Tocumwal Public School Annual Report
2018
3225
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Introduction
The Annual Report for 2018 is provided to the community of Tocumwal 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.
Darren White
Principal
School contact details
Tocumwal Public School 18-20 Morris St Tocumwal, 2714 www.tocumwal-p.schools.nsw.edu.au [email protected] 03 5874 2128
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Message from the Principal
Our schools Vision Statement says that: Tocumwal Public School is committed to implementing a challenging, creative, supportive and stimulating curriculum that caters for all students through the building of educational aspirations, to prepare them as effective citizens of the 21st Century. This will be achieved through highly motivated staff who are innovative and dynamic, providing leadership that inspires learning. We promote excellence, equity and mutual respect throughout our wider school community.
Our Vision Statement helps to drive all of the decision making that occurs throughout the school. With this in mind, we provide student–oriented education that allows our students to continuously discover their potential in an ever–changing world. We constantly strive in combining academic excellence with a broad range of opportunities beyond the classroom. We are committed to the pursuit of excellence in education and all that we endeavour.
Our dynamic school continues to evolve. As our needs are constantly changing we as a school community are prepared to make decisions to meet the demands that are placed upon us.
Here at Tocumwal Public school we are fortunate that we are well supported by our families who share a partnership in raising and educating these wonderful young children. The continued success of our school is strongly supported by the foundation of healthy and supportive relationships that exist between school and home.
Darren White–Principal
Message from the students
As much as we look forward to high school we will never forget our years here. Unfortunately that means that we will be leaving all our teachers behind, which brings us great sadness. Our time here has made a great impact on our lives and we will never forget what they have taught us.
We would especially like to thank all of our teachers for setting us up for high school. Thank you for making our 7 years so enjoyable. We have had many teachers through the past years and all of them have influenced us to be the best that we can be. We also have had the chance to meet special guests that came to our school to talk to us about their careers. We would like to thank Tocumwal Public School (TPS) for making all these wonderful opportunities possible.
Our school brings us and our fellow students many and varied opportunities. Some of these include sport, the creative arts, public speaking, spelling and much more. This year we have had many students take part in state events and this has made the school very proud. Some of the sport events include swimming, cross country and athletics, along with the school teams for soccer, cricket, softball, football and netball.
How could we forget the Parents and Citizens Association (P&C). They have had a big impact on our school. Things like movie night couldn't have been done without them. They also pay for buses, buy books and other equipment for the school and provide the state participants with a helping hand to get them to Sydney.
Our journey to high school is going to be exciting but we will always miss our friends and teachers here at TPS. We have thoroughly enjoyed our years here. We have learnt lots of life lessons that we will never forget. We have learnt how to be a leader, how to care for others and much more.
Always remember our school motto, Work Together For Good.
Tahlia Pate, Hunter Hardwidge (Captains),
Jessica Bennett, Jackson Bury (Vice–Captains).
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School background
School vision statement
Tocumwal Public School is committed to implementing a challenging, creative, supportive and stimulating curriculum that caters for all students through the building of educational aspirations, to prepare them as effective citizens of the 21st Century. This will be achieved through highly motivated staff who are innovative and dynamic, providing leadership that inspires learning. We promote excellence, equity and mutual respect throughout our wider school community.
School context
Tocumwal Public School located along the mighty Murray River in South–Western NSW, 730KM from Sydney, with an enrolment of 156 students (7% Aboriginality), is a community school with committed teachers and rigorous curriculum programs focused on academic growth and development.
As a 21st Century school we use digital technologies to support student learning. The school caters for gifted and talented students and students with special learning needs. Tocumwal Public School is an inclusive school and nurtures the social success of each individual by maintaining a positive and caring learning environment.
Our school continues to offer challenges and excitement for our students. There is a confidence and vitality that is reflected in the many programs and new initiatives that operate in our school on a daily basis. We are a strong team and I am proud to say we are all working together to provide our students with the best education available to them.
We have a very active Parents and Citizens Association that have a tight relationship with the school and the events we hold and they meet on a regular basis throughout the year.
Our Student Representative Council (SRC) also play a significant role in our school by running many promotional and awareness raising events to promote unity and school spirit. They meet weekly and are very proactive in our school environment.
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 Culture – As evidenced by the Shared Vision statement of Learning in the 21st century Learning, Personal Learning Plans, HOW2Learn implementation, Reading Recovery and PLAN analysis, Tocumwal Public School demonstrates a Sustaining and Growing culture that builds on educational aspirations and ongoing performance improvements across our community. To enhance the schools learning culture the school plan must continue to allow for the provision and implementation of regular focus groups with teachers, students and community to explore their understandings of productive learning environments and their identities as learners
.*Wellbeing – As evidenced by the Learning and Learning and Support Team and You Can Do It / Bluearth analysis we are Sustaining and Growing a strategic and planned approach to support the cognitive, emotional, social, physical and spiritual wellbeing of all students. Future directions will include a whole school approach to creating an environment where students are more self–aware and make a more active contribution to the school, community and society.
*Curriculum– As evidenced by the Learning and Support Team and Accreditation and Mentoring practices we are Delivering an integrated approach to quality teaching, curriculum planning and delivery, and assessment that promotes learning excellence and responsiveness in meeting the learning needs of all students.
*Assessment and Reporting – As evidenced by the Personalised Learning Plans, SMART data and PLAN analysis as well as classroom assessments we feel we are at the Sustaining and Growing stage, practices for assessment and reporting across the curriculum are used to monitor, plan and report on student learning across the curriculum. To progress further, evidence of feedback from students and assessment data will demonstrate greater occurrence and
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impact of effective practices.
*Student Performance Measures – As evidenced by the NAPLAN analysis we have a Sustaining and Growing approach to monitoring, tracking and reporting on student performance. Parents and students are provided with updated reports that include descriptors of their strengths and areas of growth. To continue to grow, evidence of formal inclusion of quantifiable and trend data in professional conversations and documents will need to demonstrate the quality of teaching. Furthermore to excel, direct links from the implemented researched based teaching practices result in consistent higher levels of outcomes achieved in external and internal school performance measures.
The results of this process indicated that in the School Excellence Framework domain of Teaching
*Effective Classroom Practice – As evidenced by the MiniLit, SMART Data and Personalised Learning Plans, Tocumwal Public School is Sustaining and Growing because there is evidence teachers are committed to identifying, understanding and implementing the most effective teaching methods with provision of human and monetary resources in the school plan given to evidence–based teaching strategies. To enhance current practice implementation of whole school programs will be developed to reflect Dylan Wiliam's formative assessment and Hattie's 'Visible Learning'.
*Data Skills and Use– As evidenced by the Learning and Support Team Delivering analysed NAPLAN and SMART school–wide data to identify student achievements and progress. The data is used to inform future school directions at classroom, team and leading levels. To continue to grow, evidence of formal inclusion of quantifiable and trend data in professional conversations and documents will need to demonstrate the quality of teaching. Furthermore to excel, direct links from the implemented researched–based teaching practices result in consistent higher levels of outcomes achieved in external and internal school performance measures.
*Professional Standards – As evidenced by the Professional Development Plan's and Accreditation and Mentoring annotations teachers at Tocumwal Public School are Sustaining and Growing in their personal responsibility for maintaining and developing their professional standards. Future directions will have provisions that support a systems leadership approach and include succession planning across the school to allow aspirant leaders to fulfil their goals.
*Learning and Development – As evidenced by the Professional Development Plans we are Sustaining and Growing a system in the school as learning is aligned with the school plan, and its impact on the quality of teaching and student learning outcomes is evaluated. In future planning 'a program logic' will be utilised to determine key external factors that will influence practice (5 Essentials for Effective Evaluation, 2016).
The results of this process indicated that in the School Excellence Framework domain of Leading.
*Educational Leadership – As evidenced in the Professional Development Plans, Learning and Support Team, Accreditation and school planning, Tocumwal Public School demonstrates a Sustaining and Growing school leadership team. The analysis highlights the need to continue to grow a culture of high expectations and community engagement, resulting in sustained and measurable whole–school improvements. This will enhance the learning opportunities and outcomes for our students.
*School Planning, Implementation and Reporting – As evidenced in, Performance and Development Plans, Learning and Support Team analysis, Shared vision and Personalised Learning Plans and reporting we are Delivering a school plan that is continually evolving to ensure continuous improvement efforts are made to sustain and grow the school's vision and strategic directions.
*School Resources – As evidenced in the Performance and Development Plans, Learning and Support Team and future planning meetings it has illustrated a Sustaining and Growing approach to the management of school resources to ensure they are strategically used to achieve improved student outcomes.
*Management Practices and Processes – As evidenced in the Work, Health and Safety analysis, we are Sustaining and Growing on management systems, structures and processes that underpin ongoing school improvement and the professional effectiveness of all school members. To continue to grow, streamlined and flexible processes will be evident to ensure delivery of services and information to enhance the level of parental engagement to provide constructive feedback on school practices and procedures.
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
Quality Learning
Purpose
To develop a school culture that is strongly focussed on learning, building of educational aspiration and ongoing performance improvement whereby, every student will have an understanding of how they learn best. They will be adaptable to new learning opportunities and engage to develop critical skills for success to make informed contributions.
Overall summary of progress
Our focus on Quality Learning has led us to maintain progress in this strategic direction. Teachers continue to identify observable changes in learning behaviour of students, indicating a positive shift to learning outcomes across the school. Learning and support team processes continue to be enhanced to monitor and plan student progress in literacy and numeracy through the regular monitoring of PLAN every 5 weeks. This has enabled us to improve early identification and intervention to provide stronger, more focused support to individual students. Staff members are engaged in professional readings and sharing sessions around formative assessment that have allowed shared resources and understandings around improving student feedback to improve student learning outcomes. The deeper understandings of Aboriginal culture has been achieved through a range of cultural activities and teaching initiatives. This continues to have a high impact on the learning culture of the school.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
All students to demonstrate $5000 Teachers have continued to participate in improved literacy and numeracy professional learning in and around reflective capabilities as evidenced by practices for self–assessment as well as trailing continued progress against the techniques of formative assessment in the learning continuums. classroom. This has been reflected in their classroom practices.
In 2018 we continued to embed the language and skills with students in the aspects of HOW2Learn. Students were capable of identifying their own styles of learning as well as accepting that not everyone learns the same way.
All students can articulate where $4500 All students are continuing to show growth on they are in relation to the continuums in the areas of Writing and Numeracy continuums and are able to as a result. Class teachers are reporting to parents set clear goals for where to go using the continuum data as part of their reporting next in their learning journey. processes. However we are now looking at transferring this understanding over to the progressions.
Students can demonstrate where they are at with their learning. Teachers continued to use this data to support their PLAN plotting, but are now being trained in the Learning Progressions. .
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Next Steps
• Continuing to shift mindsets to build a culture that enables learning to be central in all school directions and decisions. • Continuing to build growth mindsets to strengthen our learning experiences and developing a rich repertoire of lifelong learning habits. • In 2019 and beyond we will continue to enhance staff knowledge and practices of Formative Assessment in the classroom, through ongoing professional training opportunities and professional readings. • Continue to embed the HOW2Learn program in our school in 2019, Implementing Phase 2 modules 1, 2, 3 & 4 This program in conjunction with additional programs within the school builds upon our existing learning culture.
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Strategic Direction 2
Quality Teaching
Purpose
To build capacity of our teachers through reflective and collaborative practices that creates a culture for focussed professional learning that is data driven and evidenced based with the aim of implementing an integrated approach to quality teaching, curriculum planning and delivery through assessment that promotes learning excellence to meet the needs of all students.
Overall summary of progress
The Performance Development Framework has led to staff connecting in a much deeper reflective process that is guiding the ongoing development of all staff, at an individual and collegial level. Effective monitoring and feedback processes are in place to discuss progress, support and to plan for growth.
Staff have engaged and improved their understanding of the new and current syllabuses. Staff members from within the school and across our learning community are leading and supporting others through an effective implementation strategy.
The strategic planning process has meant that staff are more regularly and routinely monitoring, evaluating and reviewing milestone implementation and its impact on student learning. The engagement of the school community in this process continues to ensure a strong, positive and strategic approach for the progress of the school.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Teaching and learning programs $3200 Teachers continue to participate in professional are data based, differentiated to learning around the new Australian curriculums and student learning needs and syllabi. demonstrate syllabus content as measured by program review Teachers' programs provide reflective evidence that and student work samples. data is directing planning and teaching in the classroom to differentiate learning.
Teacher's classroom programs are reflecting the new syllabi and their practices are supportive of change.
Students have a clear $2300 Teachers are building up their capacity to write understanding of their learning clear and explicit learning intentions for lessons on goals based on teachers the board for the children to see. providing explicit and timely feedback on how to improve their learning.
To increase the average % of $4345 In NAPLAN– Numeracy 2018 Yr 3 we students in the top 2 bands in achieved 40.8 % an increase of 0.5%. since 2017. Reading and Numeracy to 50% (as per the Premier's Priority). Yr 5 we achieved 30.2% an increase of 0.3% since 2017.
In NAPLAN– Reading 2018 Yr 3 we achieved 51..6% an increase of 4.4%. since 2017.
Yr 5 we achieved 36..3% an increase of 0.1% since 2017.
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Next Steps
• All teaching staff to continue their learning and sharing around implementing the new syllabi and engage in data collection to enhance our focus and impact for student learning growth. This will enable them to further differentiate student learning opportunities. • Teachers will be provided with opportunities and will be expected to develop a deeper understanding of the Professional Teaching Standards for Australian Teachers through professional development and specific training opportunities. • Teachers will continue to produce a Performance and Development Plan that aligns with the schools Strategic Directions as per the school plan.
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Strategic Direction 3
Quality Leading
Purpose
To enable a self–sustaining and self–improving learning community with the expectation to build and support strong, strategic and effective leaders with a commitment of fostering a school–wide culture of high expectations and success resulting in sustained and measurable school improvement.
Overall summary of progress
Building and fostering strong relationships within our school community continues to be at the forefront of this strategic direction. Our progress to achieve this continues to be hinged primarily on strengthening the lines of communication so that our school community are more aware of what has, is and will be happening in our school at any given moment.
This goal continues to be achieved by offering families a hard copy of the school newsletter or an email version. It is further complemented by the subscription to the enhanced communication application called "SkoolBag" app. This application also supports the school newsletter as well as class and school communications of events e.g open days, assemblies, and mufti–days etc…that come in the form of an alert in a smartphone or similar device.
Parent workshops are regularly being offered for parents who require some upskilling in the use of these applications.
After community consultation and support we have increased our foothold with Information & Communication Technologies (ICT) by purchasing a further 15 Laptops.. This will allow us to utilise new technologies within the classroom in line with our school community expectations.
We continue to offer our staff members the opportunities to develop their leadership capacities by taking on new roles within the school and leading small teams to achieve strategic directions around the school.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increase the proportion of staff $7600 Staff members have been involved in numerous members demonstrating professional learning opportunities and ongoing leadership capacities within the mentoring and coaching roles within the school. school. This is enhancing their capacity and leadership qualities. Many staff members are taking a leading role on helping to achieve strategic directions within the school as well as in our extended learning communities.
Increased community $3300 In 2018, the school continued to focus in providing participation in school and enhanced ways of communication via school community events. newsletters both hard copy and electronic versions, as well as "SkoolBag" app and P&C facebook have resulted in better input and attendance at events hosted by the school.
There has been an increased parent presence within a number of classrooms where parents have been invited to share in the experiences of special theme days within the classrooms.
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Next Steps
• To monitor the effectiveness of current communication sources within school via Tell Them From Me Surveys (TTFM). • Canvas further advice from school community on the currency and validity of our current strategic directions going forward. • To continue to develop a deeper understanding of evidence relating to the impact of initiatives in the school plan. • Continue to provide staff with the opportunities to enhance their leadership capacities.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading 30% increase in Aboriginal students placement in top 2 bands in NAPLAN Literacy & Numeracy.
We celebrated NAIDOC Day by having a cultural awareness day with our Aboriginal students leading the whole school assembly.
All students have an Key Educational learning plans(KELPs) and are making progress across the literacy and numeracy continuums.
Low level adjustment for disability FTE 0.4 Monitoring of individual students via goal • Low level adjustment for achievement. disability ($ 2043.75) IEPs • Low level adjustment for disability ($2 043.75) All students requiring adjustments and learning support are catered for within class programs and other whole school strategies.9 students were referred for learning support.
Employment of a Teacher and SLSO to support these students in mainstream classroom settings and additional release for individual learning programs for these students.
Quality Teaching, Successful • Quality Teaching, Improved focus on the use and interpretation Students (QTSS) Successful Students of assessment data for higher student (QTSS) ($ 3383.63) attainment. • Quality Teaching, Successful Students School Culture around learning has (QTSS) ($3 383.63) strengthened due to classroom teachers having better support from executive in classroom as well as one–one mentoring.
Socio–economic background • Socio–economic Monitoring of individual students via goal background ($ 5787.00) achievement. • Socio–economic IEPs background ($5 787.00)
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Student information teacher to improve attendance.
Parents are contacted by the school and informed of Student enrolment profile their responsibility to ensure children attend school regularly. The support of the Home School Liaison Enrolments Officer is sought if required. Students 2015 2016 2017 2018 Boys 71 73 65 68 Class sizes Girls 67 77 91 79 Class Total KINDER 26
Enrolments have continued to increase in 2018 as in YEAR 1 20 previous years trends. YEAR 2 24 YEAR 3 14 Student attendance profile YEAR 4 25 School YEAR 5 16 Year 2015 2016 2017 2018 YEAR 6 25 K 92.1 92.3 95.5 93.7 1 92.4 91.1 94.3 92.9 Workforce information 2 94.3 91.3 91.7 94 3 95.5 91.1 93.8 92.2 Workforce composition 4 94.5 94.2 92.2 94.2 Position FTE* 5 94.6 91.6 96.5 93.3 Principal(s) 1 6 97.3 94.1 93.2 94.7 Assistant Principal(s) 1 All Years 94.2 92.2 94 93.7 Classroom Teacher(s) 6.85 State DoE Teacher of Reading Recovery 0.21 Year 2015 2016 2017 2018 Learning and Support Teacher(s) 0.4 K 94.4 94.4 94.4 93.8 Teacher Librarian 0.4 1 93.8 93.9 93.8 93.4 School Administration and Support 1.89 Staff 2 94 94.1 94 93.5 3 94.1 94.2 94.1 93.6 *Full Time Equivalent 4 94 93.9 93.9 93.4 5 94 93.9 93.8 93.2 During 2018 no Indigenous teachers were on staff. 6 93.5 93.4 93.3 92.5
All Years 94 94 93.9 93.4 Teacher qualifications
All teaching staff meet the professional requirements for teaching in NSW public schools. Management of non-attendance
Regular attendance at school is essential to assist Teacher qualifications students to maximize their potential. Schools, in partnership with parents, are responsible for promoting Qualifications % of staff the regular attendance of students. Encouraging regular attendance is a core school responsibility. Undergraduate degree or diploma 100 Postgraduate degree 0 Class rolls are marked daily and monitored regularly by the class teachers for patterns of students' partial or non–attendance. The Learning Support Team monitors the attendance of students. If a concern is identified, the team works with the student, parent and class
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Disability Standards for Education: NSW DEC Professional learning and teacher accreditation Financial information Each year we are allocated funds to provide professional learning opportunities for all staff members at Tocumwal Public School. The school's major Financial summary priorities and strategies for teacher professional learning are: The information provided in the financial summary includes reporting from 1 January 2018 to 31 Average expenditure per teacher on professional December 2018. learning at the school level is $1500 per annum.
The continued development of the school– based 2018 Actual ($) Professional Learning team. Opening Balance 173,924 Schoolbiz – Professional learning information available Revenue 1,614,719 weekly to staff to assist with prioritising the needs of staff. Appropriation 1,534,546
Integrating Professional Learning into whole school Sale of Goods and Services 14,288 planning and management of TPL Funds. Grants and Contributions 64,086
Regularly evaluating the effectiveness of Professional Gain and Loss 0 Learning activities. Other Revenue 0 Monitoring Professional Learning calendar and utilising Investment Income 1,798 Professional Learning opportunities. Expenses -1,565,388 Attending Principal Meetings and essential training days. Recurrent Expenses -1,565,388 Employee Related -1,365,029 Literacy & Numeracy professional development days. Operating Expenses -200,360 Career development opportunities. Capital Expenses 0 Development of class units in HSIE / Science and Employee Related 0 Technology. Operating Expenses 0 Training in the application and use of Smart Boards in the classroom. SURPLUS / DEFICIT FOR THE 49,330 YEAR The staff participated in the following courses and Balance Carried Forward 223,254 training events:
STLA meetings A full copy of the school's financial statement can be Reading Recovery obtained by contacting the school.
Emergency Care and Asthma Training
ASCIA –Anaphylaxis training
Disability framework
PLAN updates
Child Protection
Classroom Management Strategies
Road Safety
Public Speaking
Australian curriculum including:NSW Syllabuses for the Australian Curriculum
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School performance Financial summary equity funding
The equity funding data is the main component of the NAPLAN 'Appropriation' section of the financial summary above. 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 2018 Actual ($) Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in Base Total 1,339,859 these assessments. Base Per Capita 30,166 From 2018 to 2020 NAPLAN is moving from a paper Base Location 18,853 test to an online test. Individual schools are migrating to Other Base 1,290,840 the online test, with some schools attempting NAPLAN on paper and others online. Equity Total 114,915 Results for both online and paper formats are reported Equity Aboriginal 10,624 on the same NAPLAN assessment scale. Any Equity Socio economic 46,296 comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students Equity Language 0 who did the assessment in a different format – should take into consideration the different test formats and Equity Disability 57,995 are discouraged during these transition years. Targeted Total 18,025 Students in Year 3 and Year 5 continue to demonstrate Other Total 48,973 improvement and sound achievement in NAPLAN Grand Total 1,521,771 assessment in Literacy.
Students in Year 3 this year showed a continued positive performance above National Minimum Figures presented in this report may be subject to Standards. In Grammar and Punctuation we had 50% rounding so may not reconcile exactly with the bottom of students achieve in the top 2 bands. In Reading we line totals, which are calculated without any rounding. had 42.9% of students achieve in the top 2 bands. In Spelling we had 50% of students achieve in the top 2 A full copy of the school's financial statement is tabled bands. In Writing we had 57.2% of students achieve in at the annual general meetings of the parent and/or the top 2 bands. community groups. Further details concerning the statement can be obtained by contacting the school. Students in Year 5 this year also showed a continued positive trend of increasing performance above National Minimum Standards. In Grammar and Punctuation we had 73.3% of students achieve in the top 3 bands. In Reading we had 46.6% of students achieve in the top 3 bands. In Spelling we had 53.3% of students achieve in the top 3 bands. In Writing we had 60% of students achieve in the top 3 bands.
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Band 1 2 3 4 5 6 Percentage of students 0.0 7.1 14.3 35.7 14.3 28.6 School avg 2016-2018 0 7.5 15.1 26.4 24.5 26.4
Band 1 2 3 4 5 6 Percentage of students 0.0 0.0 0.0 50.0 21.4 28.6 School avg 2016-2018 1.8 3.6 5.5 18.2 40 30.9
Band 1 2 3 4 5 6 Percentage of students 14.3 0.0 21.4 14.3 35.7 14.3 School avg 2016-2018 5.5 3.6 21.8 25.5 27.3 16.4
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Band 3 4 5 6 7 8 Percentage of students 6.7 6.7 13.3 53.3 0.0 20.0 School avg 2016-2018 7.9 14.3 20.6 31.7 17.5 7.9
Band 1 2 3 4 5 6 Percentage of students 0.0 14.3 28.6 28.6 28.6 0.0 School avg 2016-2018 0 9.1 7.3 25.5 47.3 10.9
Band 3 4 5 6 7 8 Percentage of students 0.0 20.0 33.3 20.0 13.3 13.3 School avg 2016-2018 8.1 19.4 25.8 21 14.5 11.3
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Band 3 4 5 6 7 8 Percentage of students 6.7 0.0 33.3 33.3 20.0 6.7 School avg 2016-2018 4.8 9.5 39.7 30.2 12.7 3.2
Students in Years 3 and 5 have demonstrated continued achievement and growth in Numeracy.
In Year 3 50% of students achieved in the top 2 bands.
In Yr 5 86.6% of students achieved in the top 3 bands.
Numeracy will continue to be a focus of development for teachers in 2019 with targeted professional learning and implementation of in school standardised assessments to extend the available data to inform teaching.
Band 3 4 5 6 7 8 Percentage of students 0.0 20.0 26.7 26.7 13.3 13.3 School avg 2016-2018 11.1 11.1 25.4 33.3 14.3 4.8
Band 1 2 3 4 5 6 Percentage of students 0.0 0.0 14.3 35.7 21.4 28.6 School avg 2016-2018 0 3.7 20.4 35.2 22.2 18.5
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Parent/caregiver, student, teacher satisfaction
Each year schools are required to seek the opinions of parents, students and teachers about the school. Their responses are presented below.
In November 2018, all staff, parents and students across the school were asked to evaluate their satisfaction of the school in general by completing the School Map Best Practice Statement culture survey.
Findings and conclusions
Most areas of the surveys were rated as highly positive or positive. An analysis of the survey results revealed:
*95% of students indicated that they were proud of their school and felt that their school appreciated them as students;
*Staff indicated children were encouraged to be life long learners and that all attempts in meeting children's learning needs were being sought;
*Staff strongly believed that student achievements were celebrated and they were proud to work at the school;
Band 3 4 5 6 7 8 *93% of parents indicated that they were usually proud of their child's school and that they were supportive of Percentage of students 0.0 6.7 6.7 33.3 40.0 13.3 what was happening in the school.
School avg 2016-2018 1.6 17.7 22.6 37.1 16.1 4.8 *The majority of parents believed that the school was continually finding new ways to improve what it does;
The My School website provides detailed information *Parents strongly indicated that their children were and data for national literacy and numeracy testing. Go encouraged to achieve their best and that students to http://www.myschool.edu.au to access the school were appreciated and rewarded for their efforts; data. *Parents believe the school is very aware of the In 2018, there has been a consolidation in the number community needs and its families' needs; of students in the top two bands for Literacy and Numeracy in both Year 3 and Year 5. Additional *Students overwhelmingly indicated that they were classroom teachers have been utilised to conduct focus encouraged to achieve their best and were positively groups in order to extend all students across K–6 in the rewarded for their efforts; areas of Literacy and Numeracy in alignment with the Premier's Priorities. Future directions
The school will continue to involve all representatives in the important decisions being made at the school so that all views are considered.
The school will always be open for all parents to discuss their child's progress at appropriate times, so that the partnership between home and school continues to evolve.
The primary focus of the school will be to continually improve teaching and learning and to address issues raised by respondents.
The school will further publicise the excellent achievements of its students and programs.
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community.
Other school programs
Student Welfare
The school aims to provide quality education programs to suit the needs of all students and provide opportunity and recognition for success at all levels. Programs are regularly reviewed and monitored to meet the changing needs of our students and school community.
Programs include:
Policy requirements The continued implementation of a positive reward system that acknowledges student achievement, Aboriginal education presentation of awards at assemblies and recognition in the school newsletter. "You Can Do It" program for the Throughout 2018, lessons were presented to students whole school. This program looks at the 5 keys to in specific subject areas with a particular focus on success and encourages children to use them at all Aboriginal education. These lessons helped to educate times. An effective SRC body, with representatives our students about Aboriginal history, culture and from Years K – 6, meeting to organise fund– raising current Aboriginal Australia. events and other child–centered activities promoting school and personal pride, loyalty and self–esteem. Aboriginal students were specifically tracked and Access to the school counsellor (three visits per term), individual programs prepared to ensure they were able or when requested. Child protection programs for all to achieve the educational outcomes that are classes. Local police involvement through' comparable to their cohorts in NSW. Adopt–a–Cop' visits to the school. Monitoring and registering student behaviour. All Aboriginal students were able to meet the desired outcomes set in literacy and numeracy lessons. In 2019 the school will keep promoting and rewarding positive interactions by all members of the school We held a NAIDOC day celebration at the end of term 2 community. The school will continue to regularly which involved a whole school assembly and all monitor and modify existing programs to maximise the students participating in lessons involving Aboriginal learning opportunities for all students. painting and art as well as stories, bush tucker and traditional indigenous sports and games. Arts
Through participation in creative arts areas, children of Tocumwal Public School have had opportunities for creative expression, enjoyment and imaginative and emotional responses. Some of the highlights in 2018 included:
Whole–school dance and drama performances for special occasions including weekly assemblies, education week and presentation night assembly. Whole–school dance program for all students during Term 4. School choir performances at the local RSL Remembrance Ceremony, Tocumwal Hostel, school open days. "Step Back in Time" whole school end of year production. Lion's Club Public Speaking district champions. Multicultural and anti-racism education Sport At Tocumwal Public School, all practices are geared at ensuring an inclusive community and a racism–free There is a strong commitment for students to learning and working environment. This is achieved by participate in a wide range of sporting activities at being culturally aware and providing explicit lessons in Tocumwal Public School. The following outlines the the classroom to help develop an understanding of major activities in the sports program for 2018: cultural, linguistic and religious differences. Strong student representation at district and regional A teacher has been trained in the Anti–Racism levels in swimming, cross–country and athletics. Zone procedures. This teacher is available at all times to School Champions in Swimming and Cross–Country. assist with any issues that may arise and also provide Individual standouts in our sporting program training and development for other members of the were:–Logan White and Jackson Bury who gained
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into the Riverina Swimming Team to compete at the NSW PSSA State Swimming Championships; Logan White, Heath Mansell, Cody Palmer, Liam Sutton and Ashton Desailly who gained selection into the Riverina Athletics Team to compete at the NSWPSSA State Athletics Championships.
Sporting are programs carried out on a weekly basis with an emphasis on participation, skill development and enjoyment. Learn to swim and stroke improvement, with programs catering for all students' needs, within the school. A whole school fitness program designed to increase the fitness levels of all students. Participation in boys and girls softball in the NSW PSSA Knock–out competitions. Participation in the Finley PSSA Zone Autumn and Spring Round Robin Gala Days. Coaching sessions by NSW Development officers in AFL and Cricket for K–6 students. Inter–school sporting activities with neighbouring schools. Active After School Care Program and Werribee Inter–School Equestrian Challenge.
Other
Students have contributed to the success of many community events during the year including marching and singing at the local ANZAC Day ceremony, with over 85% student attendance. A total of 28 students in Years 3–6 entered the University of NSW English, Spelling, Mathematics and Science Competitions. This resulted in 2 High Distinctions, 4 Distinctions, 12 Credits and 5 Merit certificates being awarded. Increased social responsibility in our senior students, evidenced by their involvement in various school activities including leadership roles in tabloid afternoons, buddy reading with infant students, coordinating and leading of assemblies, Clean Up Australia Day and organising the sports shed. Participation in on–line extra–curricular research and science projects.
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