Gwabegar Public School Annual Report

2016

2115

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Introduction

The Annual Report for 2016 is provided to the community of Gwabegar 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.

Helen Gray

Principal

School contact details

Gwabegar Public School Chauvel St Gwabegar, 2356 www.gwabegar-p.schools.nsw.edu.au [email protected] 6843 6252

Message from the Principal

My message as Principal of this small school set in the midst of the is one of great pride. We have a highly dedicated staff who work tirelessly for the students. We all work together to privide an inclusive environment where all students are nurtured and encouraged to achieve their personal best. Our students are motivated to learn and participate in a range of educational opportunities provided for them at school. I believe Gwabegar Public School gives a wholesome education that delivers consistent high quality teaching practices while supporting the students' emotional, social, physical and spiritual wellbeing.

The Parents and Citizens Association is an extremely important component of the school. The Parents and Citizens have the ability to influence the health, also sporting and social occasions that the children need for a balanced education. The way the P and C can do this is by subsidizing the costs involved with travel and running a "Healthy Canteen". Many fundraising events are held throughout the year to provide financial assistance for the transport of the students to Baradine for swimming lessons and the purchase of book prizes at the end of the year.

The Early Action for Success initiative has resulted in improvement across LIteracy and Numeracy outcomes in the K–2 students, which is the focus group for this initiative. The consistent effort of all students at the school has been outstanding.

Students participated in many local excursions which broadened their cultural and educational experiences.

Gwabegar Public School continually suport the local community events as evidenced with the participation in the Anzac and Remembrance Services, Clean Up Day, Bandana Day, Bush Rally Car Bash and Jeans for Genes day.

Play the Game

Helen Gray

Principal

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School background

School vision statement

At Gwabegar Public School, we believe that learning isinclusive and community based. Gwabegar Public School promotes a safe andcollaborative learning environment that focuses on providing students with theskills 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 to gather data and create strategic directions.

School context

Gwabegar Public School is a P6 school with a cohort of 7 students. Gwabegar is situated in the heart of the Pilliga Forest, 38km north of Baradine. Gwabegar was once a thriving township establishedaround the timber industry. It is now a community in decline with no industry and very little employment.

Gwabegar Public school provides quality education in an attractive, safe and caring environment. It is an inclusive community school with a vibrant energetic and caring attitude.

The school aims to achieve equity for all students with Transitional Equity, Every Student Every School and Early Action For Success support. The quality teaching framework is embedded in teaching programs to ensure students achieve individual learning goals in relation to Stage outcomes.

Personalised learning is supported by continuous feedback, assessment and reporting to parents through student reports, parent interviews and the Annual School Report.

Differential teaching/learning is a main focus for our students at Gwabegar.

Students have an enthusiastic approach to learning, complimented by staff committed to long term development of the school.

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.

In 2016, the staff of Gwabegar Public School assessed the School Plan 2015–2017 against the School ExcellenceFramework as a means of informing, monitoring and evaluating the teaching practices of our staff. This was achieved through participation in Western Network Meetings, professional learning opportunities, staff meetings and through collaboration with Principal Support Officers and Principal colleagues. The self–assessment tool was used to plot current practices across all three domains of the School ExcellenceFramework. Associated data and evidence was gathered in support of our findings and was used to ascertain the level at which our school is achieving within each domain.

Learning

In the domain of Learning, our school has primarily focused on the domains of Assessment and Reporting and Wellbeing. Commencing in Term 1, we reviewed the student reports issued at the end of Semester One and Two to ensure they were aligned with the National Curriculums for English, Mathematics, History and Science. The wellbeing of students is a priority for all members of the Gwabegar Public School community. This year, staff members have been delivering a wellbeing program, which provides students with the necessary skills to enable success in early school and support them in becoming emotionally and socially competent in their interactions with peers, teachers and family. The Wellbeing Program enforces positive behaviour choices in the classroom and playground by developing students’ self–confidence and their ability to cope with a variety of situations.

Teaching

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In the domain of Teaching, our focus has been on the collection of data to inform teaching practice. As an Early Action for Success (EAFS) school, staff are required to collect and analyse a variety of data on a five week cycle. This data is used to plot students against the Literacy and Numeracy Continuums and to assist in the planning of lessons to meet the current individual needs of each student ensuring the best possible outcomes. Staff are continuing to align teaching and learning with the Syllabus for the Australian Curriculum as they are released.

Leading

In the domain of Leading, our school has focused on school resources. Gwabegar Public School uses Equity Funding, EAFS allocations and general school funds to support student learning. Workforce planning and the allocation of funds is strategically managed to gain efficiencies and to maximise resources to improve student outcomes. Physical learning spaces are used flexibly ensuring students are engaged in activities designed to challenge current levels of understanding. Technology is accessible to staff and students to promote best practice. Our self–assessment process will further assist the school to refine the strategic priorities in our School Plan leading to further improvements in the delivery of education to our students.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework

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Strategic Direction 1

Student Learning

Purpose

To improve student learning through the development and delivery of consistent high quality teaching practice while supporting their emotional, social, physical and spiritual wellbeing.

Overall summary of progress

Students in K–2 are working towards the improvement measure this year due to the strategies for Literacy and Numeracy.All students showed anticipated growth on the continuums. All K–6 students were placed on PLAN and showing progression along the continuum.

Gwabegar Public School’s whole school approach to quality teaching has been the driving force behind improved student outcomes and engagement. Professional learning opportunities, engaging teachers in developing the capacity to increase purposeful student engagement, have been undertaken through Early Action for Success and Mindfulness programs. These initiatives have been incorporated in daily classroom practice. A whole–school focus on improvement in the areas of literacy and numeracy was supported by the implementation of the Buddy Reading program and L3 strategies. PLAN data was used to track students along the Literacy and Numeracy Continuums, which lead to programs reflecting individual student needs. Participation in extra curricula activities such as excursions, video conferencing, creative and practical arts days and a visiting environmental education teacher has reflected the positive learning and engaging environment that Gwabegar Public school has created.

Progress towards achieving improvement measures

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

Students improve two cluster Through consultation with our allocated • Aboriginal background markers on the continuums. Instructional Leader, we have embedded loading ($7000.00) EAFSstrategies in the K–2 classroom. This has • Low level adjustment for resultedin more students achieving stage disability ($32170.00) appropriate outcomes within the Literacy continuum • Socio–economic Sustained percentage of Kinder in the aspects of reading texts, comprehension and background ($3652.00) to Year 2 students achieving speaking and listening. PLAN Data is reviewed and • Geographical Isolation Reading Benchmark targets entered on a five weekly cycle and analysed to ($8000.00) ofapproximately 90%. determine futureplanning. Employment of a • Early Action for Success classroom teacher (0.2) has allowed more explicit ($22300.00) teaching happening in the classroom. This has • Global ($2572.00) enabled teacher programs to better meet the needs of students. Implementation of Focus On Reading strategies have resulted in improved student comprehension in stages 2 and 3.

Next Steps

In 2017, programs embedded in 2016 will be maintained and further developed to build on the success of engaging students. Future directions for 2017 will also be drawn from the implementation and embedding of the School Excellence Framework. A direct focus on the teaching elements will ensure accurate, consistent and informed tracking of data and evidence which will result in continued best practice. Continued implementation of Early Action for Success strategies. In the area of Literacy, a direct focus on the aspect ofwriting will ensure students are achieving cluster markers at a stage appropriate level. In the area of Numeracy, a direct focus on place value and early arithmetic strategies will ensure students are achieving cluster markers at a stage appropriate level. Ongoing Professional training in Stage 1 Language, Learning and Literacy (L3) will be undertaken by all teaching staff, so that the pedagogical practice of L3 strategies will become embedded in teaching programs. Professional Learning in the TEN program will be reviewed in 2017 to ensure that students in the K–2 setting are achieving stage appropriate markers on the Numeracy continuum. A specific focus will be the development of Place Value concepts. These measures will ensure the 3 year plan remains on track to provide quality educational outcomes for all students.

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Strategic Direction 2

Professional Practice

Purpose

To promote, build and sustain the professional learning of all staff members through providing consistently high level professional practices to create a meaningful, inclusive and equitable whole school learning environment.

Overall summary of progress

Our Personalised Learning Plan format was reviewed and updated in accordance with Department requirements and linked to personalised Professional Development Plans. Staff reviewed the new Geography syllabus document and are in the process of developing a whole school Scope and Sequence incorporating Geography and History. English and Mathematics programs were refined and through professional learning were aligned with their respective syllabi. During 2016 the school focused on aligning personalised Professional Development Plan goals with the School Plan and continued to support ongoing school and teacher improvement.

Progress towards achieving improvement measures

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

Evidenceof aligned professional All teaching staff established their professional Employ 1 teacher goals, the annual performance goals and training or experiences were aligned with • Early Action for Success and development cycle,and these. Some training was not accessible and will be ($8000.00) selected Teaching Standards and sought in 2017.All professional learning goals were • Geographical location the Principal Standards. aligned with the Professional Teaching Standards ($6000.00) to ensure that staff are accountable and meeting • Global ($1000.00) Observations showing evidence departmental requirements. Face to face, online ofclassroom engagement as a and video conferencing professional learning result of implementing strategies opportunities were all sought and utilised to meet gained fromattending the needs of the staff. professional development throughout the year.

Next Steps

Future directions for 2017 include sustained focus on building staff capacity in the implementation of NSW Australian Curriculum in Geography. Syllabus updates, professional learning and the creation of quality teaching units will be on going throughout 2017. Professional Development Plans will align with the Professional Teaching Standards, the Principal Standards and the Professional Development Framework. The professional learning that is to be undertaken during 2017 will be selected from opportunities identified as having the highest impact on student achievement. Areas for focus will include – all mandatory trainings, whole school training in L3 Stage One, TEN and any ongoing Early Action for Success strategies. This will ensure that the School Plan remains on track to provide quality educational outcomes.

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Strategic Direction 3

School Community Engagement

Purpose

To establish more effective partnerships with families and build community identity. To develop respectful and successful learners and establish effective partnerships with families to build a community identity.

Overall summary of progress

The school community was made aware of directions, decisions and achievements through the school newsletter, the community newsletter, parent information sessions and P&C meetings. The school provided a number of events which enabled parents and families to attend and support their children and the school. Parent and community attendance at school functions was high.

Progress towards achieving improvement measures

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

Increased parent participation in 80% of families were represented at school • Aboriginal background the P&C and school–home assemblies.100% of families attended 3 Way loading ($1594.00) partnerships. Increase from 25 conferences. P&C membership encompasses both • Socio–economic %to 50% attendance at P & C parents andcommunity. Financial members background ($500.00) Meetings. regularly attended P&C meetings. 90% attendance at community school days including ANZAC and Increase in parentsurveys Remembrance days. completion from 60% at present to 80%

Next Steps

Future directions for 2017 will heavily revolve around maintaining our strong and actively supported P&C group. We will endeavour to broaden P&C membership through a variety of opportunities for involvement in activities such as the welcome to new parents, Grand friends' morning tea. Promotion of the importance of attendance at information sessions, assemblies and special school days will continue. A direct focus on our Transition programs, both into Kindergarten and Year 6 into 7 will continue. The Gwabegar Pre–school that will begin in 2017 will ensure that students in the district have the opportunity to attend and hopefully continue their schooling at Gwabegar Public School. Involvement with various schools from the Western Plains Small Schools Network will also continue through interschool visits, shared performances,excursions and staff Professional Learning opportunities.The Wellbeing Framework will be a school focus in 2017, with staff development focussing on the importance of the Wellbeing Framework and how it is to be implemented to support student needs.

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Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading All students have an individual learning plan $8594 and are making progress across the literacy • Aboriginal background and numeracy continuums. Aboriginal loading ($0.00) students are demonstrating higher levels of progress. Improved Aboriginal students' attendance, participation and engagement in learning is evident.

Low level adjustment for disability All students requiring adjustments and 0.1 Learning and Support learning support are catered for within class Staff Allocation programs and other school strategies such as Employ SLSO 4 days per behaviour management, class rules and the week. use of OT equipment. 100 % of students are engaged in the classroom. $35,742.00 • Low level adjustment for disability ($0.00) • Low level adjustment for disability ($32 170.00) • Global ($3 572.00)

Socio–economic background The additional support by an extra teacher 0.1 RAM Staffing this year showed evidence of students Employ teacher 1 day/week engaging at a higher level and allowed the $4152 classroom teacher to give extra support to • Socio–economic those students needing it. background ($4 152.00)

Early Action For Success 75% of students improved two cluster Total funding – $ 30300 markers on the continuum and a sustained percentage of Kinder to year two students achieved their expected reading level targets of 90%

Transitional Geographical Isolation Students have more explicit teaching and an Employ 1 teacher increase in engagement is evident as a result $ 14000 of the employment of an extra classroom teacher. Students' background knowledge has increased due to excursions that increase knowledge of the world outside the town limits. These experiences have increased students' writing production.

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Student information *Full Time Equivalent

Student enrolment profile The Australian Education Regulation, 2014 requires Enrolments schools to report on Aboriginal composition of their workforce. Students 2013 2014 2015 2016

Boys 7 5 6 4 At present Gwabegar Public School does not have staff of Aboriginal origins. Girls 10 7 7 3

Teacher qualifications Student attendance profile All teaching staff meet the professional requirements School for teaching in NSW public schools. Year 2013 2014 2015 2016 K 95.6 95.4 94.8 87.5 Teacher qualifications 1 89.7 97.3 100 94.3 Qualifications % of staff 2 84.9 93.9 95.7 Undergraduate degree or diploma 100 3 100 95.4 95.9 98.9 Postgraduate degree 4 100 89.7 94.2 99.2 5 94 100 94.2 85.7 Professional learning and teacher accreditation 6 92.9 66.7 97.7 94.7 Significant amounts of professional learning were All Years 92.3 92.9 95.6 94 undertaken by Gwabegar Public School in 2016. With State DoE research supporting teacher quality this became a priority to upskill our staff. L3 pedagogy was our major Year 2013 2014 2015 2016 focus for increasing the students’ outcomes. This was an initiative that allowed all staff to refine their skills in K 95 95.2 94.4 94.4 the teaching of literacy for the K–2 cohort of the school. 1 94.5 94.7 93.8 93.9 Both teaching staff attended L3 Stage One with the need to attend on going Professional learning for Stage 2 94.7 94.9 94 One L3 to be continued in 2017. 3 94.8 95 94.1 94.2 Financial information (for schools 4 94.7 94.9 94 93.9 using OASIS for the whole year) 5 94.5 94.8 94 93.9 6 94.1 94.2 93.5 93.4 Financial information All Years 94.7 94.8 94 94 This summary financial information covers funds for operating costs to 31 December 2016 and does not involve expenditure areas such as permanent salaries, Workforce information building and major maintenance.

Workforce composition Position FTE* Principal 1 Classroom Teacher(s) 0.13 Learning and Support Teacher(s) 0.1 Teacher Librarian 0.08 School Administration & Support 0.71 Staff Other Positions 0.1

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Income $ small school, reporting of these results allows students to be identified. Due to the small cohort, results were Balance brought forward 173 331.63 reported directly to parents. The form of reporting identifies areas of strength and areas requiring Global funds 63 461.22 improvement. Tied funds 113 938.60 Results from the Year 3 Literacy test have been School & community sources 3 617.31 analysed and used to develop strategies for individual improvement. Interest 3 655.36 Trust receipts 1 157.40 Canteen 0.00 NAPLAN – Numeracy

Total income 359 161.52 In 2016, two students took part in the NAPLAN Year 3 Expenditure Numeracy Test.There were no Year 5 students. In a small school, reporting of these results allows students Teaching & learning to be identified. Due to the small cohort, results were reported directly to parents. The form of reporting Key learning areas 15 022.98 identifies areas of strength and areas requiring Excursions 670.00 improvement.

Extracurricular dissections 1 483.54 Results from the Year 3 Literacy test have been analysed and used to develop strategies for individual Library 105.00 improvement. Training & development 3 437.88 Tied funds 134 469.00 Parent/caregiver, student, teacher Short term relief 3 726.25 satisfaction Administration & office 11 387.54 School-operated canteen 0.00 Each year schools are required to seek the opinions of parents, students and teachers about the school. Utilities 5 958.28 Maintenance 4 388.56 Their responses are presented below.

Trust accounts 1 533.31 The findings of surveys and discussions in P&C meetings found that parents have a high satisfaction Capital programs 0.00 rating with the schools’ position for educating their Total expenditure 182 182.34 children.

Balance carried forward 176 979.18 Some of the findings include:

–communication good especially with the use of SMS messages direct to parents. A full copy of the school’s financial statement is tabled at the annual general meetings of the parent and/or –disappointment with the running of one classroom now community groups. Further details concerning the as the student numbers have dropped. However, statement can be obtained by contacting the school. parents have understood that this was inevitable.

School performance –parents happy with the increased use of technology especially the use of video conferencing giving students NAPLAN opportunities outside of the confines of the community. Also happy with the number of excursions run to get the In the National Assessment Program, the results across students out into the "BIG" world. the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Policy requirements Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments. Aboriginal education Gwabegar Public School received Aboriginal background funding in 2016. The funds were used to release teachers to meet with parents of Indigenous In 2016, two students took part in the NAPLAN Year 3 students and to discuss, plan and complete Literacy Tests. There were no Year 5 students. In a personalised learning plans. Further funds were used to fund the trip, excursions to culturally significant

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places and to the Narrabri Eisteddfod. Funds were used for a dedicated week of learning experiences and celebrations for NAIDOC.

Multicultural and anti-racism education

At Gwabegar Public School, cross cultural studies are taught through units of work. We are aware of our responsibility to help prepare students for a multicultural Australia and actively promote tolerance, the appreciation of differences and understanding of cultural values. We have ensured that culturally inclusive classrooms and school practices are imbedded for all students.

Other school programs

Student Leadership

Senior students at Gwabegar Public School attended leadership camps this year to learn new skills. These were very successful in that the students brought back the knowledge to the school and implemented strategies that promoted leading and making our school an even better place to learn. Our Captain had a story written by her published in a book which was a huge achievement for our school.

Sport and Art

Students at Gwabegar Public School were highly successful in the Public Speaking arena this year. The students of Gwabegar Public School placed second in their section at the Narrabri Eisteddfod for their poetry recital.

In sport a few of our students reached regional and state level with their swimming, athletics and cross country events.

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