2018 Wooli Public School Annual Report - Amazon S3 · 2019. 6. 5. · Introduction The Annual Report for 2018 is provided to the community of Wooli Public School as an account of

Wooli Public SchoolAnnual Report

2018

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Printed on: 5 June, 2019Page 1 of 14 Wooli Public School 2841 (2018)

Introduction

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

Robyn Parnell

Principal

School contact details

Wooli Public SchoolMain StWooli, 2462www.wooli-p.schools.nsw.edu.auwooli-p.school@det.nsw.edu.au6649 7522


School background

School vision statement

Our vision is to provide educational experiences and opportunities that will engage and motive all students to learn,discover and critically analyse their knowledge and to equip them to become informed citizens of the future.

Pupils leaving Wooli School will: • Achieve their individual academic potential in all Key Learning Areas. • Be morally, emotionally and culturally developed with a sense of personal worth and dignity. • Have a strong sense of helping others through co–operation, tolerance, mutual respect and an appreciation of

individual differences. • Be given the opportunities to excel in personal interests and talents. • Be aware of the importance of caring for oneself and physical fitness. • Have a balanced and positive approach to the environment.

School context

Wooli Public School is situated on the New South Wales North Coast on the traditional land of the Yaegil people. Wooli isa small coastal school nestled into the dunes. Families need to travel to Grafton for most services.

The school has a permanent teaching staff of 3 and currently caters for 60 students from Kindergarten to Year 6.Students come to school from homes based in the townships of Wooli, Minnie Water and Pillar Valley and from ruralholdings in the surrounding shire.

Approximately 6.5% of the students identify as being of Aboriginal or Torres Strait Islander background.

The school plays an active role in the community and supports local community initiatives. The Parents and CitizensAssociation is very pro–active in supporting the students of the school.

The Family Occupation and Education Index (FOEI) is a school level measure of relative socio– economic disadvantagedeveloped specifically for NSW government school. The FOEI is 106 based on students' parental backgroundinformation provided on enrolment forms. The 2017/2018 average FOEI value for Wooli school is 106 compared to theNSW average of 100.

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.

Learning

Wooli Public School has spent considerable time addressing the Learning Culture of our school. The school'son–balance judgement for this element is: Sustaining and Growing.

Attendance rates are regularly monitored and action is taken promptly to address issues with individual students.(Sustaining and Growing) Attendance data is regularly analysed and is used to inform planning. Whole of school andpersonalized attendance approaches are improving regular attendance rates for all students, including those at risk.

Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as classroom,playground, assemblies and excursions.

Students are taught to accept responsibility for their own behaviour as appropriate to their age and level ofunderstanding. The school consistently implements a whole school approach to wellbeing that has defined behaviouralexpectations and creates a positive teaching and learning environment. (Sustaining and Growing)


Teaching

The school reports have been revised and student reports now contain detailed information about individual studentlearning, achievement and areas for growth. Assessment data is now included in student reports.The school analysesinternal and external assessment data to monitor, track and report on student and school performance. (Sustaining andGrowing)

Teachers are actively engaged in planning their own professional development to improve their performance. There is aparticular focus on improved methods in literacy and numeracy, with professional learning activities focused on buildingteachers' understandings of effective teaching strategies in these areas. (Delivering)

In 2017–2018 teachers have been learning how to use and interpret student data to inform their teaching. A whole schoolassessment policy was implemented so that teachers could track student data and transition students between classes.L3 training has been very successful with lots of positive collaboration between the K/1 teachers in our CVCOSSnetwork. Very successful combined schools staff development day was held in Term 2 Teachers can demonstrate thatdifferentiated opportunities are available for students. (Sustaining and Growing)

Teachers are now tracking student progress on the continuum in SENTRAL. Some of this information has beentransferred to PLAN 2. Student reports contain specific student results and progress, data is used from in classstandardized test results. Whole school assessment policy has been developed that ensured that testing is consistentthrougout the school. (Sustaining and Growing)

Leading

Parents and community members have the opportunity to engage in a wide variety of school related activities. Links existwith communities of schools, other educational providers and other organisations to support the school's programs. Thisis evidenced by our strong commitment toparents to notify them of up–coming school events and activities. OurAdministrative staff have done an outstanding job submitting articles to the paper. We have received a lot of positivefeedback from community members about these articles. We have also surveyed parents re their preferred methods ofcommunication. We now have approximately 130 subscribers to the Skoolbag app. Users of this app receive regularpush notifications, alerts as well as weekly newsletters and lunch order notes. (Delivering)

The school has fostered strong relationships with the local land–care groups. The teachers regularly mentor early careerteachers from our partnership universities. The student's actively participate in activities and events with other schools. In2018, students participated in combined activity days focused on, creative and practical arts, camping and outdoor skills,as well as sports and physical activity. (Delivering)

Community members have been invited to join us at a number of events throughout the year: Term and weeklyassemblies, beach spring clean days, UNE Discovery Tour, Mini Athletics and Traditional Games carnival and manydifferent sporting events. Our wholeschool 'Bucket Filler' program has been very successful. There has been an increasein the number of students achieving Bucket Filler awards each term. The school Anti–bullying plan was revised to reflectthe DoE Anti–bullying policy and school and community expectations. (Delivering)

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

Excellence in learning

Purpose

To develop foundation skills in literacy and numeracy, strong content knowledge and the ability to learn, adapt and beresponsible citizens. Teachers use information about individual student's capabilities and needs to plan for student'slearning so as to engage them in rich learning experiences, developing the vital skills for flourishing – now and in futureyears. Through a committed approach to sharing information about learning development, teachers work in partnershipwith parents as active participants in their children’s education.

Overall summary of progress

In 2018 we have focussed heavily on the importance of regular school attendance. As a result of this attendance ratesfor the majority of students have improved dramatically. The school has worked closely with families to support thosestudents who are considered to be at risk. The staff anti–bullying messages are very popular with the students and thewider community. In 2018 staff had 12 different anti–bullying messages that the students had selected embroidered ontoour individual staff uniforms. Parent teacher interviews were scheduled for semester 1 and 2, parents were alsoencourgaged to make appointments with teachers outside of these times to discuss student progress.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Learning Culture: Studentattendance data will be regularlymonitored. Attendance rates forthe year will increase from 87.9%in 2017 to 90% in 2019.

• Socio–economicbackground ($1000.00)

Attendance rates have increased from 87% to 90%(Sentral data 19/11/18) this is a direct result of theextra focus spent on student attendance. Studentsare beginning to take more responsibility for theirown attendance. Additional attendance rewardswere very popular with the students as they strivedto improve their own attendance results.

Wellbeing: Expectations ofbehaviour are explicitly,consistently and supportivelyapplied across the school.

($300.00) 2018 Anti–bullying and kindness messagesembroidered on staff shirts were very effective. Allstudents participated in selecting the messages tobe embroidered into staff shirts. The P&C indicatedthey would like to see this extended to the year 6student shirts.

Reporting: School reports arepersonalised and comprehensive,providing specific information onstudent learning and growth.

Low level adjustment fordisability ($1200.00)

Individual parent teacher time was scheduled sothat teachers could meet with parents to show themwork samples and discuss student semester 2reports. There was a decrease in the number ofparents that requested parent teacher interviewswhen compared to semester 2 requests.

Curriculum: By the end of 2019teachers will develop deepknowledge of syllabus writingoutcomes across all grades asevidenced by explicit anddifferentiated teaching andlearning programming andcollaboration across stages.

$5000 professional learning Student writing samples indicated that morestudents were writing at stage expectation. Lessonobservations showed that teachers were usingmore explicit teaching techniques.

Next Steps

In 2019 we will again be focussing on improving our attendance data. Parents will be encouraged to apply forexemptions where appropriate. In 2019 teachers will be engaging more with Learning Progressions and tracking studentprogress using PLAN 2. Student well being will focus on regular 1:1 sessions between teachers and students these willtake the form of informal welfare checks. Principal and Chaplain will also encourage regular drop in chats with students.


Student reports will again focus on providing personalised information about individual student learning progress andachievement, as well as providing a plan for meeting future learning goals.

In 2019 our focus will be on providing more opportunities for parents to engage with student learning.



Excellence in teaching

Purpose

To encourage teachers to take personal responsibility for improving their teaching practice in order to improve studentlearning. Learning opportunities are engaging and teaching strategies are evidence based. Teachers are immersed incollaborative learning and are committed to providing high quality learning experiences for all students.


Teachers have been working collaboratively with peers within our school as well as the wider CVCOSS. Teachers areproviding high quality learning experiences for students. There is evidence that explicit teaching is happening in each ofthe classrooms.





Professional Standards:

By the end of 2019 all eligibleteachers will have attained or aremaintaining accreditation atprofessional accomplishment.

Support for beginningteachers ($3000.00)

Three teachers were accredited as proficient during2018.

Effective classroom practice:

Teachers participate inprofessional development that isrelevant to their identified areasof need and supports explicitteaching and the schoolsstrategic directions.

Quality Teaching,Successful Students(QTSS) ($4000.00)

Teachers participated in the writing initiative,traditional games day, L3 training and Kindergartenyear 1 sharing days. In 2019 we would like to buildon these networks so that teachers can spend timein other teacher's classrooms.

Teachers have participated in a numbers ofnetworking opportunities, NAPLAN writing initiativeswere very popular. The writing initiative was a yearlong program where teachers are encouraged toprovide feedback to peers. Student writing samplesindicated that eplicit teaching techniques werehaving a positive influence on student writing.

Teaching staff provide explicit,specific and timely feedbackrelated to defined successcriteria.

Student writing samples indicated that writing isimproving across the school. Teachers have beenusing more explicit teaching methods in theclassrooms.

Next Steps

In 2019 our school will focus on strategies to improve student NAPLAN results. The school wifi network will be upgradedby the Connecting Countries program this will mean that students will have more reliable access to IPADS andtechnology. NAPLAN testing has now transitioned to an online system so it is very important that our students haveaccess to the latest technology to support them.

NAPLAN data has indicated that Spelling results across the school need to improve, in 2019 the school will use theSoundwaves spelling program, this program focusses on explicit teaching of spelling from K–6.



Excellence in leading

Purpose

To encourage a culture of high expectations and a shared sense of responsibility for student engagement, learning,development and success. Students benefit from the school's proactive engagement with parents and the widercommunity. Resource allocation and planning supports the strategic vision of the school community.


Staff have been very involved in setting our strategic directions as well as identifying milestones that we will worktowards. Our staff understand the importance of providing high quality evidence. Expectations are high and teachers arecommitted to providing engaging learning activities.





Staff understand the schoolstrategic directions and workcollaboratively to meet identifiedimprovement measures.

Principals Release funding$8000

SEF data and evidence wall is displayed so that allteachers and staff members focus on our identifiedareas of development. The school excellenceframework drives all the other school planning andorganisational tools. Teachers are encouraged toidentify areas of the school excellence frameworkthat need to be addressed.

There will be increased methodsof communication available forparents to obtain information andprovide feedback.

We have introduced a number of newcommunication strategies . Parents receive regularnewsletters and push notifications via the skoolbagapp. In 2018 we also started a facebook page. Thishas proven to be very popular with the communityand parents.

Staff are confident using sharedsystems and resources such asGoogle Drive and SENTRAL.These systems are used to theirfull capacity to support teachersand students.

Professional Learning$2000

Staff are overwhelmed with the changes that havebeen introduced. We have set our own prioritiesaccording to the needs of our school situation.Online training has been invaluable as we are ableto work at our own pace and redo modules ifneeded. EFPT and HR are our priorities forSemester 2.

EFPT was again rolled out in Term 4. The principalparticipated in dditional peer training days as wellas online training so that our 2019 budgetaccurately reflects our school committments andpriorities for 2019.

There were a lot of issues with temporary staffengagements forms for 2019, this was very timeconsuming, a lot of pay issues and temporaycontracts were still not finalized until the end ofFebruary 2019. A lot more training is requires forTemporary contracts and WBS/IO coding if thisprogram is to be considered successful.

Next Steps

The school wifi network will be upgraded by the Connecting Countries program this will mean that students will have


more reliable access to IPADS and technology. NAPLAN testing has now transitioned to an online system so it is veryimportant that our students have access to the latest technology to support them.

An IPAD bank will be set up so that classes can access this resource. IPADS will be sentrally managed from theadministration area so that they can be maintained properly and so that all classes have equal access to this resources.

In 2019 our administration area will be upgraded this will require considerable managing for our Administration team.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading • Aboriginal backgroundloading ($5 892.00)

Indigenous games was a great success withover 200 students competing from 7 smallschools. Students from SGHS Slikk group dida fantastic job as group leaders.

Transition days and interschool visits havebeen very successful. Commonwealth GamesUlmarra, CVAS river clean, TraditionalGames–Wooli,Year 5 Technology SGHS,Year 6 Sport SGHS, Year 4 Creative Arts.Combined school excursion with Cowper andUlmarra.

Low level adjustment for disability • Low level adjustment fordisability ($30 435.00)

Additional classroom support was funded tosupport students in the Stage 2 classroom.This additional support provided students witha better pupil to teacher ratio. Additionalsupport was also used to provide individualand small group opportunities during Literacyand Numeracy sessions. Learning andsupport teacher funding was used to supportteachers with assessment and reporting.

Quality Teaching, SuccessfulStudents (QTSS)

• Quality Teaching,Successful Students(QTSS) ($3 900.00)

School reports are personalized andcomprehensive, providing specific informationon student learning and growth. Teachershave developed a deep knowledge of writingoutcomes as evidenced by explicit anddifferentiated teaching and learning programs.All teachers have received initial training inPLAN 2.

Socio–economic background • Socio–economicbackground ($27 837.00)

Provide students with a range of opportunitiesto participate in social, cultural and sportingevents. Students participated in combinedschool activity days as well as the SGHScomprehensive tranistion program forstudents in years 4–6.

Support for beginning teachers TOTAL funds allocated tobeginning teacherdevelopment $26050DET allocation $26000 • Support for beginningteachers ($27 000.00)

Teachers trained in the SENTRAL reportingsystem to ensure that there is consistency ofteacher judgement in reports. Stage 2 andStage 3 teachers Term 2 and 3 – EffectiveReading Instruction in the Early Years Thistwo day professional learning activity providedearly years' teachers/school leaders withsupport and practical applications ofevidence–based teaching of reading. Thedays focussed on six elements of effectivereading (oral language, vocabulary, phonics,phonemic awareness, fluency andcomprehension). A specific focus of day twowas on the pedagogical approach to systemicand explicit phonics teaching within theEnglish syllabus. Teachers were also trainedin the National Literacy and NumeracyLearning Progressions. This trainingprovided an introduction to the NationalLiteracy and Numeracy LearningProgressions and PLAN 2.1 hour additionalrelease per week each Beginning teacher 1hour additional release for each mentor Total4 hours $300 each week x 52 (Temp teachersare paid for 52 weeks)


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 38 35 36 38

Girls 18 13 20 20

Student enrolment numbers are continuing to increase.An additional permanent teacher was appointed in2017 we were able to maintain this additional positionin 2018. There are now three classes operating eachday.

Student attendance profile

School

Year 2015 2016 2017 2018

K 83.5 92 90.1 91.9

1 92.4 87.5 89.7 96

2 90.5 89.1 89.7 89.7

3 88.4 94.1 94.4 88

4 89 81.7 91.4 88.8

5 81.9 86.7 87.1 88.2

6 94.6 89.4 90.3 86.3

All Years 88.6 89.4 90.5 89.8

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

Regular school attendance is promoted within ourschool community. Student and class attendanceawards are given out at our term assemblies.Information about the benefit of regular schoolattendance is distributed to parents via our newsletterand on our facebook page. Parents are encouraged touse our skoolbag app to notify the school of studentabsences.

The DoE policy on school attendance is available onour school website so that parents can see whatabsences are considered as justified. The HomeSchool Liason Officer and the School Counsellor areavailable to support families if absences increase to anunacceptable level.

The attendance table indicates that our attendancerecords are improving slowly.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Classroom Teacher(s) 2.49

Learning and Support Teacher(s) 0.2

Teacher Librarian 0.17

School Administration and SupportStaff

1.41

*Full Time Equivalent

Reporting of information for staff must be consistentwith privacy and personal information policies.

The Aboriginal composition of the school workforce isdeemed by staff to be private information.

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

Our Professional learning priorities for 2018 wherefocussed on the changes to our administration system.Significant resources where allocated to support ouradministrative staff during thisprocess.

Wooli Public School staff participated in the followingcourses, conferences and training:

Teaching staff:

NAPLAN


Writing Initiative

L3

Face to Face Anaphylaxis training

Face to Face CPR training

Child Protection update

Mathematics Building blocks for Numeracy

Code of Conduct update

Fraud Prevention and corruption

WHS local induction

Bushfire Safety

Principal Professional Learning:

Primary Principal Association meetings

Clarence Valley Community of Small Schools meetings

Director meetings /school visits

Clarence principals network meetings

LMBR principal LMBR EBS4 systems LMBREFPTNAPLAN online training

SASS Staff Professional Learning

LMBR EBS4 systems

LMBR EFPT

Child Protection

Code of Conduct

First Aid training

CPR & Anaphylaxis Face to Face training

Certificate IV Ministry and Theology

Chaplain Network meetings

TEACHER ACCREDITATION: 80% of teaching staffare registered with BOSTES and have achieved level ofProficient –Professional Competence.

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 73,799

Revenue 798,280

Appropriation 770,254

Sale of Goods and Services 0

Grants and Contributions 26,812

Gain and Loss 0

Other Revenue 0

Investment Income 1,215

Expenses -729,720

Recurrent Expenses -729,720

Employee Related -659,453

Operating Expenses -70,267

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

68,560

Balance Carried Forward 142,360

This table shows the general operating costs of ourschool.

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 628,095

Base Per Capita 10,829

Base Location 18,404

Other Base 598,862

Equity Total 64,163

Equity Aboriginal 5,892

Equity Socio economic 27,837

Equity Language 0

Equity Disability 30,435

Targeted Total 28,555

Other Total 9,696

Grand Total 730,509


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.

Because of the small student numbers in each cohortstudent NAPLAN data is not included in a graph format.Specific information about your childs' progress can beobtained from the school.

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 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.

While we cannot provide specific information ingraph form our SCOUT data reports indicate thatthe schools growth from year 3 to year 5 issignificantly higher than the state average in allareas of Literacy. • In Reading the average growth for all students

was 82.66 where as in 2018 tests Wooli studentsachieved an average growth of 100.08.

• Writing growth was 74.63 compared to stategrowth of 47.55.

• Spelling growth was 81.89 compared to the stategrowth of 79.66

• Grammar and punctuation was also significantlyhigher with our student growth recorded at 111.28compared to state average growth of 68.31

Our student growth results for Numeracy indicated thatstudents who attended school on a regular basisshowed the best growth.

In consideration of the Premier's Priorities: Improvingeducation results; 27% of students in years 3 and 5 arein the top two bands for Reading and Numeracy.

Classroom teachers have high expectations of allstudents and reported greater student engagement in

learning activities.

Average scaled growth in Numeracy is 98.1 comparedto state scaled growth of 93.1.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

In consideration of the State Priorities: Better services –Improving Aboriginal education outcomesfor students inthe top two NAPLAN bands, due to reportingrequirements, we are unable to display NAPLAN resultsfor Aboriginal students as there were less than 10students who completed the testing.

All Aboriginal students have an Individual Learning Pnwith high expectations for achievement of set goals.

Parent/caregiver, student, teachersatisfaction

In 2018 the school attempted to survey parents as totheir prefered method of communication.. Unfortunatelyonly one parent responded to this survey so we werenot able to extract any useful data from this survey.

In 2018 the school introduced a school Facebook page.Parents and the wider community have been verysupportive of this initiative and it has been great to readsome of the positive comments that people post on ourpage. Parents have reported that they love seeing thephotos of school activities and special events.

95% of our parents now have the Skoolbag app. Ourfortnightly newsletter is now sent out electronically toparents and community members via the skoolbag app.

Policy requirements

Aboriginal education

Aboriginal perspective is included within all units ofwork. Students were given the opportunity to participatein a combinined schools Indigenous games activity dayled by students from South Grafton High School.Students had the opportunity to learn a variety oftraditional games, they really enjoyed working with thehigh school students who were their team leaders.

In 2018 Wooli School hosted a very successful K–2


Traditional Games day at the Wooli Sports Grounds.180 students from 7 of our neighbouring small schoolsattended this event.

Multicultural and anti-racism education

Multicultural units are taught in all classes K–6. Ourschool has culturally inclusive classroom and schoolpractises. Teaching and learning programs fosterstudents' appreciation of culture, cultural diversity andanti–racism.


Documents

2018 Wooli Public School Annual Report - Amazon S3 · 2019. 6. 5. · Introduction The Annual Report for 2018 is provided to the community of Wooli Public School as an account of