Gwabegar Public School Annual Report

2017

2115

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Introduction

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

Katie Sullivan

Principal (Relieving)

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

It has been an honour to have lead Gwabegar Public School as the Relieving Principal for the 2017 school year. We have highly dedicated staff who go above and beyond ensuring all students are given greater opportunities to succeed.

All students are cared for in a nuturing and inclusive environment where all their needs are catered for, children are encouraged to achieve their personal best to work beyond their limits and take risks with their learning. Students are engaged in a wide variety of learning opportunities which provides them a greater experience of the world outside of Gwabegar. I believe, that Gwabegar Public School delivers a high quality, wholesome education that delivers a high quality education where students emotional, social, physical and spiritual wellbeing needs are met.

We were fortunate enough this year, in conjunction with the Variety Club of to have been donated a brand new school bus, this will make transporting students to and from excursions so much more affordable and accessible.

Gwabegar Public School continutally support the local community events as evidenced with the participation on ANZAC and Remberance Day services, Bandana day and supports Stewart house.

Katie Sullivan

Principal (Relieving)

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School background

School vision statement

At Gwabegar Public School, we believe that learning is inclusive and community based. Gwabegar Public School promotes a safe and collaborative learning environment that 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 to gather data and create strategic directions.

School context

Gwabegar Public School is a TP1 school with a cohort of 8 students. Gwabegar is situated in the heart of the , 38km north of . The town was once a thriving township established around the timber industry, but 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 and learning is the 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 2017, the staff of Gwabegar Public School assessed the 2015–2017 School plan against the School Excellence Framework as a means of informing, monitoring and evaluating teaching practices of our staff. This was achieved through participation in Western Plains Network meetings, Coonabarbran hub meetings, professional learning opportunities, staff meetings and collaboration with Principal, School Leadership–Margaret Carey. The self–assessment tool was used to plot current practices across all three domains of the School Excellence Framework (V2). Associated data and evidence was gathered in support of our findings and was used to ascertain the level at which our school is achieving in each domain.

Learning

In the domain of Learning, the school focused on the domains of Assessment, Reporting and Wellbeing. In Term 2, a revision of the student reports was undertaken to ensure that reports reflected the new curriculums in Geography, History and fine tuning Mathematics and English. A review was also undertaken of reporting to students with special needs. This ensured that the reports were now an accurate reflection of student learning. In wellbeing, students have been engaged in revising the Achievement Levels scheme and having input into activities that are of interest to them. From this, the school has participated in STEM days and has purchased resources to support the implementation into the classroom. They have increased confidence in public speaking due to every child participating in the Eisteddfod and the annual Public Speaking competition. All students participated in health checks run by Aboriginal Health Service (CAHS).

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Teaching

In the domain of Teaching, our focus has been on Data Skills and Use to inform teaching practice. As an Early Action for Success (EAfS) school, staff are required to to collect and analyse a variety of data on a 5 week cycle. This data has been used in consultation with the Instructional Leader (IL) for future directions of teaching and learning. Data was placed on the Literacy and Numeracy continuums which was then used to analyse and tailor learning to the needs of each individual child. Staff are working diligently to ensure that teaching is aligned to the new syllabus for Geography.

Leading

In the domain of Leading, the school has had a focus on Educational Leadership and is working hard to improve professional learning in the school to further develop effective management and leadership skills, facitilitate whole school improvement and developing teacher capacity. Parent and community feedback is important to address school performance and establish open and honest communication.

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 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 from Kindergarten to Year 2 have been involved in the Early Action for Success initiative for Literacy and Numeracy. During the year, students have displayed growth in all areas, which has been indicated on the Literacy continuum. Students from K–6 were placed on PLAN for monitoring during the year. Primary have had a strong focus on grammar, paragraphing and spelling with most students moving up at least 2 levels through the Literacy Progressions from the beginning of the year. Students have felt more comfortable about their learning and worked diligently towards achieving their set learning goals from PLP meetings. All students participated in a variety of extra–curricula activities such as Leadership camps, Narrabri Eisteddfod, Public Speaking days, an illustrator's workshop in Baradine and a whole school excursion to . These events have all helped develop self confidence in all students and reflected the learning that has taken place at school. Gwabegar Public School has a dynamic learning environment which has created a place of safety, inclusivity and positivity for all students.

Progress towards achieving improvement measures

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

Students improve two cluster Through consultation with Aboriginal background loading ($7900) markers on the continuums. the Instructional Leader, a focus towards writing was Low level adjustment for disability ($32740) developed for the Primary students. During this time Sustained percentage of Kinder and with plenty of support, to Year 2 students achieving students felt successful in Reading Benchmark targets of their attempts at writing. approximately 90%. With continued assistance, most students were able to move the required 2 cluster markers. This focus will continue for 2018. Comprehension will continue to be a focus for all students in reading in 2018.

Next Steps

In 2018, programs established in 2017 will be further developed to continue to the success of engaging students. Future directions will be drawn from the implementation of the School Excellence Framework. A direct focus on the Teaching domain of Data Skills and Use as well as Learning and Development will be the targets for staff to ensure accurate, consistent and informed tracking of data and evidence which will result continued best practice. Continued implementation of Early Action for Success for Infants students for continued development in Literacy and 7 steps to writing will be implemented for Primary students to ensure they are achieving stage level outcomes. In the area of Numeracy, whole number and the Orders of Operation will become a focus for the coming year.

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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

The Personalised Learning Plan format was reviewed and updated in accordance with Department of Education requirements. Staff created a scope and sequence document for the Key Learning Areas of Geography and History. A review of the current Mathematics scope and sequence and is now fully aligned to the current syllabus document. During the year, staff focused on aligning Professional Development Plans with the School Plan and continued to support teachers in ongoing professional development.

Progress towards achieving improvement measures

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

Evidence of aligned professional All teaching staff Global ($1000) goals, the annual performance established professional and development cycle,and learning goals, training and Geographical Location ($6000) selected Teaching Standards and experiences were aligned to the Principal Standards. these. Professional learning goals were aligned with the Observations showing evidence Australian Teaching of classroom engagement as a Standards to ensure that result of implementing strategies staff were accountable and gained from attending meeting departmental professional development requirements. Face to face, throughout the year. online and video conferencing professional learning professional learning opportunities were all sought and utilised to meet the needs of all staff.

Next Steps

In 2018, future directions include building staff capacity. Professional Development Plans will align to the Australian Teaching Standards, the Professional Standards for Principals and the Professional Development Framework. Staff will continue to be in–serviced by the Instructional Leader to ensure that the L3 strategies are being included into Early Stage One and Stage One literacy teaching. Numeracy strategies are being developed across the whole school with a strong focus being placed on whole number and problem solving strategies. This will ensure that the School Plan remains the focus to provide quality education 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 and the establishment of the school Facebook page. The school provided a number of events which enabled parents and carers to attend and support their children at school. Parent, Carer and community attendance at school functions is always well supported.

Progress towards achieving improvement measures

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

Increased parent participation in 75% of families were Socio–economic background ($500) the P&C and school–home represented at P&C partnerships. Increase from 25% meetings, 87% of families Aboriginal background ($1500) to 50% attendance at P & C attended the Fathers day Meetings. breakfast and the 3 way conferences, while 100% of Increase in parent surveys families attended completion from 60% at present community days including to 80% Easter hat parades, ANZAC day and Presentation Day. 87% of families responded to surveys that were sent out in preparation for the 2018–2020 School Plan.

Next Steps

Future directions for 2018 will focus on maintaining a strong and active P&C and encouraging new families to the school to attend these meetings.

The Gwabegar Pre–school unit which is supported by Dubbo Distance Education Centre is an opportunity for students in the area to attend the pre–school for half a day a week in order to build school readiness and hopefully, the students will be enrolled in Kindergarten at Gwabegar Public School next year. A Term 4 transition program with Baradine Central School for students in Year 6 transitioning into Year 7 will also continue.

Involvement with various schools from the Western Plains Network through shared performances, excursions, staff professional development and hub meetings will also continue to develop and grow during 2018.

The Wellbeing framework will continue to be a focus with staff development focusing on the importance of the Framework and how it is to be implemented to support the learning needs of all students attending the school.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading All Aboriginal students have a personalised learning plan and are continuing to make progress across literacy and numeracy. Improved attendance, participation and engagement in learning is evident.

Low level adjustment for disability Students requiring 0.1 Learning and Support Staff Allocation adjustments and learning support are catered for Employ SLSO 4 days per week within class programs and other school strategies $35742 such as behaviour management, class rules and the use of OT equipment. All students are engaged in the classroom.

Socio–economic background The additional support by 0.1 RAM staffing Employ 1 day a week an extra teacher this year ($4200) showed evidence of students engaging at a Socio–Economic background ($4200) higher level and allowed the classroom teacher to give extra support to those students needing it.

Early Action For Success 75% of students improved 2 Teachers have gained accreditation in Stage cluster markers on the One L3 training. continuum and Year 2 students were working at their expected reading level targets.

Transitional Geographical Isolation Students background Employ 1 teacher $14000 knowledge has increased due to excursions that increase knowledge of the world out side of Gwabegar. These experiences have helped to develop the students writing skills.

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Student information Workforce information

Student enrolment profile Workforce composition Enrolments Position FTE* Students 2014 2015 2016 2017 Principal 1 Boys 5 6 4 5 Deputy Principal(s) 0 Girls 7 7 3 3 Assistant Principal(s) 0 Head Teacher(s) 0

Student attendance profile Classroom Teacher(s) 0.23 School Teacher of Reading Recovery 0 Year 2014 2015 2016 2017 Learning & Support Teacher(s) 0.1 K 95.4 94.8 87.5 Teacher Librarian 0.08 1 97.3 100 94.3 83 Teacher of ESL 0 2 93.9 95.7 98.9 School Counsellor 0 3 95.4 95.9 98.9 School Administration & Support 0.71 Staff 4 89.7 94.2 99.2 96.6 Other Positions 0 5 100 94.2 85.7 97.7 6 66.7 97.7 94.7 96.6 *Full Time Equivalent All Years 92.9 95.6 94 95.3 State DoE At present, Gwabegar Public School does not have any staff who identify as Aboriginal. Year 2014 2015 2016 2017 K 95.2 94.4 94.4 Teacher qualifications 1 94.7 93.8 93.9 93.8 2 94.9 94 94 All teaching staff meet the professional requirements for teaching in NSW public schools. 3 95 94.1 94.2

4 94.9 94 93.9 93.9 Teacher qualifications 5 94.8 94 93.9 93.8 Qualifications % of staff 6 94.2 93.5 93.4 93.3 Undergraduate degree or diploma 100 All Years 94.8 94 94 93.8 Postgraduate degree 0

Management of non-attendance Professional learning and teacher accreditation

The school has continued to have a focus on improving The Principal attended Principal induction conferences. student attendance. A variety of school systems are in Staff were also trained in AUSWIM in preparation for place to enable parents to explain student absences in the school swimming scheme. Ongoing L3 Stage a timely manner. The school has revised its attendance One professional learning was continued with staff now policy during 2017. being accredited in this. All teachers have attained the proficient level of accreditation.

Financial information (for schools using both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months

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(from 1 December 2016 to 31 December 2017). 2017 Actual ($)

The financial summary consists of school income Opening Balance 0 broken down by funding source and is derived from the school Annual Financial Statement. Revenue 209,548 Appropriation 197,986 Sale of Goods and Services 117 Receipts $ Grants and Contributions 11,445 Balance brought forward 176,979 Gain and Loss 0 Global funds 77,833 Other Revenue 0 Tied funds 83,316 Investment Income 0 School & community sources 3,148 Expenses -33,897 Interest 2,441 Recurrent Expenses -33,897 Trust receipts 1,263 Employee Related -20,063 Canteen 0 Operating Expenses -13,834 Total Receipts 168,002 Capital Expenses 0 Payments Employee Related 0 Teaching & learning Operating Expenses 0 Key Learning Areas 4,715 SURPLUS / DEFICIT FOR THE 175,651 Excursions 711 YEAR Extracurricular dissections 3,185 Balance Carried Forward 175,651 Library 222 Training & Development 974 The Opening balance for the 2017 school financial year is displayed in the OASIS table as Balance brought Tied Funds Payments 94,131 forward. The financial summary table for the year ended 31 December 2017 shows the Opening balance Short Term Relief 5,041 as $0.00 because the Opening balance for the 2017 Administration & Office 19,790 school financial year is reported in the OASIS table (as Balance brought forward). Canteen Payments 0 The amount displayed in the Appropriation category of Utilities 6,755 the financial summary table is drawn from the Balance Maintenance 10,209 carried forward shown in the OASIS table and includes any financial transactions in SAP the school has Trust Payments 1,263 undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will Capital Programs 0 not equal the OASIS Balance carried forward amount. Total Payments 146,995 Balance carried forward 197,986 Financial summary equity funding

Figures presented in this report may be subject to The equity funding data is the main component of the rounding so may not reconcile exactly with the bottom 'Appropriation' section of the financial summary above. 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 ($) analysed and used to develop strategies for individual improvement. Base Total 261,166 Base Per Capita 1,070 Base Location 12,971 All students in middle bands are tracked using internal assessments. It is evident through NAPLAN results Other Base 247,124 that, comprehension and writing are areas for development. Students have been engaged in targeted Equity Total 31,338 writing and reading lessons and there are some signs Equity Aboriginal 7,934 of growth in these 2 areas. Equity Socio economic 12,819 Equity Language 0 Equity Disability 10,586 Targeted Total 32,740 Other Total 718 Grand Total 325,962

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.

A full copy of the school’s financial statement is tabled Parent/caregiver, student, teacher at the annual general meetings of the parent and/or satisfaction community groups. Further details concerning the statement can be obtained by contacting the school. Each year, schools are required to seek the opinions of School performance parents, teachers and students about the school. Their responses are presented below:

NAPLAN The findings of the surveys and discussions at P&C meetings found that parents are highly satisfied with the In the National Assessment Program, the results across school and are impressed with the dedication to the the Years 3, 5, 7 and 9 Literacy and students shown by all members of staff. Their children Numeracy assessments are reported on a scale from feel safe and secure and enjoy coming to school. Band 1 to Band 10. The achievement scale represents increasing levels of skills Communication is consistent, parents like having the and understandings demonstrated in these newsletter published on social media along with assessments. learning updates in the classroom. Photos published on Social Media are considered a great form of promotion In 2017, two students took part in the NAPLAN Year 5 of the school. Literacy Tests. There were no students in Year 3 to sit the test. Due to the small school cohort results are sent Parents are happy that the school finally has its own directly to parents as a way of identifying students who bus to be able to transport the school to and from sat the tests. The form of reporting identifies areas of events at a reasonable cost. They liked that we were strength and areas requiring improvement. able to use the bus for the annual excursion at a reasonable price. Results from the Year 5 Numeracy tests have been analysed and used to develop strategies for individual They like that the senior students are seen as leaders improvement. within the school and think that the students are benefiting from this experience.

The students are happy to come to school. They enjoy In 2017, two students took part in the NAPLAN Year being given new challenges and like using technology 5 Numeracy Tests. There were no students in Year 3 to based lessons to help them learn. sit the test. Due to the small school cohort results are sent directly to parents as a way of identifying students Teachers are happy to work in such a supportive who sat the tests. The form of reporting identifies areas environment. of strength and areas requiring improvement.

Results from the Year 5 Numeracy tests have been

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Policy requirements

Aboriginal education

Gwabegar Public School received Aboriginal background funding in 2017. The funds were used to release teachers to meet with Indigenous parents to discuss and plan the Personalised Learning Plans, fund the Dubbo excursion, the Narrabri Eisteddfod and to attend Baradine NAIDOC activities.

Multicultural and anti-racism education

At Gwabegar Public School, cross cultural studies are taught through units of work which incorporates the following areas: Asia and Australia's engagement with Asia, Difference and Diversity, Ethical Understanding and Intercultural Understanding. The school is aware of the responsibility it has to enhance their awareness of a multicultural Australia and actively promote tolerance, the appreciation of differences and understanding different cultural values. The school ensures that culturally inclusive classrooms and school practices are imbedded for all students.

The major activity was the cultural study of Nepal, when the whole school participated in the Country Women's Association International Day event. Through out the year all students engaged in a variety of activities to increase their understanding of different cultures and lifestyles.

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