School has a trained Anti Racism ContactOfficer on staff. The role of the ARCO in schools is tobe the contact between student, staff, parents andcommunity members who wish to report incidents ofracism. In 2017 there were no complainants pertainingto racism at the school.

Exposure to cultural diversity is an important aspect ofstudent learning at Uki Public School. Multiculturalperspectives are emphasised within Human Societyand its Environment and History/Geography lessons.The school celebrated Harmony Day and promotedother cultures in educational programs.


Documents

2017 Uki Public School Annual Report - Amazon S3...Enhanced integration of 21st Century learning pedagogy and use of iPad and Sphero balls in the classroom. Additional 20 iPads purchased