Quambone Public School Annual Report

2017

2919

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Introduction

The Annual Report for 2017 is provided to the community of Quambone 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.

Seonaid Stewart

Principal

School contact details

Quambone Public School Mungi Mungi St Quambone, 2831 www.quambone-p.schools.nsw.edu.au [email protected] 6824 2046

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School background

School vision statement

At Quambone Public School, we believe that learning is inclusive and community based. Quambone Public School believes in a safe and collaborative learning environment which focuses on providing students with the skills and knowledge to make positive choices. Students are encouraged to become successful and confident learners in all aspects of their academic and social lives. A strong partnership with the small schools in the Western Plains Network is utilised for professional learning, to gather data and create strategic directions.

School context

Quambone Public School is in the Shire and belongs to the NSW Western Plains Network of Principals. It is located 55 km West of Coonamble and 210km north of . The school is well resourced with excellent facilities for its students,including stimulating classrooms, a well–resourced library, covered playground equipment as well as large playground areas. The school plays an important role in the community and is seen as a focal point for many community events. Parents, staff, students and community members share a strong sense of ownership and commitment to the ongoing development of Quambone Public School. We are fortunate to have a wonderful group of students who share an enthusiastic approach to learning, complemented by staff who are committed to providing quality education for all students. This year (2017) the school has an enrolment of 15 students, with 12 Primary students (3–6) and 3 Infants(K–2). Quambone Public School benefits from equity funding, which is used to support student learning, leadership, quality teaching and engagement as outlined within the school plan.

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 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.

Learning

Quambone focused our efforts on actively supporting all students to achieve their potential in a high expectations environment. All students have been involved in establishing their learning goals through the development and implementation of Personalised Learning Plans.

Through the implementation of Early Action for Success strategy, systems of tracking students learning and progress for staff, parents and students have been developed and implemented in line with current curriculum. Students are more aware of learning expectations and how to meet their individual academic and wellbeing goals.

The wellbeing of every student is a priority at Quambone PS, this year a whole school wellbeing program 'Bounce Back' has been implemented.

Teaching

In the domain of teaching staff have ensured the best possible outcomes for students, with professional learning opportunities provided to develop a better understanding of data skills and use. A hub of schools was developed with staff collaborating closely with staff from these schools and also within the small school network to ensure that students were given maximum opportunity to experience a wide variety of teaching styles.

Leading

Staff were given the opportunity to lead various programs such as digital technologies, creative and performing arts and sporting activities. All students were invited to take a leadership role in presentations and assemblies. The school has used evidence based strategies and collaborative feedback and reflections in designing the new school plan that delivers ongoing improvements in student outcomes and provision of opportunities to prepare for learning in the 21st Century.

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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/sef–evidence–guide

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Strategic Direction 1

Student Learning

Purpose

To improve student learning and outcomes through the development and delivery of consistent high quality programs and practices while supporting their emotional, social, and physical wellbeing.

Overall summary of progress

All students involved in the Early Action for Success strategy made better than average progress in all aspects of Literacy. All students are now able to use 'I can' statements and data walls in Literacy and Numeracy to provide a better understanding of how they can achieve their next outcomes.. Professional learning supported the ongoing needs of staff in differentiated instruction for the L3 programs. Assessment for learning is now a regular and integral part of the teaching and learning cycles in the classroom.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

70% of students to reach the Employment of SLSO = $26 100% of infant students exceeded their expected national reading benchmark by 311 reading benchmarks. the end of each year 70% of primary students exceeded their expected reading benchmarks.

Early Action for Success strategies implemented.

Close monitoring of student progress against Literacy and Numeracy continuums occurred.

100% of students to achieve at All students achieved more than one of their PLP least one of their PLP goals targets. throughout the year Targets were taken from literacy and numeracy clusters, every student moved at least 3 clusters in reading and writing.

Next Steps

Support teachers to gain an understanding of the new progressions and how to import and analyse data in PLAN 2.

Support new teachers with L3 training to help improve student achievement.

All teaching and learning programs are evidence based including, learning intentions, explicit systems of assessment and tracking and digital technologies.

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Strategic Direction 2

Leadership

Purpose

To create effective leaders by supporting staff to develop their teaching skills through professional learning and practice, and to develop effective leaders through leadership programs.

Overall summary of progress

Staff members accessed professional learning from a variety of sources. PDP goals were aligned to school plan. Professional learning structures strengthened teachers ability to implement the L3 strategy, develop effective explicit teaching practices and the analysis of data to inform differentiation and support learning throughout the year.

Student leaders participated in the young leaders program at the Warrumbungles Education centre. They participated in and led other students in VC sessions throughout the year. Student leaders took on many leadership roles while on our Excursion.

The Principal completed the NSW School Leadership and Management Credential.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Staff to successfully achieve their $2950 Teacher's PDPs were developed in consultation professional goals outlined in with their supervisor and all staff members were their Performance Development signed off at the end of the year as being complete. Plan. Use of the What Works Best, CESE publication to guide explicit teaching development in staff's teaching and learning strategies.

Student participationin leadership $300 Student leaders attended Warrumbungle opportunities Leadership Camp.

Next Steps

All teaching and non–teaching staff to complete PDP for 2018.

Develop all staff capabilities in digital technologies and design and technologies curriculum.

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Strategic Direction 3

Student and Community Engagment

Purpose

To improve student social and emotional wellbeing and the whole school organisational effectiveness in a positive school community environment. Building on effective partnerships with families and to develop technologically competent students

Overall summary of progress

Throughout 2017 Quambone school community participated in Mother's and Fathers' day activities, NAIDOC day, Book Fair and Easter hat Parade, termly assemblies and presentations which improved joint engagement.

Student attendance is always of high importance at Quambone, this year there were a number of students who were temporary enrolments and in short term care. this alongside the whooping cough epidemic in term 2 affected our attendance rates

Class dojo was implemented and the ensuing reward system was celebrated by the whole community.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

School attendance rate to be Worked alongside HSLOs In 2017 there were 6 students who were transient . maintained at a rate of 90% or throughout the year. above national average

An improvement in community Parent, staff and student The school community was invited to review the engagement data collected from TTFM survey implemented. previous 3 year plan and to offer ideas and wishes all school community members for the future school plan. using the School Community Community Collaboration Engagement survey and parent survey distributed and involvement in school based analysed. events

Next Steps

Continue to meet regularly with with Coonamble AECG.

Continue to create strong links with the community through newsletter, social media and invitation to school run activities.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $21,089 School funded SLSO position, developing skills, strategies and reinforcement of concepts in the areas of reading, literacy and numeracy for targeted students. .

Students participated in a combination of small group sessions and in class support with a focus on educational tasks that were created to increase students'' resilience and improve skills.

Low level adjustment for disability $14 324 Collaboration with other small schools, professional learning was created for teachers and executive with staff attendance at leadership and rural and remote conferences.

.Sydney / Dubbo excursions

School funded SLSO

Quality Teaching, Successful $1550 Collaborative hub meetings every term with Students (QTSS) Marra Creek and . Meetings built capacity of executive and classroom teachers, where resources were shared and professional discussions ensued.

Socio–economic background $10 400 School funded second teacher position, extra day per fortnight

Reduced class sizes enabling all identified students needs to be met.

Whole school wellbieng program introduced.

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Student information page.

In 2017 there has been a decline of 6.9% in the Student enrolment profile Attendance rate. This was mainly due to a 6 week long whooping cough epidemic and a number of students Enrolments who travelled to visit families and for medical appointments. Students 2014 2015 2016 2017 Boys 13 12 8 6 Workforce information Girls 11 12 13 8 Workforce composition

Student numbers at Quambone fluctuated over 2017. Position FTE* There were a number of temporary enrolments with a Principal 1 high rate of student movement as families sought employment opportunities and family support in other Deputy Principal(s) 0 areas. In 2017 42% of students identified as Aboriginal or Torres Strait Islander Assistant Principal(s) 0 Head Teacher(s) 0 Student attendance profile Classroom Teacher(s) 0.14 School Teacher of Reading Recovery 0 Year 2014 2015 2016 2017 Learning & Support Teacher(s) 0.2 K 90.2 90.2 93.1 Teacher Librarian 0.08 1 95.1 94.6 93.1 Teacher of ESL 0 2 94.6 92.1 98.9 87 School Counsellor 0 3 93.9 93.2 93.9 89.7 School Administration & Support 0.71 Staff 4 96.7 88.1 93.1 89.1 Other Positions 0 5 95.3 91.7 100 86.2 6 93 90.2 94.3 86.2 *Full Time Equivalent All Years 94.6 91.8 93.9 87 State DoE Year 2014 2015 2016 2017 Teacher qualifications K 95.2 94.4 94.4 All teaching staff meet the professional requirements 1 94.7 93.8 93.9 for teaching in NSW public schools. 2 94.9 94 94.1 94 3 95 94.1 94.2 94.1 Teacher qualifications 4 94.9 94 93.9 93.9 Qualifications % of staff 5 94.8 94 93.9 93.8 Undergraduate degree or diploma 50 6 94.2 93.5 93.4 93.3 Postgraduate degree 50 All Years 94.8 94 94 93.8

Professional learning and teacher accreditation

Management of non-attendance 100% of teachers at Quambone in 2017 were accredited with the Education The school works closely with the Home School Standards Authority. Liaison Officers to ensure that all students attend school regularly. The need for regular attendance is a All staff attended the small school's conference in feature throughout the year in school's newsletter and Nyngan in term 1. Professional learning focused on a accompanies all student reports. There are reminders number of different areas such as Literacy, the L3 of school term dates and start times in the weekly strategy, Road Safety, the Wellbeing Framework and newsletter and on the school's Facebook Leadership and Management. All skills learnt have

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been disseminated across the school and developed in all classrooms. Receipts $ Financial information (for schools Balance brought forward 86,493 using both OASIS and SAP/SALM) Global funds 76,799 Tied funds 72,098 Financial information School & community sources 2,368 The three financial summary tables cover 13 months Interest 1,177 (from 1 December 2016 to 31 December 2017). Trust receipts 315

The financial summary consists of school income Canteen 0 broken down by funding source and is derived from the Total Receipts 152,756 school Annual Financial Statement. Payments Teaching & learning Key Learning Areas 3,234 Excursions 0 Extracurricular dissections 4,939 Library 112 Training & Development 1,075 Tied Funds Payments 39,773 Short Term Relief 1,432 Administration & Office 16,495 Canteen Payments 0 Utilities 7,974 Maintenance 786 Trust Payments 529 Capital Programs 0 Total Payments 76,347 Balance carried forward 162,902

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.

The information provided in the financial summary includes reporting from 1 January 2017 to 31 December 2017.

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2017 Actual ($) 2017 Actual ($) Opening Balance 0 Base Total 295,265 Revenue 171,813 Base Per Capita 3,209 Appropriation 162,902 Base Location 20,108 Sale of Goods and Services 0 Other Base 271,948 Grants and Contributions 8,785 Equity Total 76,977 Gain and Loss 0 Equity Aboriginal 21,089 Other Revenue 0 Equity Socio economic 30,349 Investment Income 126 Equity Language 0 Expenses -46,055 Equity Disability 25,540 Recurrent Expenses -46,055 Targeted Total 0 Employee Related -29,796 Other Total 1,537 Operating Expenses -16,258 Grand Total 373,779 Capital Expenses 0

Employee Related 0 Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom Operating Expenses 0 line totals, which are calculated without any rounding. SURPLUS / DEFICIT FOR THE 125,758 YEAR A full copy of the school’s financial statement is tabled at the annual general meetings of the parent and/or Balance Carried Forward 125,758 community groups. Further details concerning the statement can be obtained by contacting the school.

The Opening balance for the 2017 school financial year is displayed in the OASIS table as Balance brought forward. The financial summary table for the year ended 31 December 2017 shows the Opening balance as $0.00 because the Opening balance for the 2017 school financial year is reported in the OASIS table (as Balance brought forward).

The amount displayed in the Appropriation category of the financial summary table is drawn from the Balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will not equal the OASIS Balance carried forward amount.

Financial summary equity funding

The equity funding data is the main component of the 'Appropriation' section of the financial summary above.

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School performance The school attracts Aboriginal background loading which was used to employ a SLSO so that targeted NAPLAN students could successfully meet their academic and personal interest goals. 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 Multicultural and anti-racism education represents increasing levels of skills and understandings demonstrated in these Students worked in small groups to research a country assessments. from around the world as pat of their HSIE program. They also studied how different cultures celebrate In 2017 a number of students who were due to sit the important days, researching the origins and traditional NAPLAN tests were unable to due to extended activities that take place, and presented their findings sickness in the community. There were 6 Year 5 to the rest of the school. students who took part in the NAPLAN testing. In a small school, reporting of these results would allow for Students participated in cultural lessons run by visiting students to be identified. Individual student results were members of the community. They also took part in communicated to parents. Results have been used to anti–bullying programs in term 1. inform future planning to ensure future individualised programs can be developed appropriately. Other school programs

Throughout 2017 all students participated in many extra curricular activities. The school participated in the sporting schools program throughout the year. Students took part in swimming in term 1 and 4, all students were involved in the swimming, cross country and athletics carnivals. In collaboration with other schools, students Parent/caregiver, student, teacher took part in netball and rugby competitions. The school was invited to Healthy Harold at Carinda, a small play satisfaction performance at Marra Creek, with Quambone hosting NAIDOC day and a visiting illustrator, all the student's enjoyed these experiences boosting both their social This year Quambone distributed the Tell Them from and academic skills. The school attended the small Me survey to students, staff and parents. The whole school Super Camp in Nyngan alongside aother 9 small community was asked to participate in the community schools. In term 4 the primary students joined Carinda consultation process to review the previous school in Sydney for a week long excursion, with the infants plan and to aid in the creation of the school plan 2018–2020. Parents are generally happy with the attending a two day excursion in Dubbo. Three students took part in the Premier's Spelling Bee and running of the school. They believe that the school is a one student sat certain International Competitions and friendly and inviting place. They were happy with the Assessments for Schools(ICAS). variety of programs that were offered at Quambone and felt that communication through various means was of a high level. They felt that more emphasis should be placed upon developing student resilience and in digital and technological curriculums.

Policy requirements

Aboriginal education

The school continues to place a high importance on Aboriginal Education. Every student had a Personalised Learning Plan which was developed closely with parents, caregivers and students focusing on academic and welfare goals and extra curricular interests.

All students are encouraged to broaden their knowledge of the local Aboriginal heritage and cultural traditions through the integration of Aboriginal perspectives across all curriculum areas. NAIDOC day was celebrated with Marra Creek Public school and the community with all children in the community taking part in traditional art and dance activities, weaving bracelets and learning about local bush tucker.

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