2020 Annual Report
Illawong Public School
4077
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Introduction
The Annual Report for 2020 is provided to the community of Illawong 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.
School contact details
Illawong Public School Fowler Rd Illawong, 2234 www.illawong-p.schools.nsw.edu.au [email protected] 9543 1604
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Message from the principal
2020 was a year like no other and never before has the important role that schools play in our community been so clear. No one could have ever anticipated what 2020 would bring for the world, for our community and for our school and I would like to thank our teachers, support staff, parents and carers for ensuring that our students' education remained at the forefront during challenging times. As a school community, we worked together to ensure continuity of learning for every student in the school and our collective commitment to putting the students first strengthened our shared purpose of providing exceptional education for all students. Our strong home-school partnership ensured that all students were able to continue their daily education and we were able to maintain our strong focus on learning and wellbeing for all of our students. Rather than focusing on what we couldn't do in 2020, we worked hard to ensure that what we could do, was done with creativity, dedication and professionalism.
Our students' efforts were once again reflected in their excellent achievements. While there was no NAPLAN in 2020, our Year 3 and Year 5 students undertook the Check-in Assessment tests and their results put our school above state average in reading and numeracy. We are proud of the continuing academic success that is evident at Illawong Public School.
Students also participated in swimming and athletics carnivals, dancing and drumming classes, mufti days, fun days and thanks to Zoom, they were able to participate in public speaking, and inter-school debating competitions. For us, the glass always remained half full and we are thankful for what we did share rather than what we did not.
Our P&C volunteers continued to work hard behind the scenes to raise funds to help support students, and I would like to thank our executive members and parent volunteers for their creative ideas, their flexibility and their tireless commitment to the students of Illawong Public School.
It has been a privilege to spend another year as the Principal of Illawong Public School and to work each day with our dedicated staff, supportive community and fantastic students. I am proud to have led Illawong Public School through 2020 and look forward to leading another year of academic highlights underpinned by strong social and emotional connections made through authentic learning experiences.
Ms J. Birch
Principal
Strong foundations in literacy, numeracy and wellbeing
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School vision
We prepare students to become respectful, responsible life-long learners. This is achieved through an evidence-informed and contemporary approach to teaching and learning which is underpinned by opportunities for all students to contribute to the collective wellbeing of their school community.
School context
The teachers at Illawong Public School are committed to providing students with a contemporary education that is strongly aligned to evidence-informed practices. We have a focus on literacy and numeracy and developing students' skills in the 4Cs: communication, collaboration, critical thinking and creativity.
The school implements the Positive Behaviour for Learning (PBL) Program and actively incorporates the values of respect, responsibility and learning into all aspects of school life. We provide a caring and consistent learning environment and hold high expectations for every student. At Illawong Public School, we work collaboratively with parents and carers to ensure that our students are at the centre of all our decision making.
Students have access to a wide range of extracurricular activities in the areas of creative arts, sport, enrichment, student leadership and environmental education. We have an on-site out of school hours care facility and a vacation care program.
Illawong Public School has an involved Parents and Citizens Association (P&C) which actively supports the school. The P&C operates an on-site school uniform shop run by volunteers.
Illawong is located 27 kilometres south-west of the Sydney central business district, in the local government area of the Sutherland Shire. It sits between the southern shore of the Georges River and the northern shore of the Woronora River. Illawong is an Aboriginal word meaning between two waters, referring to the Georges and Woronora Rivers. Illawong Public School is situated on a large site amongst extensive bushland and it boasts large play areas and a school oval.
We are very proud of our school history and confident of its future and we welcome interested families to contact the school to enquire about enrolment.
Numeracy lessons are explicit and engaging
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Self-assessment and school achievement
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 is a statement of what is valued as excellence for NSW public schools, both now and into the future. 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.
Each year, we assess our practice against the Framework to inform our school plan and annual report.
Our self-assessment process will assist the school to refine our school plan, leading to further improvements in the delivery 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
Self-assessment using the School Excellence Framework Elements 2020 School Assessment LEARNING: Learning Culture Sustaining and Growing LEARNING: Wellbeing Delivering LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Sustaining and Growing LEARNING: Reporting Sustaining and Growing LEARNING: Student performance measures Sustaining and Growing TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Delivering TEACHING: Professional standards Delivering TEACHING: Learning and development Sustaining and Growing LEADING: Educational leadership Sustaining and Growing LEADING: School planning, implementation and Sustaining and Growing reporting LEADING: School resources Excelling LEADING: Management practices and processes Excelling
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Strategic Direction 1
Collective Wellbeing
Purpose
To support the individual and collective wellbeing of all students, which in the longer term will shape the values and attitudes of the society in which they live. To provide learning experiences and opportunities that develop and shape the character and wellbeing of students by promoting self-regulation and positive behaviour, curiosity, courage, resilience and empathy. To focus on giving students voice and developing active and connected learners who thrive, succeed and contribute positively throughout life.
Improvement Measures
Increased percentage of students demonstrate an understanding of the school expectations and can identify someone at school who is an advocate for them.
Reduced incidences of negative behaviours in class and on the playground.
Improved results in the Partners for Learning survey in the areas of supporting learning, positive behaviour and safety at school.
Progress towards achieving improvement measures
Process 1: Positive Behaviour for Learning (PBL)
Improving student wellbeing and student learning outcomes through the development of productive, respectful relationships and through consolidation, expansion and school-wide consistency of the existing PBL processes.
Evaluation Funds Expended (Resources)
Overall, in 2020 there were less negative student behaviour incidences than No funds expended. there were in 2019, showing that students understand the expectations for behaviour. Universal supports and school-wide interventions were successful for the majority of students, however the data showed that a very small number of students identified as having tier 3 behaviours impacted the total number of incidences. Intensive individual support and targeted group interventions were provided to a small number of students where required.
Process 2: Student Wellbeing Support Programs
Increasing our capacity to ensure every child is able to connect, thrive and succeed by partnering with external agencies to support teachers, students and their families to develop improved emotional wellbeing and provide targeted assistance to students and families at risk.
Evaluation Funds Expended (Resources)
Results from the sixty students in Years 4, 5 and 6 who completed the Tell Student resources to support Them From Me survey in 2020 showed that: wellbeing initiatives $172 • 87% of students have friends at school they can trust and who encourage them to make positive choices (NSW Government norm was 85%) • 92% have positive behaviour at school (NSW Government norm was 83%) • A reduced number of students reported being the victim of bullying (20%) compared to the NSW Government norm of 36% and our 2019 survey results. During the period of distance learning, teachers provided personalised and ongoing support to families to assist student and family wellbeing and to ensure continuity of learning.
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Strategic Direction 2
Evidence - Informed Practices
Purpose
To ensure students benefit from teaching and learning practices which have the greatest impact on their learning. To reduce the variances in the impact of teaching that exists between classrooms and employ the most effective evidence- based teaching methods which will optimise learning outcomes for all students across a full range of abilities.
Improvement Measures
An increased number of teachers use data effectively to analyse student progress and achievement and inform their practice.
Increased percentage of students achieving in the top 2 bands in literacy and numeracy.
Increased percentage of students achieving expected growth in literacy and numeracy.
Progress towards achieving improvement measures
Process 1: Evidence - Based Professional Learning
Teachers draw on Australian and international research to develop high quality learning in literacy and numeracy.
Evaluation Funds Expended (Resources)
Teachers referenced the What Works Best research (CESE, 2020) to ensure Teacher resources to support use of that evidence-based / research -based practices were being employed in the literacy progressions $20.18 classrooms. Teachers worked collegially to analyse data from the Check-in Assessment and the ACER Progressive Achievement Tests in reading, numeracy, vocabulary and general ability to identify trends in student achievement, areas for improvement and to plan for explicit teaching.
Teachers successfully delivered online learning programs in literacy and numeracy. Explicit learning criteria and feedback assisted students and families to actively participate in distance learning. A range of online platforms were successfully used to enhance planning and collaboration between teachers and to facilitate feedback to students on their learning.
Process 2: Use of Data to Inform Practice and Differentiate Learning
Teachers use data including Best Start, PLAN2 and the learning progressions to inform, analyse and support the explicit teaching of literacy and numeracy. Teachers develop programs that include adjustments to support learning or increase challenge.
Evaluation Funds Expended (Resources)
All students had their phonic knowledge assessed using the individual Teacher professional learning $2553 phonics screening assessment. Data was entered into PLAN2 which enabled teachers to use the progressions to plan for next-step learning for individual students, small groups and the whole class in spelling, reading and writing. Bench-marking and fluency testing in reading was completed for all students in K-6 and updated student achievement data was recorded at set intervals and used to inform teaching and learning. An improvement in student knowledge of phonics was observed.
School guidelines were developed for the centralised collection and recording of student achievement in reading, spelling and numeracy K-6. The collection and recording of data across the school became more transparent resulting in an increased teacher understanding of whole school achievement and areas for improvement in literacy and numeracy.
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Strategic Direction 3
Transformational Learning
Purpose
To prepare students for success in school and beyond by equipping them with the skills and knowledge to think creatively and critically, to work collaboratively and to communicate effectively. To develop strong learner dispositions, capacities and competencies in students which incorporate knowing, doing and being. The school culture, structures, visions, partnerships and leadership strategies will support effective transformational change.
Improvement Measures
Increased number of teaching programs show opportunities for students to engage with the 4Cs across the curriculum.
Increased student understanding of learning dispositions and their relevance to the classroom and beyond.
Increased percentage of students show interest and motivation in their learning.
Progress towards achieving improvement measures
Process 1: Transformational Schools Community of Practice (Illawong, Caringbah, Jannali, Miranda Nth and Connells Point Public Schools).
Teachers engage in research-based professional learning designed to change teaching and leadership to embed and enact the 4Cs so that they are central to dynamic and exciting learning.
Evaluation Funds Expended (Resources)
Due to COVID-19, the 4C professional learning did not occur as a community Professional learning $4294 of practice, however, all staff engaged in collegial and self-paced professional learning particularly in the areas of ICT and literacy. Class programs showed innovative lessons which drew upon the learning dispositions.
Process 2: Developing Dispositions for Learning
Students and teachers will use the Learning Disposition Wheel to engage in and relate to the learning process. They will understand the interpersonal, intrapersonal and cognitive skills needed to be successful future oriented lifelong learners
Evaluation Funds Expended (Resources)
Teachers provided students with a range of opportunities to demonstrate Teacher reference materials $122 their skills and understandings in the areas of communication, collaboration, critical thinking and creatively. Students accessed innovative and engaging lessons both onsite and through the distance learning platform as teachers adapted their lessons to meet the learning needs of all students during the COVID-19 period.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading Equity loading Aboriginal Students with an Aboriginal background Background $1412 continued to demonstrate excellent levels of attendance, wellbeing and engagement with the curriculum.
English language proficiency Equity loading English The English as an Additional Language or Language Proficiency Dialect (EAL/D) teacher worked with small $33,706 groups of students to improve their reading and vocabulary. Students engaged in communicative activities which enhanced their vocabulary in both writing and speaking.
Low level adjustment for disability Equity loading Low level Funds were used to supplement the school's Adjustment for Disability staffing entitlement for a Learning and $73,448 Support Teacher (L&ST) from 2 days per week to 4 days per week. The L&ST supported targeted students to improve their literacy and numeracy outcomes. A school learning and support officer (SLSO) was employed to support students K-6 in literacy using evidence-based programs including the Multilit Reading Tutor program.
Quality Teaching, Successful Resource Allocation Model All teachers undertook professional learning Students (QTSS) (RAM) funding $36,753 to develop their skills and understanding of how to deliver learning via an online platform. All teachers developed Google Classrooms which were used to support learning from home and in the classroom. Teachers provided online feedback to students to assist them to meet their learning goals. Students became increasingly proficient at accessing and submitting their work online.
Socio-economic background Equity loading Socio Targeted students were supported to attend Economic Background school daily during the distance learning $8,462 program to ensure their participation and engagement in learning. Families were supported during the distance learning program through the provision of school laptops and learning resources.
Support for beginning teachers No funding was received in 2020 for beginning teachers.
Targeted student support for No funding was received in 2020 for refugees refugees and new arrivals and new arrivals.
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Student information
Student enrolment profile Enrolments Students 2017 2018 2019 2020 Boys 122 128 112 106 Girls 82 90 85 89
Student attendance profile School Year 2017 2018 2019 2020 K 94.8 97.9 94.9 92.8 1 92.2 94.1 96.4 93.9 2 96.9 92 94.8 93.2 3 94.8 95.9 92.2 93.5 4 97 94.3 95.1 90.4 5 92.8 94.6 95.7 90.9 6 94.2 93.7 94.4 93.2 All Years 94.6 94.6 94.9 92.8 State DoE Year 2017 2018 2019 2020 K 94.4 93.8 93.1 92.4 1 93.8 93.4 92.7 91.7 2 94 93.5 93 92 3 94.1 93.6 93 92.1 4 93.9 93.4 92.9 92 5 93.8 93.2 92.8 92 6 93.3 92.5 92.1 91.8 All Years 93.9 93.4 92.8 92
NSW student attendance data in 2020 is not comparable to previous years due to the effects of the COVID-19 pandemic. The NSW Government encouraged students to learn from home, where possible, for a seven week period from 24 March to 22 May. During this period, schools monitored engagement with learning to determine whether students were marked present. This changed the attendance measure. There was also some evidence of varied marking practices as schools adjusted to the learning from home period, with some schools recording higher attendance rates while others recording markedly lower rates.
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Management of non-attendance
Attendance at school has a big impact on longer term outcomes for children and young people. When a child is not at school they miss important opportunities to learn, build friendships and develop their skills through play. Regular attendance at school is a shared responsibility between schools and parents. By working together we can have a positive effect on supporting our children and young people to regularly attend school.
Our teachers promote and monitor regular attendance at school and all our schools have effective measures in place to record attendance and follow up student absences promptly. They are guided by the School Attendance policy which details the management of non-attendance.
Attendance matters at Illawong Public School
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Workforce information
Workforce composition Position FTE* Principal(s) 1 Assistant Principal(s) 2 Classroom Teacher(s) 6.97 Learning and Support Teacher(s) 0.5 Teacher Librarian 0.4 School Administration and Support Staff 2.02
*Full Time Equivalent
Aboriginal and Torres Strait Islander workforce composition
The Department actively supports the recruitment and retention of Aboriginal and/or Torres Strait Islander employees through the use of identified positions, and scholarship opportunities to become a teacher and by providing a culturally safe workplace. As of 2020, 3.7% of the Department's overall workforce identify as Aboriginal and/or Torres Strait Islander People.
Workforce ATSI Staff type Benchmark1 2020 Aboriginal and/or Torres Strait Islander representation2 School Support 3.30% 6.30% Teachers 3.30% 2.80%
Note 1 - The NSW Public Sector Aboriginal Employment Strategy 2014-17 introduced an aspirational target of 1.8% by 2021 for each of the sector's salary bands. If the aspirational target of 1.8% is achieved in salary bands not currently at or above 1.8%, the cumulative representation of Aboriginal employees in the sector is expected to reach 3.3%. Note 2 - Representation of diversity groups are calculated as the estimated number of staff in each group divided by the total number of staff. These statistics have been weighted to estimate the representation of diversity groups in the workforce, where diversity survey response rates were less than 100 per cent. The total number of staff is based on a headcount of permanent and temporary employees.
Teacher qualifications
All casual, temporary and permanent teachers in NSW public schools must hold a NSW Department of Education approval to teach. Teachers with approval to teach must be accredited with the NSW Education Standards Authority, and hold a recognised teaching degree. All NSW teachers must hold a valid NSW Working With Children Check clearance.
Professional learning and teacher accreditation
Professional learning is core to enabling staff to improve their practice. Professional learning includes five student-free School Development Days and induction programs for staff new to our school and/or system. These days are used to improve the capacity of teaching and non-teaching staff in line with school and Departmental priorities.
In 2020, an additional School Development Day was included at the start of Term 2 to assist school leaders, teachers and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.
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Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2020 to 31 December 2020. The Principal is responsible for the financial management of the school and ensuring all school funds are managed in line with Department policy requirements.
2020 Actual ($) Opening Balance 565,701 Revenue 2,070,063 Appropriation 1,879,659 Grants and contributions 189,298 Investment income 1,105 Expenses -1,822,339 Employee related -1,617,699 Operating expenses -204,640 Surplus / deficit for the year 247,723 Closing Balance 813,424
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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Financial summary - Equity loadings
The equity loading data is the main component of the 'Appropriation' line item of the financial summary above.
2020 Approved SBA ($) Targeted Total 24,784 Equity Total 117,027 Equity - Aboriginal 1,412 Equity - Socio-economic 8,462 Equity - Language 33,706 Equity - Disability 73,448 Base Total 1,579,004 Base - Per Capita 47,379 Base - Location 0 Base - Other 1,531,625 Other Total 73,484 Grand Total 1,794,299
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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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. Go to myschool.edu.au to access the school data.
2020 NAPLAN
As agreed by the Education Council, the National Assessment Program (or NAPLAN) did not proceed in 2020 due to the COVID-19 pandemic. This was to assist school leaders, teachers and support staff to focus on the wellbeing of students and continuity of education, such as online and remote learning.
The Education Council also agreed to defer the full transition to NAPLAN Online from 2021 to 2022 and the continuation of current NAPLAN governance arrangements through 2021.
At Illawong Public School we have a strong focus on teaching students to read and comprehend a variety of text types
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Parent/caregiver, student, teacher satisfaction
Sixty students in Years 4, 5 and 6 completed the Tell Them From Me survey in 2020. The Tell Them From Me student survey asks students about a range of school experiences, including their engagement and wellbeing at school and beyond. It also asks students about teaching practices and the learning environment. This survey provides us with important information from our students so we can reflect on our practice and identify areas for improvement. In 2020, we received positive results in the following areas: • 87% of students have friends at school they can trust and who encourage them to make positive choices (NSW Govt norm was 85%) • 92% of students have positive behaviour at school (NSW Government norm was 83%) • A reduced number of students reported being the victim of bullying (20%) compared to the NSW Government norm of 36% and our 2019 survey results. Areas where we can continue to improve include: • 74% of students expressed a positive sense of belonging (NSW Government norm was 81%) • 62% students expressed that they are interested and motivated in their learning (NSW Government norm was 78%) • 28% of students demonstrated positive homework behaviours (NSW Government norm was 63%). Parent and carer feedback was sought in the form of a survey, questionnaire and interviews during the COVID-19 learning from home period and also at various times throughout the year. Feedback from parents and carers indicated that they would like: • a more streamlined system of communication • more information pertaining to how they can support their child's learning. Throughout 2020, we conducted teacher, student and community consultation in conjunction with an analysis of a range of internal and external data sources to develop a situational analysis which provided direction for our 2021-2024 school planning cycle. Findings from our 2020 situational analysis including NAPLAN gap analysis highlighted the following as areas for growth: • numeracy (problem-solving) and reading (vocabulary) • data literacy and data use in teaching • collaborative practice and feedback • learning culture (attendance) and wellbeing (individual learning needs) • curriculum (differentiation), assessment (student engagement) and effective classroom practice (feedback). Targets, initiatives, success criteria and evaluation strategies have been developed to address and achieve these areas for growth in 2021-2024.
The explicit teaching of literacy and numeracy is a focus at Illawong Public School from Kindergarten to Year 6
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Policy requirements
Aboriginal Education Policy
The responsibility for enacting the Aboriginal Education Policy rests with all Departmental staff. The policy should underpin and inform planning, teaching practice and approaches to educational leadership in all educational settings.
Evidence of effective implementation of the policy included: • Establishing, building and strengthening relationships with the Local Aboriginal Education Consultative Group, Aboriginal people and communities. • Providing, in partnership with Aboriginal people and communities, education which promotes quality teaching, is engaging, and is culturally appropriate and relevant. • Aboriginal and Torres Strait Islander students will match or better the outcomes of the broader student population. • Implementation of Personalised Learning Pathways for all Aboriginal students in a school culture of high expectations.
Anti-Racism Policy
All teachers are responsible for supporting students to develop an understanding of racism and discrimination and the impact these may have on individuals and the broader community. Principals are responsible for examining school practices and procedures to ensure they are consistent with the policy. All schools have an Anti-Racism Contact Officer who is trained to respond to concerns in relation to racism.
Multicultural Education Policy
Teachers address the specific learning and wellbeing needs of students from culturally diverse backgrounds through their teaching and learning programs. Principals are responsible for ensuring that school policies, programs and practices respond to the cultural, linguistic and religious diversity of the school community, and provide opportunities that enable all students to achieve equitable education and social outcomes.
The Illawong Public School Acknowledgement of Country
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