2018 Burrawang Public School Annual Report · all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies

Burrawang Public SchoolAnnual Report

2018

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Printed on: 13 May, 2019Page 1 of 12 Burrawang Public School 1445 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Burrawang PS as an account of the school's operations andachievements 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.

Michelle Laval

Principal

School contact details

Burrawang Public SchoolChurch StBurrawang, 2577www.burrawang-p.schools.nsw.edu.auburrawang-p.school@det.nsw.edu.au4886 4261


School background

School vision statement

Our vision is to work together with our local community to inspire young minds to be the best that they can be in anurturing, dynamic, 21st century learning environment that fosters innovative thinking, academic excellence and acommitment to lifelong learning for students, staff and the community.

School context

Burrawang Public School is a small rural school with strong community links. It is well–resourced, maintained andsupported by community. Currently we have 32 students enrolled, from 21 families. We do not currently have anyAboriginal students and less than 1% come from a non–English speaking background. Our school numbers havefluctuated over the past few years, generally sitting around the mid–thirties.

Our highly–qualified staff deliver quality teaching and learning programs focusing on literacy and numeracy. These arefurther enhanced by the integration of the latest technology, skilling students for the future. With small class sizes ourstudents are provided with personalised 21st century learning. Our students practise the values of respect, responsibility,and safety utilising Effective Learner Qualities

We combine with our partner schools in the Moss Vale Learning Community and small schools' groups to provideadditional social, cultural and sporting connections, ensuring a successful transition to high school. We are committed toproviding quality educational experiences to maximise each student's learning outcomes.

The school structure currently consists of an Early Stage 1/Stage 1 class and a Stage 2/Stage 3 class.

The families of our school are very supportive and enthusiastic and take pride and ownership of the school. The schoolis very appreciative of the significant funds raised by the P&C and contributed to the school each year.

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 informal self–assessment using the School Excellence Framework version 2. Theframework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of highquality practice across the three domains of Learning, Teaching and Leading.

Learning

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

Based on our evidence we are Sustaining and Growing in all elements. Our major focus from our strategic directioncontinues to be developing a visible learning environment for all students. This is now evident in each classroom and hascreated a learning culture where students are involved in taking on responsibility for their own learning. Curriculumopportunities for our students focus on the development of skills in problem solving, collaboration, communication,self–reflection and using feedback to improve learning. Parents are increasingly engaged in understanding andparticipating in the learning process to support their children.

Teaching

The results of this process indicated that in the School Excellence Framework domain of Teaching: Based on ourevidence we are currently Sustaining and Growing in all elements. Our major focus in this domain has been developing


quality teaching practice in each classroom. The evidence based visible learning practices still need to becomeembedded in daily routines. Developing practices include teachers working closely with each student to developindividual learning goals based on internal and external student performance data, teachers providing students withlearning intentions and success criteria, and giving explicit feedback to students on how to improve. Structures need toensure that collaborative practice and professional learning are driven by professional standards and the school plan.

Leading

The results of this process indicated that in the School Excellence Framework domain of Leading: Based on ourevidence we continue to be Sustaining and Growing in the elements of Leadership, School Resources and ManagementPractices and Processes, and delivering in the area of School Planning, Implementation and Reporting. Our main focusin this area continues to be in creating and building positive productive links with all of our community. There has becomea school wide responsibility and commitment in achieving educational priorities. The leadership team's managementprocesses need to ensure regular monitoring, evaluation and review of all school practices leading to furtherimprovements.

Our next steps as identified through this process continue to be: To embed formalised processes for monitoring andreviewing milestones, to ensure effective professional learning and collaborative practice supports the school's strategicpurpose and to collect baseline data to inform future directions.

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

Purpose

To build the capacity of teachers through shared expertise, to respond to the identified needs in literacy and numeracy

Overall summary of progress

This year, teachers from our school have had a greater involvement in Professional Learning and Collaborative practiceacross the Bong Bong Learning Community. This has allowed opportunities to develop a greater understanding of theimpact of teacher efficacy on student learning. Student literacy and numeracy data has been collected and sharedacross the community in order for teachers to work together to plan and implement the most effective teaching strategiesto support the needs of our students.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• Increased proportion ofstudents displaying a minimum ofone year's growth in Readingcomprehension per year, asmeasured by PAT

Equity funds have beencombined to providefunding for SLSO and SLSTsupport in classrooms.

As evidenced in PAT assessments, students haveshown an overall growth in Comprehension,equivalent to 0.7 years growth.

• Increased proportion ofstudents displaying a minimum ofone year's growth in identifiedstrands of PAT maths

Equity funds have beencombined to providefunding for SLSO and SLSTsupport in classrooms.

As evidenced in PAT assessments, students haveshown an overall growth in Maths, equivalent toalmost 0.9 years growth.

• All staff engage in professionaldialogue, collaborative practiceand data use as measured byconfidence/ satisfaction surveys

QTSS funds andprofessional learning funds.

Teaching staff have set their own personal goalsand have demonstrated achievement in someareas of the Professional standards at Highlyaccomplished

• Progression of all Bong Bongschools towards excelling in theelements of Learning andDevelopment and data Skills andUse, as evidenced in the SEFSAS 2010.

Director grant and QTSSprofessional learning funds

Our school team have developed links with ourBBLC. This has allowed for cross school lessonobservation and feedback with Glenquarry PS.This has provided opportunities to share ideas andpractice with teachers who teach the samegrade/stage.

• All staff engage in professionaldialogue, collaborative practiceand data use as measured byconfidence / satisfaction surveys(BBLC).

– Staff have participated in reciprocal lessonobservations. Feedback to and from teachers hasenabled positive professional discussions.

Next Steps

The following future directions will ensure this 3 year plan is embedded to provide high quality educational outcomes.:– • A focus on developing skills in Formative Assessment will be planned as Professional Learning across the Bong

Bong Learning Community. • Improved structures for specific sharing of expertise across the schools – linked to teacher's PDPs. • Increased use of collected data to inform teaching and learning practice


Strategic Direction 2

Student Efficacy and Wellbeing for all

Purpose

Student efficacy empowers learners to be the architects of their learning journey; learning at their point of need, selfregulating, assessing and reflecting as they strive to bring meaning and challenge to their learning .Wellbeing is closelyknit with Student Efficacy as students learn to be risk takers who invite and accept challenges as a platform tolearn. Burrawang Public School aims to equip students with a proactive wellbeing toolkit to enable students to Connect,Succeed and Thrive in all areas of their social, emotional and academic lives.

Overall summary of progress

In 2018 our focus has been has been on developing strategies for students to improve their well–being and to takeresponsibility for their own learning. The use of visible learning practices such as learning intentions and success criteriaenables students to know the next steps in learning and drive their own progress with no limits. The transition fromcontinuums to learning progressions has been slow, and this has not yet been introduced to students. Bump up walls inthe classroom using aspects of the learning progressions will increase opportunities for students to be more involved inthis learning process.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Increased proportion of studentsattaining higher student effortgrades as measured byincreased effort scales onreports.

– Effort scales have remained constant this year.More emphasis on effort as part of effective learnerqualities needs to be developed.

Increased awareness of theimportance of social, physical andemotional well being asmeasured by student surveysand participation in well beinginitiatives.

School initiative Some staff attended a Professional learningsession on well–being. More still to be explored inthis area through the Well–being Framework forSchools

Increased proportion of studentsdisplay a minimum of 1 year'sgrowth per year of teaching asmeasured by PAT and LearningProgressions.

Literacy and numeracyfunds to allow additionaltime for teachers.

All students completed PAT assessments inReading and Maths at beginning and end of theyear to measure growth. Student also participatedin NAPLAN conferences with teachers to look attheir own growth and areas for improvement. Thisyear's growth was down marginally from last year.

Next Steps

The following future directions will ensure this 3 year plan is embedded, to provide high quality educational outcomes:– • Further professional learning and practice with using (and sharing with students)learning progressions to support

individual learning goals. • Use of the Well–being Framework for Schools resources to support school well–being practices. • Higher expectations of students to develop Effective Learner Qualities that will guide their learning. • Increased access to enrichment, creative activities for students.


Key Initiatives Resources (annual) Impact achieved this year

English language proficiency $1184 Equity funds have been combined. Studentsin the classroom have been supported directlyby an SLSO, specifically in the area ofliteracy. All students identified EALD arecurrently achieving at or above the expectedgrowth based on PLAN data.

Low level adjustment for disability $3629 Equity funds have been combined. Studentswith learning needs in specific areas acrossthe school have benefited from SLSO supportin the classroom. Most of these students haveshown growth based on PAT data.

Quality Teaching, SuccessfulStudents (QTSS)

$4893 Funds have been combined with ProfessionalLearning funds to support teacherdevelopment

Socio–economic background $1319 Equity funds have been combined. Studentshave been directly supported in the classroomby an SLSO who has supported students withachieving their individual learning goals.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 9 12 9 12

Girls 20 19 18 17

Student attendance profile

School

Year 2015 2016 2017 2018

K 97.8 86 87.4 97.3

1 98.9 92.8 79.1 99

2 94.3 95.7 93.7 91.7

3 97.5 94.4 95.6 93.5

4 98.5 95.3 93.9 96.3

5 94.2 95 96.3 93.2

6 96.4 84.2 97.1 98.4

All Years 96.3 92.1 93.8 95.2

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

All students' attendance is monitored regularly by theleadership team. This is supported through the HomeSchool Liaison Program.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 1.3

Learning and Support Teacher(s) 0.1

Teacher Librarian 0.08

School Administration and SupportStaff

0.9

*Full Time Equivalent

Burrawang Public School has no staff members whoidentify as being indigenous.

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

All teachers are accredited at Proficient level. All staffparticipated in the Performance and Developmentcycle, participating in learning related to the newScience and Technology syllabus and learningprogressions. One teacher has participated inprofessional learning around L3.

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.


2018 Actual ($)

Opening Balance 48,195

Revenue 485,313

Appropriation 476,977

Sale of Goods and Services 773

Grants and Contributions 7,085

Gain and Loss 0

Other Revenue 0

Investment Income 478

Expenses -498,295

Recurrent Expenses -498,295

Employee Related -421,120

Operating Expenses -77,174

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-12,982

Balance Carried Forward 35,213

Funds displayed reflect all income and expenditure,including staffing.

Financial summary equity funding

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

2018 Actual ($)

Base Total 441,012

Base Per Capita 5,221

Base Location 1,696

Other Base 434,096

Equity Total 16,544

Equity Aboriginal 0

Equity Socio economic 1,319

Equity Language 1,184

Equity Disability 14,041

Targeted Total 18,257

Other Total 5,570

Grand Total 481,384

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

At Burrawang PS in 2018, students completed the penand paper version of NAPLAN.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisons


to previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

In 2018 six students sat the NAPLAN Literacy tests forYear 3. Due to the small numbers, results cannot bereported.

In 2018 ten students sat the NAPLAN Literacy tests forYear 5. Due to the small numbers, results cannot bereported.


In 2018 six students sat the NAPLAN Numeracy testsfor Year 3. Due to the small numbers, results cannot bereported.

In 2018 ten students sat the NAPLAN Numeracy testsfor Year 5. Due to the small numbers, results cannot bereported.

Premier's Priorities: Improving education results andState Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands

We have no identified Indigenous students.

Parent/caregiver, student, teachersatisfaction

Two Stars and a Wish

Student 1 Griffin

1. 'We have a lot of equipment in the sports shed thatwe can use'.

2. 'Everyone is nice and it works. People fit togethernicely.'

3. 'I'd like our playground improved. Just refreshed notnecessarily changed. It needs to be more challenging.'

Student 2 Harper

1. ' I like that the school has grown and there are morestudents. There are more people to be friends with.'

2. We get really good opportunities, like The OperaHouse for recorders. Lots of sports like gymnastics. Wehad the Planetarium incursion and there was stargazing. We went to the Science centre and there's aScience & Engineering excursion too.'

3. 'We could improve the playground equipment. Weuse to have a chain to walk on, it was fun andchallenging.'

Teacher Mrs Bevan

'I love working at Burrawang Public because of thefeelings I get whilst there in the classrooms and theplayground. It's homely, welcoming, creative, positive,beautiful and I'm made to feel like I belong there by thechildren, staff and the community.The teachers, parentsand the community, work closely together to makethings happen so the students can experienceincursions, excursions, new and exciting opportunitiesand resources that encourage critical thinkers, problemsolvers and empathetic global students that enjoychallenging themselves.My wish for Burrawang in thefuture, is that more children enrol so they can be a partof our wonderful, diverse school family. I look forward tosharing our facilities and helping students excel in allareas to ensure success.'

Sally O'Dwyer in our office (School AdministrationManager)– observations when she first arrived atBurrawang Public School: • I loved the layout and grounds, the flow around

the school is excellent. • The students are happy, lovely and helpful. • The school is very well resourced (innovative

classroom furniture) and supported by the P & C.


• There is whole school ownership of the PBSsystem, where students and staff work together.

Policy requirements

Aboriginal education

There are no Indigenous students or staff at our school.

Aboriginal perspectives are integrated into our schoolplans and teaching content where appropriate. Goals ofappreciation, understanding and respect are supportedthrough a commitment to Aboriginal education.Outcomes of our aboriginal programs are

:*an appreciation of how long Aboriginal people havelived in this land.

*respect for Aboriginal elders in our society. Wecontinue to acknowledge the traditional custodians ofthis land, the Gundungarra people, at schoolassemblies

.*a growing understanding of the challenges faced byour indigenous people, in particular the challengesfaced to achieve equity in our society

.*maintaining current meaningful resources to supportAboriginal perspectives is an element of BurrawangPublic School policy.

*connections with local Aboriginal communities.

Multicultural and anti-racism education

Burrawang Public School recognises the need to focuson multicultural education as part of all curriculumareas. This ensures that our students develop the skills,knowledge and attitudes required to be part of aculturally diverse society.

Students have:

*undertaken extensive study in the religions andassociated beliefs of the world's major religions.

*participated in the Multicultural Perspectives PublicSpeaking competition.

*engaged in global awareness education related toschools in other cultures, and established connectionswith students in Malaysia.

*developed an understanding of cultural belief systems.Different beliefs and cultures are discussed as part ofthe informal curriculum, as prompted by educationaloutcomes and world events.

*Participated in Harmony Day celebrations.


Documents

2018 Burrawang Public School Annual Report · all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies