Beckom Public School Annual Report
2016
1160
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Introduction
The Annual Report for 2016 is provided to the community of Beckom 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.
Matthew Rose
Relieving Principal
School contact details
Beckom Public School Welman St Beckom, 2665 www.beckom-p.schools.nsw.edu.au [email protected] 6978 2314
Message from the Principal
Beckom Public School has experienced a successful year in 2016, continuing to provide a holistic educational program for all students, while being an integral part of the local and wider community. This year saw many changes to the educational landscape with staff changes and the continued implementation of the Resource Allocation Model (RAM). The RAM resources empowered the school to make decisions to meet the needs of its students and Staff and community. These resources were used to enhance the teacher quality and delivery of learning, improve resources in English and technology and engage the community in major projects to improve student learning outcomes.
Beckom Public School has continued to foster an open door policy, which has encouraged further involvement of parents, carers, families and community members to enhance the development of the school, its students and staff. The teaching staff have worked extremely hard and have provided a wide array of school and extracurricular activities to engage all students and are inclusive, ensuring individual differences are respected and celebrated.
Beckom has participated in external validation this year, which has highlighted the wonderful achievements of the school whilst providing a clear vision for school improvement into the future.
I wish to extend my thanks to the wonderful teaching and support staff for their commitment to and support of our students. Their professionalism helps ensure a safe and supportive environment in which students can achieve succeed and thrive.
I also would like to extend my thanks to the parents and wider community of Beckom for their warm welcome and support.
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School background
School vision statement
All students at Beckom Public School will achieve the highest standards of learning possible so they are equipped to deal effectively with the opportunities and challenges they will encounter in the future.
We will equip them for the rapidly changing world with critical thinking skills, global perspective, and the core values of respect, responsibility, tolerance, inclusion and excellence. Our teachers are motivated and capable, feel valued, connected and supported by the school community who choose to embrace our school motto, “Carpe Diem”, (Seize the Day).
School context
Beckom Public School is a small rural school situated on the traditional land of the Wiradjuri people in the central part of the Riverina. Beckom is situated approximately 5 kilometres north–east of Ardlethan, and 90 kilometres east of Griffith on the Newell Highway. The major economic base for the community relies on the grain industry and sheep grazing. The school is set on spacious well maintained grounds and caters for students in Kindergarten to Year 6. The school has one full time Teaching/Principal and currently caters for 12 students. Students come to school from homes based in the townships of Beckom and Ardlethan and from rural holdings in the surrounding area.
Beckom Public School enjoys strong positive relationships with parents, care–givers and the wider community. The school hosts many functions throughout the year, which are well supported and much appreciated by the community. The school prides itself on providing for each child at the school with individualised programs. These programs take into account the academic, physical, social and emotional needs of each child. The Beckom Public School community works together to provide a safe, happy and supportive environment where quality education builds a solid foundation for future growth and success. Students develop confidence, initiative, co–operation, resilience, responsibility and a desire for lifelong learning whilst striving to achieve their personal best.
Self-assessment and school achievement
Self-assessment using the School Excellence Framework
For all schools (except those participating in external validation processes):
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 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.
[Insert a narrative of the progress achieved across the domains of Learning, Teaching, and Leading]
Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework
For schools participating in external validation processes:
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 and participated in an external validation. 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. During the external validation process, an independent panel of peer principals considered our evidence and assessment of the school’s progress, aligned with the standards articulated in the School Excellence Framework.
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The results of this process indicated:
In the domain of Learning, we have primarily focused on Learning Culture and Curriculum and Learning.
There are positive, respectful relationships evident among students and staff, which promote student wellbeing and ensure good conditions for student learning.
Student learning needs are addressed individually through learning plans that are constructed in consultation with parents and communicated to the student. Additional support is accessed through the Riverina North West TP1 Learning Support Team.
Specific adjustments to assist students in their learning are made and documented. The school supports students through the use of technology, visual aids, scaffolded learning tasks and funding support. Lessons are explicitly taught with clear learning goals established and success criteria provided for the students. Achievement is tracked on the literacy and numeracy continuums and monitored regularly by the students and teachers.
Parents are well informed of their child’s progress through both formal and informal communication. PLAN reports to parents are issued each term to complement the student end of semester reports.
Positive learning reinforcement is conducted through the use of the web based Class Dojo program, which aligns to the How2Learn superheros. A focus on one specific learning skill is regularly taught and monitored, with data indicating that staff and students respond effectively to these focuses. How2Learn superheros and posters are displayed around the room for students to refer to in completing their learning.
Beckom Public School is in the process of embedding a whole–school approach to wellbeing that has clearly defined behavioural expectations and that will further enhance Beckom’s positive teaching and learning environment.
In 2016 teaching staff have been trained in the Kids Matters program to further support and improve the wellbeing of students, staff and school community, which will begin implementation in 2017. The students have benefited from the addition of our Chaplaincy program, enhancing the student's abilities to deal with wellbeing issues.
Students also participate in video conference lessons conducted by Kids Help Line on friendship and building resilience. Students are taught to respect cultural and social differences through targeted lessons in Aboriginal education.
In the domain of Teaching, we have continued to extend our collaborative approach with our involvement in the Rural Innovative Educational Network (RIEN) group of small schools. The RIEN schools utilise the Instructional Rounds processes to identify a common Problem of Practice and develop a Theory of Action by utilising evidence based practice to address the Problem of Practice. The Theory of Action is implemented across the group and its effectiveness reviewed and refined every semester during Observational Rounds.
Collegialsupport and professional learning are offered through fortnightly RIEN videoconferences. The RIEN group also participates in professional learning thatkeeps them up to date with current research into education. This year, inresponse to 2015 data, the group attended professional learning in feedback,setting learning goals and success criteria.
Studentsat Beckom Public School receive lessons that are have an explicit learning goaland success criteria to guide their learning. Split screen thinking isdeveloped in the delivery and tasks so that the students have the opportunityto exercise the How2Learn focus as well. Students are able to articulate what they need to do to succeed throughtheir success criteria. Effective and timely feedback is given on both thestudent’s product and how they can improve.
Throughstaff’s involvement in L3 training, students’ progress in Literacy continuumshas been assessed and regularly reviewed to ensure forward movement through theLiteracy clusters. The use of the improved data from L3 is assisting student’sbetter articulation and self–assessment practice in regard to improvement alongthe clusters.
Trainingin L3 is planned to expand in 2017 with the school commencing as an EAfS Phase1 school.
In the domain of Leading, Beckom Public School has strong links to the parent body and wider community and is well supported in its activities. The school readily solicits feedback from P&C and community on school performance and involves them in the schools decision making process. School events are well patronised by current and past community members where staff are able to articulate the expectations and goals of the School Plan.
Staffat Beckom Public School demonstrate flexibility and responsiveness to studentand community needs and concerns. They continue to develop explicit practicesin the organisation of the school and engagement of community in schoolactivity. The current community garden project, developed through the ProjectBased Learning program, has widened the schools links with community groups,such as the Beckom Hall Committee and Ardlethan CWA.
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Staff are encouraged to build their leadership capacity through professional learning, professional reading and leading areas of the school. Enrolment in targeted leadership courses has led to an increase in willingness to take on leadership roles within the school. All of staff participated in highly accomplished Adobe Connect sessions to extend an understanding of teaching standards, evidence collation and processes.
Our self–assessment and the external validation process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.
For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework
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Strategic Direction 1
Enhancing Community Engagement and Participation
Purpose
To increase community support for our students through a school–wide focus on student learning outcomes, working together as a learning community to give our students the knowledge, skills and experiences to achieve their personal goals and lead successful lives in the 21st century.
Overall summary of progress
The school provided a number of opportunities for the school community and broader community to engage with Beckom Public School throughout the year.
The school has responded to the communities feedback with regards to background engagement of parent community in school activities. Parents have expressed a desire to discontinue community learning sessions but remain committed to participation in the school and the students learning activities. Parents have contributed to their children’s learning through in school cooking classes, bowls lessons and assistance in the schools edible garden.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Increased number of parents, • Cooking classes $525 staff and community members • Bowls lessons attending school and community • Edible garden assistance activities and meetings Improved involvement from the wider local community • Teddy Bears Picnic with playgroup • Book Fair with preschool • Community garden project – Beckom Hall Committee & Ardlethan CWA
Active engagement and Parents have expressed a desire to be actively investment of all parents in their involved in their child’s learning as opposed to child’s education through attending parent education night. attendance to school educational sessions. Parents have been active participants in all school offerings this year with parent representation and volunteering evidenced at both in school and out of school learning activities.
100% attendance parent attendance was achieved at all school assemblies hosted throughout the year.
Next Steps
• Parent community will be surveyed with regards to how they would like to be involved more proactively and what expertise they can offer in Week 5, Term 1 as a means to provide more engaging opportunities for parents to become involved in their child’s education. • We will extend a survey to the general Beckom community to advertise for volunteers who are willing to share the breadth of their knowledge/expertise with the Beckom School Community. • Continue liaising with community for Community Garden Project. • Re–survey parents in term 4 to assess efficacy of parent involvement opportunities and parental satisfaction with new parent engagement offerings.
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Strategic Direction 2
Creating a High Performing and Dynamic Learning Environment
Purpose
Development and implementation of quality curriculum, personalised learning and use of innovative practices to equip students with the essential skills, knowledge and capabilities to thrive and compete in a globalised world through, quality teaching and learning programs that enhance the school environment.
Overall summary of progress
Our continued focus on the use of Literacy and Numeracy Continuums with the introduction of ‘I can’ student cluster cards has enabled students to become more confident in the use of the continuums as a means assessing their own progress.
There has been significant observable improvement in students understanding of both learning intentions and success criteria through the use of How to Learn strategies and the refinement of teaching practices due to our involvement in The RIEN (Rural Innovative Education Network) and Instructional Rounds.
The implementation of L3 (Language, Learning and Literacy ) Program in the early years is helping enhance data collection and use to help progress students forward along the literacy continuum and is improving students understanding of the literacy clusters and their ability to self–assess and set goals with relation to their mastery in Literacy.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
Challenge and inspire students to • Students have plotted themselves on the achieve and thrive in a rapidly continuums as a part of Personal Learning Plans changing world which is and utilise ‘I can’ cluster cards to self monitor evidenced by self–directed progress. learning with a clear • Learning Goals identified each week by students understanding of learning goals. • Monitoring of cluster progress of each student in 5 week intervals – data recorded using PLAN software
Quality pedagogy and • Students plotted on continuum each term $3220 consistency in teacher judgement • Staff trained in L3 with curriculum programs that are • RIEN instructional rounds focusing on focussed on and incorporate improvement with regards to Learning Intentions research–based quality teaching and Success Criteria practices for the 21st century • Consistent Teacher Judgement Staff Meeting learner. focus on school reports and continuum data each term
Next Steps o Introduction of marking keys to make success criteria more explicit and mastery of learning evident. o Implement consistent K–6 monitoring processes in Literacy and Numeracy to demonstrate growth and inform teaching and learning. o Continued staff PL in L3 in 2017 for improved literacy strategies o Training and introduction of EafS o Undertake training in the use of the Numeracy Continuum and TEN and TOWN strategies, in order to build teacher capacity and improve student numeracy outcomes. o Continued training in HOW2Learn in 2017
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Strategic Direction 3
Developing Quality Management and Professional Learning Practices to Enhance Student Learning
Purpose
Embedding and implementing explicit targeted and engaging professional leadership and learning based on analysis of student’s needs. Our school is based on quality educational delivery and consistent, high standard, continuous improvement, shared professional practices and data informed.
Overall summary of progress
Quality teaching practice has been the focus of all professional learning in 2016. Our involvement in Instructional Rounds, Professional Learning in Accreditation at Highly Accomplished and Lead has helped teaching staff refine and align their goals to the National Professional Standards for teachers and The School Excellence Framework and hone teaching practices.Our professional Learning in Project Based Learning, L3, Leaders of Learning and Best Start Kindergarten Assessment has enabled staff to expand their teaching repertoire and has enhanced learning experiences for the students of Beckom.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
All teaching and learning • Participated in Instructional Rounds with Rural $2180 programs are reflected upon and Innovation Education Network (RIEN) of schools. quality evidenced through Professional Development and Observations, collegial observations and feedback & reflection feedback across a number of • Staff trained in L3 (Language, learning and schools, showing improved literacy) practice over time. • 100% teaching staff trained in Project Based Learning
All teachers will have strong 100% teaching staff attending PL on Accreditation evidence to validate achievement at Highly Accomplished and Lead. and increase capacity against the standards.
Next Steps o Staff to complete AITSL Self–Assessment Tool in 2017 prior to PDP meeting to use data to inform PDP goal setting o Development of a more comprehensive Professional Learning Framework for goal setting and performance review o Planned Formal Peer In–Service of PL – L3 (Language, learning and literacy) & Kids Matters o Develop explicit Annual Milestone statements to clearly articulate the schools direction in 2018–2021 School Plan.
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Key Initiatives Impact achieved this year Resources (annual)
Low level adjustment for disability Strategic Direction 2: $ 11895 All students requiring adjustments and Extra teacher time learning support are catered for within split class programs with extra teacher. Students have increased their engagement and participate in making learning goals and personal learning plans.
Socio–economic background Strategic Direction 1: $11850 All students have participated in keyboard keyboard tutor and Choir tutoring with experts. This Extra teacher time enhanced the participation in extra–curriculum activities and ensured a well–rounded curriculum with opportunities offered to all students.
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Student information Workforce composition Position FTE* Student enrolment profile Principal 1 Enrolments Classroom Teacher(s) 0.13 Students 2013 2014 2015 2016 Learning and Support Teacher(s) 0.1 Boys 8 9 6 5 Teacher Librarian 0.08 Girls 6 8 7 6 School Administration & Support 0.9 Staff Other Positions 0.1 Enrolments at Beckom Public School continue to maintain consistency with 12 students in 2016. We have 1 Kindergarten transition student attend the school in Term 4 and 1 new students enrolled in Term *Full Time Equivalent 3.
School Delete text not required. Year 2013 2014 2015 2016
K 97.7 96.2 97.8 96.2 Teacher qualifications
1 96.7 96.9 97.8 All teaching staff meet the professional requirements 2 98.4 98.5 98.2 for teaching in NSW public schools. 3 96.9 96.2 97.8 100 4 94.2 97.5 94.1 95.7 Teacher qualifications 5 96.3 94.6 100 97.5 Qualifications % of staff 6 98.3 87.8 Undergraduate degree or diploma 100 All Years 96.9 97 96.3 97.6 Postgraduate degree 50 State DoE
Year 2013 2014 2015 2016 Professional learning and teacher accreditation
K 95 95.2 94.4 94.4 Beckom Public School staff continued to maintain their 1 94.7 93.8 93.9 professional development through participation in various courses during the year. 2 94.7 94 94.1 Professional Learning aligned the 2015–2017 School 3 94.8 95 94.1 94.2 Plan. For 2016, staff continued their commitment to 4 94.7 94.9 94 93.9 participate in a range of professional development in the areas of Instructional Rounds, mandatory training, 5 94.5 94.8 94 93.9 L3, Mind Matters module 2, Project Based Learning, Leaders in Learning and Best Start Kindergarten 6 94.2 93.5 Assessment. All Years 94.7 94.8 94 94 Financial information (for schools Workforce information using OASIS for the whole year)
Financial information
This summary financial information covers funds for operating costs to
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Income $ select GO to access the school data. Balance brought forward 44 956.77 Global funds 56 204.88 Tied funds 48 392.94 School & community sources 12 452.10 Interest 1 250.74 Trust receipts 755.00 Canteen 0.00 Total income 164 012.43 Expenditure Teaching & learning Key learning areas 9 878.33 Excursions 5 640.68 Extracurricular dissections 11 602.47 Library 240.60 Training & development 12 017.12 Tied funds 35 897.26 Parent/caregiver, student, teacher Short term relief 0.00 satisfaction Administration & office 16 010.51
School-operated canteen 0.00 Parents identified the school as being a child centered school where the student’s needs were addressed and Utilities 9 027.31 catered for through a variety of flexible teaching Maintenance 1 371.26 methods. Parents found staff to be professional, approachable and caring with the children and believed Trust accounts 784.00 that communication between parents and the school was strong and inclusive. Parents expressed a desire Capital programs 0.00 for the school's involvement in developing relationships Total expenditure 102 469.54 with the community grow into the future.
Balance carried forward 61 542.89 Students benefited from the opportunity to socialise and interact with other students of all ages and felt the school was one big happy family. Students identified A full copy of the school’s financial statement is tabled their classroom as being a friendly and stimulating area at the annual general meetings of the parent and/or to learn. They feel are supported in their learning and community groups. Further details concerning the have the opportunity to learn individually and with statement can be obtained by contacting the school. teacher guidance.
Staff feel the students are at the centre of the school School performance focus in learning. They recognise that professional learning needs to develop their own skills while NAPLAN targeting identified areas for the students.
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 http://www.myschool.edu.au and insert the school name in the Find a school and
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This year, Harmony Day was celebrated across all stages. Activities in recognising discrimination, appreciation for other cultures and where student’s family heritage originates from were all addressed.
Other school programs
Sport
Students have been engaged in a variety of sporting opportunities at Beckom Public School. They participated in Swimming, Athletics, Baldry Shield, Small Schools Cross Country, Bowls Day at Ardlethan, Red Ball Tennis and Intensive Swimming.
Beckom Public School families and community have been extremely supportive of their children’s participation in these sporting endeavours. The Policy requirements assistance they have provided has been pivotal to the success of our students and their achievements. Aboriginal education Weekly PE programs have also seen students engaging in a healthy and active lifestyle at school. In 2016, Beckom Public School did not have any students who identify as being indigenous. The Arts
Students studied Aboriginal Perspectives throughout all With Beckom’s relative isolation, teachers feel it is very key learning areas. Stage 2 and 3 students participated important to provide rich experiences for students. in video conference sessions. These series of lessons Students were able to participate in a combined small focused on were on the first contact of Aboriginal schools Arts Day at Weethalle PS as well as small people with Europeans, Aboriginal culture, resources schools debating and public speaking competitions. and early interactions with white Australia. For the second year, students participated in the NSW Students also attended a Cultural Education Days held School's Spectacular as part of the Combined Choir. at Rankin Springs PS where they participated in This is a major commitment from the students and dreaming stories, dance and art programs. school with the children this year learning 24 songs. Being part of a 2400 strong choir and cast of over 4000 gives the students a great experience in dealing with large crowds.
Student Leadership
With no year 6 students this year, the three tear 5 students formed a leadership team within the school. In term one they attended a two day program at Barellan with students from other small school’s leaders. During the camp students participated in leadership skill building activities and listened to lectures from local leaders in their fields.
Excursions
The students of Beckom have had an exciting year of extra curricular events to enhance the curriculum. We were fortunate this year to visit the Temora Rural Museum, Pioneer Park and Thearte, Riverina Environmental Education Centre and Altina Wildlife Park. Multicultural and anti-racism education Primary students went to Lake Burrongdong Sport and The students at Beckom Public School develop Recreation Camp, where they participated in a number understandings, attitudes, values and knowledge of of sporting activities, giving them a variety of multiculturalism through integrated units of learning. experiences not readily available in the local These integrated units focus on cultural diversity, community. acceptance, tolerance and respect for personal differences.
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