Mathoura Public School Annual Report

2018

2500

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Introduction

The Annual Report for 2018 is provided to the community of Mathoura 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.

Janice Eddy

Relieving Principal

School contact details

Mathoura Public School 18-20 Frome Street Mathoura, 2710 www.mathoura-p.schools.nsw.edu.au [email protected] 03 5884 3314

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School background

School vision statement

Mathoura Public School is committed to providing quality education in a safe, caring and inclusive learning environment. Students are taught to be respectful, responsible and resilient and to aspire to reach for potential. We work together as a whole school community to prepare and inspire our students to achieve to the best of their ability.

School context

Mathoura Public School is situated in a small rural community located in the Southern , between the townships of and /. Mathoura Public School is the only school in the town, which has a population of approximately 700 people.

School structure consists of 66 students, three composite classes, with four full time teachers. The school is highly valued by its vibrant learning community.

Mathoura Public School features enthusiastic and dedicated teachers and staff; a focus on literacy and numeracy while providing all students with opportunities to participate in the performing arts and sporting activities; a strong, well–resourced technology computer network; and best practices to engage students in quality learning programs and close partnerships between students, parents and teachers. Many additional extra–curricular activities that are often provided in a larger school setting are provided here at Mathoura Public School.

The school has an active and enthusiastic Parents and Citizens (P&C) Association determined to make a real and positive difference in opportunities and resourcing.

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 Learning, the focus has been on engaging students by the provision of enriched curriculum and enhancing wellbeing. Parents were surveyed and this has been used to guide our planning for 2019. All Aboriginal students and students with additional learning needs have either Personalised Learning Pathways (PLPs) or Individual Education Plans (IEPs). All classrooms were supported by School Learning Support Officers (SLSOs) who provided individualised and small group learning opportunities.

In Teaching, the focus was on staff identified professional learning needs and undertaking learning to further develop these areas. Individual goals were listed in the Professional Development Plan (PDPs) of all staff. Building staff capacity was a continued focus for 2018.

In Leading, the focus has been on setting whole school goals and strategies for positive change. Student wellbeing continued to be a focus.

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

Engaged Learners

Purpose

To create a stimulating and engaging learning environment where students are self motivated to excel and achieve their full potential. To encourage students to be independent and successful learners who are confident and creative and have the skills to be lifelong learners in the 21st century.

Overall summary of progress

In 2018, a strong focus throughout our school was enhancing engagement by providing a wide variety of extra curricular activities to our students. Students were given the opportunity to take part in many additional learning experiences including weekly music lessons, public speaking, debating, choir, robotics, gardening, dance, gymnastics, swimming, cooking and many others.

Progress towards achieving improvement measures

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

80% of students to achieve Integration Funding Two of the students' results weren't analysed as expected growth in numeracy they had completed their previous testing in a and literacy as measured by School & Community Funds different state. Therefore, it is difficult to gain an NAPLAN. accurate analysis in this area. The goal was Equity Funding achieved in some of the domains.

All students K – 6 achieving a Integration Funding All students achieved a positive growth measured positive growth as measured on on the Literacy and Numeracy Continuums. the Literacy and Numeracy School & Community Funds Continuums using PLAN. Equity Funding

Students on Individual Education Integration Funding All students on Individual Education Plans achieved Plans to be achieving 80% of at least 80% of their identified goals. their identified goals.

Next Steps

Surveying all stakeholders (students, parents, staff) helped to identify the extra curricular activities that individuals value and the results were used to guide planning for 2019. In 2019, Mathoura Public School has been successful in receiving an additional teacher funded through the Rural Experience Program. This teacher will enable our students to take part in a variety of new extra curricular activities and also provide literacy and numeracy support.

2019 Annual Milestone: All students will be provided with a variety of engaging learning opportunities and targeted support will be provided to identified students.

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Strategic Direction 2

Quality Teaching

Purpose

To ensure all teaching staff provide quality education and hold high expectations of success for every child. Teachers take part in ongoing professional learning to develop their capacity to deliver quality education to their students, resulting in improved learning outcomes. The development of quality teaching practices including data analysis, innovation and the use of 21st century technologies will enable the delivery of successful teaching and learning programs .

Overall summary of progress

All staff took part in ongoing professional learning to further enhance their capacity to deliver quality education to their students. Professional learning was tailored around the goals created for individual staff. This resulted in improved learning outcomes.

Progress towards achieving improvement measures

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

All teaching and Quality Teaching Classroom teaching programs contain evidence of learning programs contain Successful Students data informed differentiation for both literacy and evidence of data analysis being numeracy. used to inform teaching program Beginning Teaching Funds and also the use of 21st century Teaching programs have evidence of technology technologies. units taught throughout 2018.

All teachers develop and Quality Teaching All staff achieved the majority of their professional implement a professional learning Successful Students learning goals in 2018. These achievements are plan, outlining their goals, evident in each individual staff member's PDPs. focusing on curriculum Beginning Teaching Funds Improvement in practice and knowledge was a implementation, technology and result of individual goals achieved. Evidence of this community relations. includes direct observation, ongoing collegial discussions relating to goals and conversations conducted in the end of year reviews.

All SLSOs develop and QTSS Funds All staff achieved the majority of their professional implement a professional learning learning goals in 2018. These achievements are plan in consultation with class evident in each individual staff member's PDPs. A teachers, focusing on curriculum, strong focus for SLSOs was building their capacity social support, technology and in identified areas. community relations.

Next Steps

Staff will undertake professional learning to develop a thorough understanding of the learning progressions and PLAN 2. Teaching staff will begin using the new learning progressions to plot students' results and also to inform their teaching and learning programs. Individual staff members will identify areas requiring professional learning to enhance their knowledge and skills to deliver quality education to students, resulting in improved learning outcomes.

2019 Annual Milestone: All teachers will begin to use progressions to plot student results in PLAN 2 and analyse their data to inform teaching and learning programs.

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Strategic Direction 3

Community Partnerships & Wellbeing

Purpose

To improve the educational outcomes of students by working in partnership with parents, families and associated organisations to positively influence student outcomes and wellbeing.

Overall summary of progress

Strengthening community partnerships and enhancing student wellbeing were focused on throughout the year. Staff took part in professional learning to extend their understanding of the Wellbeing Framework. Enhanced communication was also an identified goal. Surveys identified growth in all of these areas.

Progress towards achieving improvement measures

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

Increase overall parental Equity Funding – Increased parent satisfaction was evident in our satisfaction with the school using Community Celebrations 2018 surveys. Results included a 12% increase in 2017 baseline data. communication procedures, 18% increase in parent satisfaction relating to teachers providing a stimulating and challenging environment, 27% increase relating to children speaking positively about the learning programs and a 31% increase in parent satisfaction relating to their child enjoying school.

Equity Funding – PBL PBL focuses and rewards were valued by students $1000 and results observed by staff. Decrease the number of behavioural incidents. Behavioural incidents were documented throughout the year. There was a decrease in the number of incidents compared to 2017 Baseline data.

Next Steps

A number of staffing changes will occur at the beginning of 2019 with three new teachers being employed. Developing and maintaining community partnerships will continue to be a strong focus. Student wellbeing will also remain as a focus and the employment of a student wellbeing officer will enable additional support to be provided to our students.

2019 Annual Milestones:

* Effective partnerships will be encouraged between home and school resulting in increased parental satisfaction.

* Whole school practices will be embedded through the implementation of wellbeing initiatives.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $8 525 All students took part in a variety of Aboriginal Cultural Celebrations, including Reconciliation Week and NAIDOC Week. K/1 students were involved in local Wamba Wamba Perrepa Perrepa celebrations.

SLSO funds were used to support a local Aboriginal initiative – NAIDOC Public Speaking Challenge. All students involved found the experience extremely rewarding and enhanced their public speaking skills.

SLSO funds were used to provide literacy and numeracy support to Aboriginal students. All Aboriginal students had Personalised Learning Plans created and updated throughout the year. All Aboriginal students achieved a majority of their learning goals throughout 2018.

Low level adjustment for disability Low level adjustment for These funds enabled the provision of a small disability: group of literacy and numeracy support to occur on a daily basis. The small group – Staffing $10 411 learning environment allowed for greater support, positively impacting learning results. – Flexible $3 851 Additional support was provided by a SLSO in • Low level adjustment for all classrooms for literacy and numeracy. disability ($0.00) Targeted students received further support and participated in individual programs. Individual results were recorded. A majority of students made pleasing growth.

Quality Teaching, Successful $ 11 244 Funds were expended in the following ways: Students (QTSS) – providing release time for staff members to work together and learn from each other through observation and feedback,

– providing release time to staff members to establish mentoring and coaching practices to help an individual teacher with a specific focus area,

– utilised support from a specialist in an area where teachers needed further support,

– observing teachers in their classrooms demonstrate effective teaching strategies or particular programs, and

– monitoring student performance data across the school to ensure teachers are focused on areas of need.

All of these strategies focused on providing high quality teaching.

Socio–economic background Socio–economic Socio–economic background funds were Background expended in the following ways:

– Staffing $10 411 – the provision of daily literacy and numeracy support (Year 4 group), – Flexible $40 923

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Socio–economic background – SLSO providing additional support in the • Socio–economic classroom, background ($0.00) – subsidies for school excursions / events,

– weekly music lessons provided by an experienced teacher,

– robotic lessons for students in Years 2–6, and

– production, community celebrations and PBL resources.

Engagement levels in the classroom were higher and survey results indicated that overall student wellbeing had also improved. Parents were informed of the learning programs that their students were involved in and surveys showed an increase in overall satisfaction with our school.

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Student information Workforce composition Position FTE* Student enrolment profile Principal(s) 1 Enrolments Classroom Teacher(s) 2.5 Students 2015 2016 2017 2018 Learning and Support Teacher(s) 0.1 Boys 32 31 29 30 Teacher Librarian 0.17 Girls 26 32 31 35 School Administration and Support 1.46 Staff Student enrolments have remained stable over the past three years. *Full Time Equivalent

Student attendance profile A relieving principal filled the principal position throughout 2017. An Aboriginal teacher held a School temporary teaching engagement. Year 2015 2016 2017 2018 K 94.4 89 96.8 91.3 Teacher qualifications 1 94.8 93.4 97.3 93.8 All teaching staff meet the professional requirements 2 97.1 91.7 88.1 96.8 for teaching in NSW public schools. 3 93.3 93.2 92.6 95.7 4 91 92.2 96.4 92.5 Teacher qualifications 5 93.8 95.1 93.6 95.1 Qualifications % of staff 6 97.7 91.2 92.6 90.6 Undergraduate degree or diploma 80 All Years 94.4 92.4 93.5 93.7 Postgraduate degree 20 State DoE Year 2015 2016 2017 2018 Professional learning and teacher accreditation K 94.4 94.4 94.4 93.8 All staff took part in ongoing professional learning. 1 93.8 93.9 93.8 93.4 Professional learning funds were expended. Mandatory 2 94 94.1 94 93.5 training in the areas of child protection, anaphylaxis, code of conduct and Cardio–Pulmonary Resuscitation 3 94.1 94.2 94.1 93.6 (CPR) were conducted. The long term strategic direction of professional learning is to deliver education 4 94 93.9 93.9 93.4 that inspires students and staff to succeed. Staff 5 94 93.9 93.8 93.2 identified areas of which they wanted to enhance their current skills and knowledge and took part in 6 93.5 93.4 93.3 92.5 professional learning to further extend their capacity.

All Years 94 94 93.9 93.4 One temporary teacher gained accreditation at proficiency. Two permanent teachers are maintaining their proficient teacher accreditation. One graduate teachers is working towards gaining proficient teacher Management of non-attendance accreditation. The school continues to use the resource 'Celebrating Attendance' in school newsletters. Included regularly in Financial information newsletters is information about the importance of informing the school about student absences. Blank Financial summary absentee notices are also provided to parents. Students with full attendance each semester were The information provided in the financial summary presented with certificates. Utilisation of District DoE includes reporting from 1 January 2018 to 31 Home School Liaison Officer (HSLO) and Interagency December 2018. support may occur.

Workforce information

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2018 Actual ($) 2018 Actual ($) Opening Balance 142,930 Base Total 640,892 Revenue 903,504 Base Per Capita 11,602 Appropriation 878,592 Base Location 17,901 Sale of Goods and Services -50 Other Base 611,389 Grants and Contributions 23,343 Equity Total 74,122 Gain and Loss 0 Equity Aboriginal 8,525 Other Revenue 0 Equity Socio economic 51,334 Investment Income 1,619 Equity Language 0 Expenses -931,160 Equity Disability 14,262 Recurrent Expenses -931,160 Targeted Total 106,573 Employee Related -827,315 Other Total 11,317 Operating Expenses -103,845 Grand Total 832,904 Capital Expenses 0

Employee Related 0 Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom Operating Expenses 0 line totals, which are calculated without any rounding. SURPLUS / DEFICIT FOR THE -27,656 YEAR A full copy of the school's financial statement is tabled at the annual general meetings of the parent and/or Balance Carried Forward 115,274 community groups. Further details concerning the statement can be obtained by contacting the school.

Our school's financial management processes and School performance structures comply with the financial policy requirements. NAPLAN Planned expenditure for 2019 includes purchasing a In the National Assessment Program, the results across class set of iPads to use throughout the school, the Years 3, 5, 7 and 9 literacy and numeracy employment of a School Learning Support Officer assessments are reported on a scale from Band 1 to (SLSO) to allow additional support, employment of a Band 10. The achievement scale represents increasing Student Wellbeing Officer and playground upgrades. levels of skills and understandings demonstrated in these assessments.

Financial summary equity funding From 2018 to 2020 NAPLAN is moving from a paper test to an online test. Individual schools are migrating to The equity funding data is the main component of the the online test, with some schools attempting NAPLAN 'Appropriation' section of the financial summary above. on paper and others online.

Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should take into consideration the different test formats and are discouraged during these transition years.

Due to the school's small cohorts, results cannot be provided. This is in line with DoE policy and protects the privacy of individual students. Literacy results for Year 3 and Year 5 were above SSSG.

Due to the school's small cohorts, results cannot be provided. This is in line with DoE policy and protects

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the privacy of individual students. Numeracy results for Parents were asked to identify their preferred option for Year 3 and Year 5 were above SSSG. interviews being end of Term 1 / Term 3 or end of Term 2 / Term 4.

The majority of parents would like interviews offered at The My School website provides detailed information the end of Term 1 and Term 3. and data for national literacy and numeracy testing. Go to http://www.myschool.edu.au to access our school Extra Curricular Activities data. Again, care must be taken in interpretation of results due to our small cohort of students. In 2019, Mathoura Public School will have an additional full time teacher who will be providing students with a The Premier's Priorities: Improving education results broader range of extracurricular activities. Teachers showed 40% of students achieving in the top 2 bands were involved in identifying the extra curricular activities for reading and numeracy. Year 3 students achieved which they would like to see implemented (or 60% of students in the top two bands for reading and continued) at Mathoura Public School. Parents and numeracy. These results are substantially higher than students were surveyed in October 2018 to help guide SSSG. These results are the highest that our school planning. Parents were asked to identify their favourite has achieved in the past four years. five extra–curricular activities that they'd like implemented in 2019. The following results were The State's Priorities: Better services – Improving obtained: cooking, robotics, technology and art Aboriginal education outcomes for students have not workshops. Students in Years 2–5 were asked to been reported on due to our small cohort of Aboriginal identify three extra–curricular activities. The following students and the privacy of individual student's results. results were obtained from the results: robotics, cooking and gymnastics. Parent/caregiver, student, teacher Policy requirements satisfaction Aboriginal education Each year schools are required to seek the opinions of parents, students and teachers. Mathoura Public School has 14% of students who identify as Aboriginal. Staff and student awareness and School Community Survey Results knowledge of Aboriginal history and culture have continued to grow through the implementation of In October, parents were surveyed relating to different integrated units containing Aboriginal perspectives. aspects of our school. 20 surveys were returned. All students took part in a cultural talk given by a local Findings included: Aboriginal Elder. Reconciliation Week and NAIDOC Week were celebrated throughout the school. Students *100% of respondents agreed or strongly agreed that were given the opportunity to take part in a local our school is always looking for ways to improve what it Reconciliation Walk held in Echuca. K/1 students took does. part in local cultural celebrations. Four students participated in a local NAIDOC Public Speaking *100% of respondents agreed or strongly agreed that Workshop before taking part in the challenge held in parents receive information through the school . Personal Learning Pathways (PLPs) continued newsletter about what their child is learning. to be used for all Aboriginal students and updated throughout the year in consultation with parents. In *100% of respondents agreed or strongly agreed that November, four students were recognised at the they receive adequate notice of school events. Riverina Regional Proud and Deadly Awards. The school has continued to implement the Aboriginal *100% of respondents agreed or strongly agreed that Education Policy. teachers at our school provide a stimulating and challenging environment for students. Multicultural and anti-racism education *100% of respondents agreed or strongly agreed that their child talks positively about the learning programs Units of work taught throughout the school embrace the at school. richness of 's cultural diversity and the economic contribution migration has made to our *95% of respondents agreed or strongly agreed that country. Harmony Day was celebrated throughout the their child is enjoying school. school. The calendar for Cultural Diversity is displayed in each teaching space. Mathoura Public School has a *100% of respondents strongly agreed that they feel staff member trained as an Anti–Racism Contact comfortable in contacting their child's teacher to discuss Officer (ARCO). The role of the ARCO is to provide their child's learning and development. support and guidance where necessary.

Planning for 2019

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