Figtree Public School Annual Report

3964

2015

1. Introduction

The Annual Report for 2015 is provided to the community of Figtree Public School as an account of the school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.

The Annual Report describes the school’s high quality practices across the three domains of the School Excellence Framework of learning, teaching and leading. For more information about the School Excellence Framework please visit: http://www.dec.nsw.gov.au/about-the-department/our-reforms/school-excellence-framework

Principal’s Name:

Melissa Harding

Principal

School Contact details: Figtree Public School Gibsons Rd Figtree, 2525 Ph: 4271 6888 figtree-p.school@det.nsw.edu.au

http://www.figtree-p.schools.nsw.edu.au

Message from the Principal

The 2015 school year was a very successful one for Figtree Public School. The staff undertook two major professional development programs: Focus on Reading and HOW2Learn. These played a significant role in positively affecting and improving the school‘s learning culture. The school’s motto of “Caring, Sharing, Learning” remained evident throughout the year and the staff continued to deliver a cohesive school-wide PBL program.

This report celebrates the successes and accomplishments of the school during the year. It also provides valuable information about our school plans and targets, the way in which they have been implemented and the level of success attained in achieving our goals.

I certify that the information in this report is the result of a rigorous school self-evaluation process and is a balanced and genuine account of the school’s achievements and identified areas for development.

Alicia O’Connor

Relieving Principal (2015)

Message from the P&C

2015 was another busy and fulfilling year for the P&C Association of Figtree Public School which, with enthusiastic support from parents and staff, continues to work hard for the benefit of our children. The P&C contributed $45,000 to the school to purchase numeracy and literacy resources, technology (iPads), air-conditioning for Banksia and playground softfall. The P&C was also pleased to fund the Year 6 Yearbook. The Parents’ Auxiliary and P&C worked closely together on fundraising efforts in 2015, including the Easter Raffle & Sausage Sizzle, Mothers’ Day Stall, Special Canteen Days, End of Term Discos. The Family Fun Night was the icing on the Auxiliary’s fundraising cake. The Auxiliary, with the assistance and support of our Figtree Public School families, made a profit of over $27,000. Hard work from a small group of Auxiliary members, together with the assistance of volunteers, made for some great events and the funds raised allowed us to ensure that each and every child at Figtree Public School receives the best educational support possible. The canteen was completely gutted and re-fitted using the $30,000 grant sourced via the Community Building Partnerships programme and an additional $10,000 provided by the Figtree Public School P&C. We were pleased to welcome our local State member, Mr Ryan Park MP, who officially opened the canteen renovations. The canteen successfully underwent a Wollongong Council inspection. Our menu continued in a similar vein to the one that was overhauled in 2013 and further enhanced choice and variety and provided a healthy and inexpensive alternative for busy parents. It is a great resource for the school. We are looking forward to another productive and profitable year in 2016. As always, we encourage new faces in the P&C Committee in the forthcoming year to provide new ideas, thoughts, suggestions and opinions.

Mel Faulks

P&C President 2015

School background

School vision statement

To provide quality learning so that every student and teacher is actively engaged and enabled in their learning, achieves success, reaches their potential. Figtree Public School is committed to the pursuit of continuous personal, social and intellectual growth in students and staff through best practice learning and teaching. Figtree Public School embraces diversity and fosters a strong sense of community by students and staff learning in a safe, caring and supportive environment.

Figtree Public School is the foundation for students as 21st Century life-long learners by learning respect, confidence, personal growth and positive attitudes to learning and life to best meet the challenges of the Melbourne Declaration on Educational Goals for Young Australians ‘of being successful learners, confident and creative individuals; active and informed citizens’.

School context

Figtree Public School is located in the central suburbs of Wollongong, serving a diverse, multicultural population representing 35 countries, the largest being Macedonia. There are currently around 300 students in 11 K-6 mainstream classes and 3 support classes for children with intellectual and physical disabilities. Figtree Public School is proud of its social and academic reputation as a result of very supportive and caring relationships between children, parents, staff and the wider community over many years. Our happy, vibrant, family school culture is built upon our Positive Behaviour for Learning (PBL) values of Respect, Safety, Learning which are strongly aligned to the core words of our school song and school motto Caring, Sharing, Learning Together. Our core values and school motto are clearly embedded in everything that happens at Figtree Public School.

2. Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our staff at Figtree Public School have discussed the School Excellence Framework and its implications for informing, monitoring and validating our journey of excellence. Time was spent in Term 4, thoroughly examining the school plan to determine the elements of the School Excellence Framework that the plan most strongly addressed. Staff reflected on the progress being made across the school based on the expectations identified in the Framework. This provides an important overview to ensure our improvement efforts align with these high level expectations.

In the domain of Learning, our efforts have primarily focused on learning culture and wellbeing. The strong performance of the school in creating a positive and productive learning culture amongst staff and students has been a feature of our progress. The fundamental importance of wellbeing is providing an outstanding way to build a culture of trust, respect and valuing of each other. The results have been evident in the way that students are relating to each other and, importantly, in the increased engagement of students in learning. Attention to individual learning needs has been another component of our progress throughout the year. Students with high learning needs are being identified early and their parents are increasingly involved in planning and supporting the learning directions for them.

Our major focus in the domain of Teaching has been on learning and development for all staff members. There has been a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas. Teachers have begun engaging with the Performance and Development Framework, writing their own professional goals so as to improve their performance. An important opportunity has been provided to staff members in relation to planning, teaching and growing as a team in each of our stages. The continuing development of expertise in vital literacy and numeracy programs and in new syllabuses, all highlight a teaching culture that is moving student learning to a new level.

In the domain of Leading, our priorities have been to progress leadership and management practices and processes. The implementation of our key strategic directions throughout the year has been due to an improving foundation of leadership capacity building across the school. This approach recognises that leadership development is central to the achievement of school excellence. The Figtree Public School community is positive about educational provision and the school actively addresses feedback on school performance.

The new approach to school planning, supported by the new funding model to schools, is making a major difference to our progress as a school. The achievements and identification of future steps are outlined in the following pages of this report. Our self-assessment process will further assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Caring Teachers

Purpose

Active engagement in learning for every student and teacher

Overall summary of progress

Teachers became more familiar with the Literacy and Numeracy Continuums in 2015 and began using these tools to monitor student progress and plan relevant and differentiated learning experiences. Teachers are becoming more confident in the PLAN software and using this to track students across both continuums.

Our school wide professional learning focus on reading and comprehension was implemented through the Focus on Reading initiative in 2015. Teachers have been supported in the explicit teaching of the key aspects of reading in the middle and upper primary years. The main focus has been on comprehension, vocabulary and reading text fluency. The Focus on Reading initiative is having a significant impact on student learning across the curriculum.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

All teachers K-6 use PLAN to plot &

track students K-6 on Literacy and

Numeracy Continuums (Teachers

demonstrate WHY students are

plotted WHERE)

All teachers (K-6) have begun tracking students on the Literacy and Numeracy Continuums each term.

$2500 (planning days) Teacher Professional Learning Funding

All teachers K-6 implement Focus on

Reading to improve NAPLAN

Literacy, in particular Reading

Growth to or above Figtree Public

School Average of Yr.5 (38); Yr. 7

(17)

All teachers received training in Focus on Reading during 2015. Teachers of years 3-6 are now implementing all comprehension strategies and K-2 and Banksia teachers are modifying the strategies to suit the needs of their students.

Progress in reading was evident in NAPLAN. The Year 7 scaled score growth increased from 12.8 in 2014 to 20.7 in 2015. Year 5 growth was above the school average with a score of 45.

$9082 (Focus on Reading) Teacher Professional Learning Funding

Next steps

Teacher professional learning will focus on developing a deeper understanding of aspects on the

continuum. A specific focus will be placed on the aspect of Comprehension and links made to the skills

developed by teachers during their Focus on Reading training.

Focus on Reading modules will be completed in 2016 and school leaders will be involved in the

leadership modules to assist with leading the ongoing implementation of these strategies.

Stage teams will have opportunities to collaboratively plan comprehension lessons, observe one

another and offer feedback.

Teachers will begin professional learning on Formative Assessment.

Strategic Direction 2

Sharing Leaders

Purpose

Increased professional growth, leadership capabilities and succession planning aligned to Australian Standards for Teachers & Leaders.

Overall summary of progress

The implementation of the new Performance Development Framework has led to staff beginning to engage in a deeper reflective process.

Staff have engaged with the new strategic planning process and have developed an understanding of the importance of regularly and routinely monitoring, evaluating and reviewing milestone implementation and impact. The engagement of the school community more generally in this process is ensuring a strong, positive and strategic approach to the progress of the school.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

All teachers implement and engage with the Performance and Development Framework and School Excellence Framework

All teachers submitted a Professional Development Plan during 2015.

Staff were introduced to the School Excellence Framework and in Term 3, stage teams discussed where Figtree Public School was positioned.

Students, in particular, senior students play an active role in school leadership

Two students from each class K-6 and four students from Banksia, were elected by their peers to become a class representative on the Student Representative Council (SRC). Four mentors and four presidents were elected by the student body in 2014 to lead the SRC in 2015. Twelve additional students worked with the SRC in the capacity of Premier’s Sport Challenge Leaders.

Next steps

Targeted professional learning, mentoring and coaching practices will be facilitated for school

leaders and aspiring leaders.

Leaders at all levels will be involved in the school self-evaluation and planning process.

Develop strategies to enhance parent and carer satisfaction as well as the communication that

takes place between school and home.

Mentoring Time will be created and timetabled for collaborative planning, learning and mentoring

of all staff.

Strategic Direction 3

Students and Teachers Learning Together

Purpose

Know thy Impact – Hattie

Overall summary of progress

Our staff began to reflect upon various learning practices that promote meta-learning and as a result, the students value the process of learning. Teachers began HOW2Learn training, which focused on understanding and maximising students’ capacity to learn.

Teachers have begun using Stepping Stones mathematics resources to assist in the school wide implementation of the new Australian mathematics curriculum. Teachers were well supported with resources and lesson ideas. The introduction of Stepping Stones also aided consistency in the use of mathematical language K-6 and ensured that a whole school mathematics scope and sequence was being used.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year <$>

All teachers K-6

implement Stepping

Stones and improve

NAPLAN Numeracy, in

particular growth to or

above Figtree Public

School Average of Yr.5

(29) and Yr. 7 (13)

All teachers K-6 have used Stepping Stones resources to assist their teaching of mathematics.

NAPLAN Numeracy growth scaled scores improved significantly in 2015. Year 5 improved from 33.1 in 2014 to 58.3 in 2015. Year 7 improved from 0.3 in 2014 to 24.3 in 2015.

$3000 (Stepping Stones resources and training)

85% of K-2 students achieve expected reading level for their grade by Week 40

L3 continued in Kindergarten in 2015 and resulted in 96% of Kindergarten students completing Kindergarten at or above their expected reading level.

80% of K-2 students achieved their expected reading level by the end of 2015.

$ 2456 (L3 training and resources)

Next steps

Stepping Stones resources and scope and sequence will continue to be trialled and evaluated during 2016

Professional learning in L3 will extend into Stage 1 with all teachers K-2 being trained in this pedagogy in

2016.

HOW2Learn modules will be completed by all staff.

Professional learning will extend into the concept of high possibility classrooms and the effective use of

technology to enhance student results.

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding

All Aboriginal students have a personal learning plan (PLP) and are making progress across the Literacy and Numeracy Continuums. Increasing numbers of parents were involved in the development and monitoring of the PLPs.

During 2015 funding from Aboriginal background funding was used to fund a support group for Aboriginal students that focused on literacy and numeracy. This initiative increased student engagement and attendance as well as literacy and numeracy results.

Learning and Support Teacher

$8783 (School Learning and Support Officer)

English language proficiency funding

Additional teacher was employed to support classroom programs, EAL/D programs and students with learning needs. This teacher also provided in class support for classroom teachers.

Learning and Support Teacher

$32345 (EAL/D Teacher)

Targeted students support for refugees and new arrivals

A School Learning Support Teacher and School Learning and Support Officer were employed to support classroom programs for refugee and newly arrived students who were identified and assessed for immediate support to ease their transition into school. The Learning and Support Teacher focused on English language and social skills for students.

Learning and Support Teacher

$1000 (School Learning and Support Officer)

Socio-economic funding

In addition to the Learning and Support Teacher, School Learning Support Officers (SLSOs) were employed to support classroom programs and students with learning needs.

Learning and Support Teacher

$9115 (School Learning and Support Officers)

Low level adjustment for disability funding

All students requiring adjustments and accommodations were catered for within class programs and other whole school strategies.

School learning and Support Officers supported students and classroom programs for students who were identified and assessed for support.

Learning and Support Teacher

$9949 (School Learning and Support Officers)

Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student Enrolment

Gender 2009 2010 2011 2012 2013 2014 2015

Male 158 158 158 153 145 137 149

Female 152 158 157 160 166 169 156

Student attendance profile

Workforce information

Reporting of information for all staff must be consistent with privacy and personal information policies.

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 14

Teacher of Reading Recovery 0

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0.3

School Administrative & Support Staff 5.6

Other positions 1.4

Total 27.6

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce.

Figtree Public School has one Aboriginal teacher. Figtree Public School enjoys a close relationship with our local Aboriginal Educational Consultative Group.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 82%

Postgraduate degree 18%

Professional learning and teacher accreditation

All teachers were involved in a range of professional learning activities throughout the year. Professional development is strategically planned to meet the needs of all staff and is in line with whole school planning and departmental priorities.

The main areas of focus in 2015 centred on:

The accreditation and support of beginning teachers with the NSW Institute of Teachers;

The maintenance of accreditation of new scheme teachers at Professional Competence;

Whole school analysis of NAPLAN, PLAN and school based data to identify areas of need in all aspects of literacy and numeracy with alignment to the new NSW English and Mathematics syllabus outcomes;

Implementation of the new NSW English, Mathematics and Science Syllabuses;

Year 2010 2011 2012 2013 2014 2015

Sch

oo

l

K 96.2 94.4 96.5 94.4 95.2 94.0

1 93.8 95.8 94.4 93.3 95.2 90.5

2 93.9 93.7 94.3 94.6 93.5 95.3

3 96.2 93.7 92.9 94.3 92.0 94.9

4 96.1 95.5 94.9 94.6 95.2 92.4

5 96.1 93.2 95.0 95.4 92.7 94.6

6 94.5 94.2 92.7 94.6 94.9 94.0

Total 95.2 94.3 94.4 94.5 94.1 93.8

Stat

e D

oE

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

0

100

200

300

400

2009 2010 2011 2012 2013 2014 2015

Stu

den

ts

Year

Enrolments

Male Female

Focus on Reading Program embedding the Super

Six Comprehension Strategies and pedagogies into a consistent, system wide guided reading framework;

HOW2Learn (Higher Order Ways to Learn) building on students’ capacity to learn. Teachers were involved in learning about the most effective methods for teaching students about the skills, habits and practices that are pivotal to becoming successful 21st century learners;

Figtree Public School has one new scheme teacher working towards Board of Studies Teaching and Education Standards (BoSTES) accreditation. There are currently five teachers who are working towards the maintenance of their accreditation at proficient.

Financial information

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

The information provided in the Financial summary is current at the date shown. This summary includes reporting from 1 January 2015 to 31 December 2015.

Funds received through the Resource Allocation Model (Figtree Public School)

FundsreceivedthroughtheResourceAllocationModel(FigtreePublicSchool)

Component RAM

1,835,976

Location -

OtherBase 1,835,976

Equity 151,317

Aboriginal 5,769

Socio-Economic 19,680

Language 32,624

Disability 93,244

EquityTransition -

541,461

51,381

Total 2,580,135

Base

TargetedTotal

OtherTotal

RAM Funds

Education (94.1%) Aboriginal (0.2%)Socio-Economic (0.8%) Language (1.3%)Disability (3.6%) Equity Transition (0%)

School Performance

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert Figtree Public School in the Find a school and select GO to access the school data.

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school. In 2015, Figtree Public School sought the opinions of parents/carers, students and teachers about the school. Their responses are presented below: The majority of parents/carers, teachers and

students value the positive school culture that is evident at Figtree Public School. Parents and carers appreciate the approachable and friendly staff.

Parents/carers, teachers and students support the continuous implementation and improvement of the PBL program.

Many parents/carers and staff would like academic reports to be reviewed and improved.

Parents and carers would appreciate a continued focus on effective communication between home and school.

Teachers have valued the professional learning opportunities provided in 2015 and feel that their teaching has improved as a result.

Parents/carers and staff feel that improvements could be made to assemblies and the celebration of achievements.

Policy requirements

Aboriginal education

Figtree Public School received Aboriginal background funding in 2015. Our plan included: A School Learning Support Officer employed to

provide Aboriginal students with literacy and numeracy support.

Dedicated week of learning experiences and celebration for NAIDOC

Senior students were given the task of implementing Indigenous games as a part of their PD/H/PE topic. In all, 20 games were played during NAIDOC week with the entire school playing and learning the rules of these games.

During 2015, personal learning plans were designed, and implemented for all 11 Aboriginal students. These PLPs continue to support the students in the further development of a strong commitment to learning and increased performance and achievement of outcomes.

The PLPs were designed for each Aboriginal student with specific learning goals and are aimed to target each student’s academic, social and behavioural needs.

Figtree Public School continues to focus on the teaching of Aboriginal Education across the curriculum.

Staff provide students with experiences to develop a deep understanding and knowledge of Aboriginal culture.

As a sign of respect, students commence assemblies with the traditional Acknowledgement of Country and our National Anthem is sung to Aboriginal music.

Human Society and Its Environment, Creative and Performing Arts, and Science and Technology units allowed for the study, celebration, appreciation and understanding of Australian Aboriginal culture.

Multicultural Education and Anti-racism

Figtree Public School has continued to ensure that culturally inclusive classrooms and school practices are embedded for all students. Further to this our programs foster students’ understandings of culture, cultural diversity, racism and active citizenship within a democratic, multicultural society.

Teachers participated in professional learning and included strategies for embedding multicultural and anti-racism education into their teaching and learning programs.