2018 Mulyan Public School Annual Report - Amazon S3€¦ · Mulyan Public school caters for individual student need through various support programs and Early Action for Success

Mulyan Public SchoolAnnual Report

2018

5242

Printed on: 8 May, 2019Page 1 of 13 Mulyan Public School 5242 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Mulyan 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.

Catherine Briggs

Principal

School contact details

Mulyan Public SchoolLachlan StCowra, 2794www.mulyan-p.schools.nsw.edu.aumulyan-p.school@det.nsw.edu.au6342 2531

Message from the Principal

It has been my pleasure to lead the community at Mulyan Public School in 2018. It has been a year of establishing newrelationships and reassessing systems and processes to ensure that our school is operating at the highest level for thebenefit of our students.

Students and staff have been actively involved in a wide range of academic, sporting and cultural activities over the yearthat have built their skills and confidence as citizens of Cowra. These activities will be detailed within this Annual SchoolReport.

Congratulations to students on their successes in 2018 and I look forward to continuing working with the whole schoolcommunity to watch it grow and thrive in 2019.

Catherine Briggs


School background

School vision statement

Mulyan Public School promote excellence and equity by ensuring all students become active and engaged learners,confident and creative individuals and world ready, informed citizens. This occurs by ensuring that all students in theschool "Aim High".

School context

Mulyan Public School is located in a rural area of central–west NSW and students come from both the township ofCowra and outlying farming areas.

The school prides itself on strong links with the local Wiradjuri community the local Aboriginal Education ConsultativeGroup. Aboriginal students currently comprise 22% of the student cohort.

The school has an active P&C. Parental and community involvement in all areas of school life is encouraged.

The school actively participates in and performs at community events each year.

Mulyan Public school caters for individual student need through various support programs and Early Action for Success.

The school promotes leadership in educational and technological innovation, by fully embracing innovative technologyand encouraging future – focussed learning everyday.

The school has excellent programs in literacy and numeracy as well as outstanding programs in dancing, singing,drama and public speaking.

A wide range of sporting options are offered, resulting in a strong Mulyan PS presence in representative sportingsuccess. The school has great pride in their continued achievements at eisteddfods in singing, public speaking anddrama as well as in areas such as the Premier's Debating Challenge, the Western Region Challenge and the Premier'sSpelling Challenge .

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.

The School Self Assessment suggests that our on balance judgement has us Sustaining and Growing for Learning,Sustaining and Growing for Teaching and Delivering for Leading. This is similar to the 2017 assessment. As newsystems and processes and implemented we would hope to see change in each area.

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 Learning

Purpose

Mulyan Public School uses evidence based strategies to create and maintain a high expectations learning culture that issupported by quality wellbeing processes. This culture will develop self–directed, engaged and confident learners.

Overall summary of progress

In 2018 the focus has been on reviewing our school welfare and wellbeing policies. The Policy has been updated and willcontinue to be developed through participation of one of our senior staff members in the High Impact Leadership Project.Her project is to work with the whole school community to enhance our current policies to best meet the needs of ourstudents. 2018 also saw the implementation of a whole school wellbeing strategy that included the employment of aSchool Wellbeing Officer two days per week and Wellbeing Weeks being held each term to focus the community onlooking after themselves and each other.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

To consistently achieve orexceed a year of growth for ayear of learning.

PL time and Principal andInstructional Leader time toimplement and plan.

Staff Meeting PL and StageMeetings

Completed and ready for 2019. K–6 Programmingteams to be formed in early 2019 to review andadjust exemplary programs and scopes etc.

Attendance and wellbeing dataindicate improved levels ofstudent engagement.

Additional release time forAP to organise WellbeingWeek activities.

Wellbeing Week well received across whole school.2019 this will be managed by Stage teams ratherthan one AP. Jacki Beale has attended High ImpactLeadership Course and developed scope andsequence for Wellbeing Policy review in 2019.Visits taken place by Jacki's Mentors. Time willneed to be allocated to her to complete project.

All teachers are using evidencebased teaching strategies andanalyse their students'assessment data to inform andimprove practice.

PL time and Principal andInstructional Leader time toimplement and plan.

Staff Meeting PL and StageMeetings

Underway but to be incorporated in newcollaborative planning and programming strategiesbeing developed in 2019. Some changes will occurearly 2019 with change of Executive roles and theimplementation of PAT Testing Year 3–6.

Aboriginal students achieveimproved NAPLANresults working towards thePremier's Priorities.

Aboriginal Funding used toemploy an AboriginalReading Tutor fulltime.

Reading tutor program reaching students in need3–6

Next Steps

2019 will see the continuation of these projects and Professional Learning around Visible Learning strategies. These willfocus on continuing to build and maintain a High Expectations culture and Effective Feedback.



Quality Teaching

Purpose

Mulyan Public School develops and maintains high quality and consistent teaching programs and assessment practices.These are built on strong differentiation processes and the effective use of data to inform teaching practice.


In 2018 staff undertook training in the effective use of data to inform teaching and learning. This included the CESEmodules and some practical applications. The organisation for 2019 that was implemented in late 2018 established thesystems and processes to allow greater collaboration for all teaching and learning teams using shared scope andsequences, shared teaching programs and electronic means to share and store information on teaching and learning forall staff.





Teaching programs demonstrateevidence–based strategies andcollaboratively designed content.

Staff Meeting time used toprovide ProfessionalLearning which is led withinthe school using availablestaff expertise.

Instructional Leaders usedto support.

Some training undertaken and foundations laid for2019.

Measurement and evaluation ofquality assessment data capturedand applied school–wide.


Instructional Leaders usedto support.

Data and data usage training undertaken by all.Some implementation.

Collaborative practices areevident through all Performanceand Development processes inthe school.


Instructional Leaders usedto support staff andprofessional leaerning.

All set up ready to be undertaken in 2019.

Next Steps

Mechanisms for Collaboration is in place for the beginning of 2019 and staff skills will continue to be developed to makebest use of this including using moderation strategies to ensure consistency of teacher judgement in assessment.Professional Learning will also focus on Explicit teaching strategies for all staff with a focus on Mathematics.



Quality Leadership

Purpose

Inspirational leaders use current evidence based strategies to create and maintain a challenging, holistic learningenvironment. They work towards developing the leadership capacity of all members of the Mulyan School Community toestablish strong, productive relationships that impact positively on student outcomes. Mulyan Public School is committedto building inspirational leaders.


The focus in 2018 was specifically on ensuring the students are at the centre of everything we do at Mulyan PublicSchool. This focus is reflected in everyday practice, the review of our welfare and wellbeing policies and the shift tocollaborative practices within teaching teams.





The school has high performingteaching staff as measuredagainst the AustralianProfessional Teaching Standardsfor Teachers and Principals

Evidence of high impact schoolimprovement across all domainsof the School ExcellenceFramework.

Next Steps

In 2019 there will be a continued focus on developing the leadership skills of all interested staff through professionallearning and providing coaching and support to those staff wishing to take up opportunities of leadership within ourschool. The focus will remain on ensuring that our students are at the centre of everything we do.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Funding from our Aboriginalbackground loading wasused to employ anIndigenous SLSO fulltime towork with students acrossthe school. He provided afabulous role model forstudents, support for anywelfare issues and readingtutoring amongst manyother contributions.

The SLSO reading tutor program resulted insignificant growth in reading skills andconfidence among our Primary agedAboriginal students identified to participate inthe program. His presence in and around theschool supported the social development ofour indigenous students giving them greaterconfidence to problem solve social issues andthe knowledge that they are cared for.

Low level adjustment for disability Funding for Low leveladjustment for disabilitywas used to employ 6SLSOs part time in 2018.These staff were rosteredto support students in boththe Infants and Primaryproviding MiniLit,Mathematics BoostProgram and individualsupport within theplayground and classroomsettings.

The interventions implemented by our SLSOteam ensured that most students in Kinderand Year 1 recorded a year's growth for ayear's learning. The individualised and smallgroup support programs they implementedensured that student achievement and highexpectations was at the centre of each child'seducational journey.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS Funding was used in2019 to provide release forExecutive staff toimplement the ProfessionalDevelopment Frameworkand other Quality teachingInitiatives.

In 2019 the Funding will be used in the sameway with more systematic processesimplemented to ensure that the ProfessionalDevelopment Framework is fully utilised todevelop leadership and teaching potentialacross Stages.

Socio–economic background Socio–economicBackground funding wasused in 2018 to fund theestablishment of anadditional class in theInfants. This meant that allclasses across K–6 weresmaller and allowed forgrowth of student numberand a

tight focus on studentacademic growth andwelfare support.

In 2019 the Socio–economic Backgroundfunding will be used to fund additionalteaching staff for the same purpose.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 165 165 152 144

Girls 178 176 154 150

Student numbers dropped in 2017 with one class ofKindergarten student enrolling. In 2018 studentnumbers were maintained at 2017 levels. Programshave been put in place to attract Kinder enrolments for2019 including the establishment of a weekly playgroupand advertising at local pre schools.

Student attendance profile

School

Year 2015 2016 2017 2018

K 94.5 93.9 94.1 94.1

1 92.5 94.6 94.4 92.6

2 94.9 93.1 94 90.4

3 94.9 95.8 93.6 91.7

4 93.4 93.8 93.3 91.5

5 91.6 95.8 93.8 92.2

6 95.2 89.1 94.5 90.5

All Years 93.8 93.6 93.9 91.7

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

Student attendance is managed in consultation with ourHome School Liaison Officer and in line with our schoolpolicy. All

class rolls are marked each day by 10am and studentabsences followed up if not explained within three days.A weekly check is done on patterns of absences and

concerns are followed up with families or if requiredthrough the Home School Liaison Program.

Class sizes

Class Total

K MUDHA 19

K GARAL 18

1 GARAL 18

1/2 BUURI 23

2 GARAL 24

3 MUDHA 24

3 GARAL 25

4 MUDHA 26

4 GARAL 25

5 MUDHA 22

5 GARAL 22

6 GARAL 25

6 MUDHA 25

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 10.52

Teacher of Reading Recovery 0.63

Learning and Support Teacher(s) 0.9

Teacher Librarian 0.6

School Administration and SupportStaff

2.92

*Full Time Equivalent

In 2018 we have four identified Aboriginal staff workingfulltime and several working in consultation at theschool supporting specific students.

Teacher qualifications

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


Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Professional learning and teacher accreditation

Two staff achieved their promotion from ProvisionallyAccredited to Proficient Accreditation in 2019. Twomore teachers have begun working through thisprocess and intend to finish it in 2019. Another threeteachers completed the requirements to maintain theiraccreditation at Proficient in 2018. All pre–2004teachers were granted Proficient Teacher Accreditationin February 2018 and began their accreditationprocesses.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 1,850

Revenue 3,403,551

Appropriation 3,284,145

Sale of Goods and Services 2,978

Grants and Contributions 115,899

Gain and Loss 0

Other Revenue 100

Investment Income 430

Expenses -3,419,662

Recurrent Expenses -3,419,662

Employee Related -3,008,372

Operating Expenses -411,290

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-16,110

Balance Carried Forward -14,260

The school used the new EFpT Financial Planning Toolin 2018. This system was refined as the yearprogressed and training was undertaken by thePrincipal and Senior Administration Manager to ensure

compliance with the new processes. All major Financialdecisions were made with the input of Executive andP&C who formed the Finance Committee.

There were some significant expenses that carried overfrom 2017 that needed to be paid out in 2018. This leftus with the prospect of a deficit. By the end of the yearhowever, this deficit had been reigned in and promisedprograms were delivered including a new bell systemand the Primary basketball Court.

Delete text not required.

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 2,169,527

Base Per Capita 59,171

Base Location 6,472

Other Base 2,103,883

Equity Total 522,140

Equity Aboriginal 79,803

Equity Socio economic 313,166

Equity Language 0

Equity Disability 129,172

Targeted Total 81,233

Other Total 310,723

Grand Total 3,083,623

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.

From 2018 to 2020 NAPLAN is moving from a paper


test 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 comparisonsto 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.

The majority of Mulyan students continue to perform inthe middle bands of achievement in all areas ofLiteracy. A strategy to 'bump up' students from thesebands into the top 2 bands has begun to beimplemented across the school. Continued focus needsto be on developing the writing skills of all students.This is continuing to be implemented in 2019.



Similar to Literacy, the majority of students at MulyanPublic School continue to perform in the middle twobands in Numeracy. Numeracy is the whole schoolfocus for Professional Learning in 2019. TheInstructional Leaders will provide staff with targetedtraining and following on from the Building Blocks forNumeracy training undertaken by some staff in 2018,teaching and learning will focus on how to best deliverhigh quality Maths learning in the classroom.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

In accordance with the Premier's Priorities: Improvingeducation results and State Priorities: Better services –


Improving Aboriginal education outcomes for studentsin the top two NAPLAN bands Mulyan Public Schoolhas 20% of it's Aboriginal Students performing in thetop two bands in the 2018 NAPLAN Testing. This is adecrease from 23.8% in 2017 which may be accountedfor by individual student differences. In order to meetthe requirements of the Premier's Priorities in this areaMulyan Public School uses its Aboriginal Funding toemploy a fulltime reading tutor who works withidentified Aboriginal students to improve their readingand comprehension skills. These students are alsocatered for within classrooms and by our extensiveLearning and Support Programs.

Parent/caregiver, student, teachersatisfaction

Tell Them From Me Surveys were used in 2018 tosurvey student, parent and teacher satisfaction acrossthe school. Reports for the surveys conducted in Apriland October show that 88% of students I Year 4 to 6value schooling outcomes and see it as having a strongbearing on their future. 74% of these 126 studentshave positive relationships at school and 64%experience a positive sense of belonging at school.These percentages increased slightly between the AprilSurvey and the October survey.

Parent Tell Them from me Partner Surveys illustratethat communication between home and school needsto be improved. Only 29 parents responded to thesurvey with scores from 0 to 10 indicating StronglyDisagree to Strongly Agree. The average response was6.4 when questioned about how welcome parents feelat the school. The area that requires improvementunder this section is scheduling of activities at timeswhere parents can attend. Questions around Parentsbeing informed, showed that parents feel well informedabout their child's academic progress through writtenreports but they would like more information about theirsocial and emotional development. Approximately halfof the parents who responded said that they hadspoken to their child's teacher three or more times overthe year and attended meetings. Only 17% ofresponding parents participated in school committeessuch as P&C.

The Tell Them From Me Teacher Survey wasundertaken in October 2018 and 13 teachersresponded to the survey. Of the Eight Drivers ofstudents Learning staff rated six elements at 7 or aboveout of 10. The areas teachers felt most neededimproving is access technology (which is a focus for2019) and Parent Involvement (which aligns withresults from the parent survey). 54 % agreed theleadership of the school communicated their strategicvision and values to staff and 96% agreed that theschool leaders were leading improvement and change.

Results of these surveys show that the areas ofencouraging and catering for parent involvement andcommunicating to parents around their child's socialand emotional progress are areas for improvement.Changes currently underway in our wellbeing andwelfare systems should support growth in students'

sense of positive belonging within the schoolenvironment.

Policy requirements

Aboriginal education

Mulyan Public School meets the needs of our 22%Aboriginal student population in a variety of ways. IN2018 staff were educated about integrating Aboriginalperspectives into their teaching programs throughProfessional Learning. We had four Aboriginal staffmembers in 2018 and one member of our Executive.They supported staff in their professional learning andin incorporating Aboriginal Perspective into theirteaching. The school also employs a specialist readingtutor who supports our Aboriginal students through hisreading programs. He also works to liaise withAboriginal students and families as required. In 2018we were also lucky enough to secure the services ofDenis Moran to mentor a number of our boys providingthem with cultural perspectives and support in order toincrease their engagement with their academiclearning.

Multicultural and anti-racism education

Mulyan Public School has an Anti Racism ContactOfficer who offers support within the school community.The ARCO received no formal complaints of rascistbehaviour within the community in 2018. While therewas some minor issues these were dealt with throughour normal behaviour management processes andstudents were supported to be inclusive of all studentswithin our school community .


Documents

2018 Mulyan Public School Annual Report - Amazon S3€¦ · Mulyan Public school caters for individual student need through various support programs and Early Action for Success