Maryland Public School Annual Report
2018
4600
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Introduction
The Annual Report for 2018 is provided to the community of Maryland 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.
Twelve months ago we embarked on the journey of setting goals, planning for our next three years and developing a shared vision for our school and students. Through extensive consultation with students, staff and community members, we were able to collectively determine the priorities for our school.
Maryland Public School is committed to the pursuit of excellence and the provision of high quality educational opportunities for every child, developing their skills for life.
This is more precisely summed up in our banner statement; Every child, every opportunity, every day. The staff and community of Maryland Public School are committed to delivering on this vision.
2018 has been a whirlwind year at Maryland Public School. Our students and staff have undertaken a huge learning journey as we delved into significant changes in teaching and learning practices. The focus on Explicit Instruction and the introduction of Literacy and Maths Warm Ups to compliment our already comprehensive teaching and learning programs, has ensured that our students have been able to access curriculum in the most effective way.
Staff have engaged in quality professional learning through coaching and mentoring with John Fleming and also through the ongoing support and expertise of our Leader of Pedagogy – Mrs Melissa Khay, and our collective experienced and highly effective teaching team.
The employment of additional School Learning Support Officers to implement intervention support has ensured that all students, in every classroom are supported to achieve their benchmarks.
Our students have been setting goals with high expectations for personal best, resulting in many wonderful successes. Academically we had eight Year 4 students selected into OC classes for 2019 and five Year 6 students offered placement at Merewether Selective High School for 2019. Twelve of our Year 6 students were selected in the gifted and talented classes at our partner high school, Callaghan College Wallsend and another student successful in gaining placement at Hunter School of Performing Arts.
Our class and whole school performance data indicates extensive improvements for all children in our focus areas of numeracy and reading. This is reflected through our involvement in the Premier's Bump It Up Priority, where Maryland Public School has exceeded the target of an 8% increase in the number of students scoring in the top two bands of NAPLAN.
We had many students also achieve great success in competitions, debating and public speaking with special mention to Tyler Franzen and Glenn Kim– who received the Newcastle District Award for Year 6 and Year 5 respectively in the 2018 Newcastle Permanent Primary Mathematics competition and Jensen Nicholson for winning the Hunter Region Public Speaking competition. These are just a taste of the many truly outstanding achievements our students have experienced.
The beginning of 2018 also marked the establishment of our second special education support class, led by Miss Kira Gleeson. We are fortunate to be establishing a third class in 2019 and welcome seven more students to our Maryland Public School community.
In the arts, performance groups participated in a wide range of activities including, but not limited to; The Wallsend Winter Fair, assemblies, Bandfest, Coral Festival, Grandfriends Day, Digifest and Carols evening.
Our magnificent Maryland's Musical Mayhem at the end of Term 3 was an absolute highlight of the year. This production showcased the immense talents of our students and staff and was enjoyed widely by our Maryland community. Events such as this reflect the range of opportunities afforded to our students. The Creative and Performing Arts continue to be a strength at Maryland Public School.
In the sporting arena our school also enjoyed significant successes in 2018 with both school teams and many individuals achieving honours. Congratulations to all who represented our school and region across the course of the year. The level of sportsmanship displayed at all events across the year has been of the highest calibre.
Maryland students have had many varied and important experiences such as the Intensive Learn to Swim program,
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Gymnastics, a variety of carnivals, gala days and competitions across the course of the year. Thank you to Mrs Wingrove for her ongoing coordination and organisation of sporting events in our school.
Our Aboriginal Education program has again been very active this year and has created some wonderful cultural experiences and memories for everyone. A special mention to Mr Dave Newham, who we have been so lucky to have as our mentor and facilitator of Aboriginal Education. Dave's knowledge and ability to connect with people is second to none. From dance, to story–telling, smoking ceremonies and bush tucker, our community has benefitted greatly from Dave's leadership. I'd like to acknowledge the impact Dave has had over the past few years working with our school and wish him well as he embarks on some new projects.
I'd like to take this opportunity to thank our P&C for their ongoing support in 2018. Our 2018 P&C executive team of Mr Steven Face, Mrs Danielle Muller, Mrs Renee Phillips, Mrs Toni Spooner and Mrs Alisa Webb are the engine room of the group, working behind the scenes to keep the organisation running. A special thank you I also extend to Mrs Deb Groth, for her continued dedication to and support of the P&C, ensuring the links between parents and staff are always strong and consultative.
We are very fortunate to have plenty of volunteers to help when needed for our school events such as Mothers and Fathers' Day stalls, raffles, special canteen days, our colour run and musical as well as barbecues to support our school.
The P&C has worked tirelessly this year again raising funds for a variety of resources across a wide range of program initiatives. Congratulations and thank you to our P&C and fundraising committee, for the ongoing support.
I would like to especially acknowledge and thank the staff of Maryland Public School (teachers, ancillary and executive). 2018 was a challenging, demanding but extremely rewarding year. Every challenge was met with enthusiasm, overwhelming support for, and commitment to our students.
We welcomed two new permanent members to our teaching staff (Miss Kira Gleeson and Miss Kirsty Ward) and farewelled two long term members (Mrs Nicole Curtis and Mrs Kerrie Vile). We thank Mrs Curtis and Mrs Vile for their years of dedication and support to our students and families.
The excellent outcomes achieved by our students are a credit to the staff of Maryland Public School. They do truly understand and deliver on the Department of Education's strategic plan goal that every child is known, valued and cared for.
Annette Van Egmond – Principal
School contact details
Maryland Public School John T Bell Drive Maryland, 2287 www.maryland-p.schools.nsw.edu.au [email protected] 4955 9430
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School background
School vision statement
EVERY CHILD, EVERY OPPORTUNITY, EVERY DAY
Maryland Public School is committed to the pursuit of excellence and the provision of high quality educational opportunities for every child, developing their skills for life.
School context
Maryland Public School opened in 1992 and has a proud tradition of building positive, constructive relationships with students, caregivers and the broader community.
Maryland Public School is located in a residential zone between Wallsend and Minmi and draws on a vibrant, family orientated and involved local community. The school is an integral part of the Wallsend Community of Schools, with strong links to Callaghan College Wallsend and the broader Callaghan Education Pathway.
Maryland Public School has spacious grounds, modern facilities and classroom environments equipped for futures learning. Our school takes pride in the variety and depth of learning activities and opportunities available to our students. These include core academic programs based on current research and best practice, provisions for advanced students, learning support programs and a wide variety of extra–curricular programs including (but not limited to) sports, concert band, dance, public speaking and debating. Maryland also hosts a selective–entry Opportunity Class for gifted or talented students as well as a dedicated support unit setting for students with identified additional needs.
Our community values the variety and depth of learning activities and initiatives available to our students. They strongly support and endorse our vision statement, "Every child, every opportunity, every day."
As part of the Department of Education's system wide approach for ongoing improvement, MPS participated in the External Validation process during 2017. Following our self–assessment against the School Excellence Framework, future directions, initiatives and priorities were established. While continuing with our wide range of highly valued extra–curricular programs, an unrelenting commitment to what works best (as outlined by the Centre for Education Statistics and Evaluation) and the Premier's Priorities will drive our core business over the next years. Funds from our Resource Allocation Model (RAM) strongly support our directions.
Staff at MPS are committed to providing quality teaching, learning and wellbeing in a secure educational environment. Our highly motivated P&C committee contribute greatly and continue to support our school. At Maryland Public School we aim to ensure our students develop 'Skills for Life'.
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.
Maryland Public School is committed to the journey of excellence in the Learning domain. At MPS, the school culture is strongly focused on learning and the building of educational aspiration. Information is collected and analysed to inform and support students' successful transitions. There are strong collaborations between parents, students and the community to inform and support continuity of learning for all. Staff recognise and celebrate that students represent a variety of backgrounds, bring different experiences, skills and knowledge to school and that our role is to understand and plan rich experiences in order to ensure success for each and every individual. There is a strategic and planned approach to whole school wellbeing as evidenced through the development and implementation of the Maryland Public School "Wellbeing Strategy" this year. Positive, respectful relationships are evident among students and staff which supports the wellbeing of all students so they can connect, succeed and thrive. An unrelenting focus on "What Works Best" ensures that an integrated approach to quality teaching promotes excellence in meeting the needs of all learners. The implementation of Explicit Teaching evidence based pedagogy has resulted in a high expectations framework where students effectively develop their knowledge, understanding and skills. Teachers use evidence of learning, including formative assessments to inform their teaching and adapt their practice accordingly. The use of learning intentions, success criteria and feedback ensures that students know what is expected and how to achieve the greatest success in learning. On external and internal performance measures MPS students consistently achieve expected growth or above.
Maryland Public School is committed to the journey of excellence in the Teaching domain. At MPS quality teaching and
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leadership is underpinned by high levels of professionalism and commitment. Teachers are committed to identifying, understanding and implementing engaging lessons and learning opportunities based on current educational research. Staff continually learn and grow through Professional Learning to improve their skills and thereby increase outcomes for students. Explicit teaching is the main practice used in the school, reflecting the current evidence base. Professional Learning opportunities in 2018 were determined by the PDP goals of teachers and priorities in the School Plan, particularly explicit teaching, including a range of explicit strategies to explain and break down knowledge. The development of practice in provision of timely formative feedback related to success criteria, has supported improved student learning. Teachers' Performance and Development Plans (PDPs) are supported by a coordinated whole school approach to developing professional practice. Expertise within the teaching staff was utilised to support the professional learning needs of teachers. Differentiated "cafe" style sessions have been a successful strategy to support teachers' PDP goals.
All teachers contribute to the gathering and analysing of data. Student assessment data is used to identify student achievements and progress in order to reflect on teaching effectiveness and future directions. It is used to inform individual, group and whole school learning goals and progress is monitored closely to ensure continual improvement. Whilst teachers incorporate data analysis in planning for learning, the school leadership team engages the school community in reflecting on student performance data. We work with a model that asks, "What is the data telling me?" and "What do I want to do about it?" Data informed practice will continue to be an area for focus and development in 2019.
Classrooms at MPS are well managed through consistent Positive Behaviour for Learning (PBL) approaches, based on current evidence, allowing for effective teaching time with minimal disruption. Through our documented Performance and Development Framework procedures, there are explicit systems for collaboration and feedback to sustain best teacher practice. Formal coaching and mentoring is provided to teachers to support ongoing improvement and excellence. Time is provided for teams to collaborate and participate in professional discussions. Opportunities for negotiated observations of classroom teaching practice with feedback are provided to improve professional knowledge, practice and collective efficacy. Staff evaluate professional learning activities to identify and systematically promote and implement the most effective strategies to ensure ongoing improvement. Teachers also collaborate with staff in other schools to share and embed best practices. Staff at MPS are supported to be responsible for maintaining and developing their professional standards.
Maryland Public School is committed to the journey of excellence in the Leading domain. At MPS a commitment to fostering a self–improving community which supports the highest levels of learning is evident. The developing culture of high expectations and a shared sense of responsibility for student engagement, learning, development and success is supported by staff, parents and the broader community. The active engagement of our P&C group, ensures that priorities reflect the broader school community and context. The P&C has also been the launch pad for developing shared understandings about educational provision and school directions.
The executive team models instructional leadership and supports a culture of high expectations and community engagement. Parents and community members continue to have the opportunity to engage in a range of school–related activities which foster relationships promoting the school as a cohesive educational community. The leadership team embeds clear processes with accompanying milestones and timelines, to direct school activity toward the effective implementation of the school plan. Sustainable distributed leadership has resulted in opportunities for aspirants to lead processes of the school plan and initiatives within it, with great success.
The leadership team has ensured that resource allocation and accountability requirements serve the overarching strategic vision of the school community. Deployment of teaching and non–teaching staff is strategically planned to make best use of available expertise to meet the needs of students. To support the focus on Explicit Teaching, the employment of our Leader of Pedagogy has ensured that teachers and students have had the best opportunities to experience success and continual improvement through coaching, modelling, feedback and delivery of personalised, targeted professional learning.
Strategic financial management is used to gain efficiencies and to maximise resources available to implement the school plan. Resource allocation is informed by a range of data to strategically and creatively meet and improve a broad range of student outcomes and systemic priorities.
Ongoing consultation with all stakeholders results in continued shared vision, values and purpose for the school. Feedback informs the school's directions and decisions, and also promotes and generates learning and innovation. The school makes informed choices about administrative practices and systems, based on cost effectiveness, evidence and in response to local context and need. The Administrative systems, structures and processes at MPS underpin ongoing school improvement and the professional effectiveness of all school members. MPS is committed to strong, strategic and effective leadership.
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
Excellence in Learning
Purpose
To grow strong learning partnerships and a culture of high expectations that will support students to connect, succeed, thrive and learn.
Overall summary of progress
A new Positive Behaviour for Learning classroom behaviour management system has been devised and implemented in every classroom. Feedback from staff indicates the classroom ladder is having a positive impact on student behaviour.
98% of students can identify a staff member they can turn to for advice. Staff have also been made aware of those children who cannot name someone and those children are accessing social support groups run by the Learning and Support Teacher. 85% of teachers said they had a good understanding of the Wellbeing framework and felt confident implementing strategies as outlined in the Wellbeing document. The Maryland Public School Wellbeing Strategy has been communicated to staff and community (P&C) and is ready for implementation in 2019. Tell Them From Me survey data has indicated students feel they have positive relationships with peers and staff at MPS.
Version 1 of the MPS Teaching and Learning Handbook has been completed and is ready to be presented to staff.
The handbook includes guidelines and support documents for the implementation of warm ups and explicit lessons which have been utilised and evaluated by staff across the year. There is measurable evidence of the positive impact of these resources in Stage 2 assessment results. Changed practice among staff is evident, as far as warm up implementation, in all programs across stages as evidenced by coaching and feedback sessions and survey data collected thereafter.
In Term 4, the newly appointed Stage Curriculum coordinators for 2019 developed a whole school scope and sequence for maths programming and maths warm ups including a template for planning weekly teaching and learning in the explicit lesson (I do, We do, You do) structure which is included in the handbook. Further whole school programming, planning and assessment guidelines and templates will be added to the handbook in 2019.
The Handbook will be unveiled at the Term 1 Staff Development Day 2019 as a working document with elements to be added by curriculum coordinators as they are developed.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Exceed 8% increase in the Leader of Pedagogy 0.6 – In 2015 on average 25.09% of students at MPS number of students achieving in $19,380 achieved results in the top two bands of NAPLAN in the top 2 bands (reading and reading and numeracy. This was the starting numeracy) as per BIU target. Additional teaching staff percentage for MPS as an identified Bump It Up 0.45 – $46,851 school.
The 8% increase target of 33.09% was achieved in 2017.
In 2018, on average 37.59% of students achieved results in the top two bands in Reading and Numeracy. A total increase of 12.5%.
In 2018 the percentage of students achieving in the top two bands was as follows:
Numeracy Yr 3 – 37.70% and Year 5 – 28.38%
Reading Year 3 – 50% and Year 5 – 36.36%
Progress from 'delivering' to Professional Learning Days Quality assessment practices, effective data 'excelling' in the element of – $10,000 collection and analysis drives teaching and learning
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Learning Culture in the School cycles and continuous student improvement. Excellence Framework. Stage Planning Days – $24,000 In 2018, our self assessment against the School Excellence Framework demonstrated growth from EDI Joe Ybarra "Delivering" to "Sustaining and Growing" in the Professional Learning – Learning Culture element of the Learning domain. $3500 This result indicates we are on track to achieve "Excelling" by the end of 2020.
Progress from 'delivering' to 2 x casual days for planning Review and develop outstanding wellbeing 'excelling' in the element of – $1000 processes that support students to connect, Wellbeing in the School succeed, thrive and learn. Excellence Framework. In 2018, our self assessment against the School Excellence Framework demonstrated growth from "Delivering" to "Sustaining and Growing" in the Wellbeing element of the Learning domain.
This result indicates we are on track to achieve "Excelling" by the end of 2020.
Next Steps
Bump It Up – Where to next:
1. Continue to identify students for additional support through strategic data analysis to exceed current achievement levels in top two bands.
2. Targeted support to reduce / remove percentage of students in bottom two bands of NAPLAN.
Wellbeing – Where to next:
1. Devise plan for students to have regular opportunities to meet with an identified staff member who can provide advice, support and assistance.
2. Planning for learning is informed by sound holistic information about student's wellbeing and learning needs in consultation with parents / carers.
Learning Culture – Where to next:
1. The whole school community demonstrates aspirational expectations of learning progress and achievement for all students and is committed to the pursuit of excellence.
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Strategic Direction 2
Excellence in Teaching
Purpose
To develop high quality, evidence based teaching practices that focus on engagement, differentiation and continuous improvement of student outcomes.
Overall summary of progress
Whole school professional development focused on effective, sustainable and evidence based learning for all staff, guided by the CESE document What Works Best: Evidence–based practices to help improve NSW student performance. Staff Professional Development Plan (PDP) learning goals were mapped across the school and aligned with school plan priorities to develop professional learning schedules. Extensive professional learning opportunities were explicitly planned and delivered to develop all staff in the implementation of Warm Ups and Explicit Instruction lessons (John Fleming). After 12 months of sustained professional learning opportunities, 95% of staff feel confident to implement reading, maths and writing warms up into their daily classroom routines and 89% of staff are beginning to implement Explicit Instruction lessons (I do, We do, You do). Direct impact on student results is evidenced by internal formative and summative assessment data and external assessments such as PAT (Progressive Achievemnt Tests) and NAPLAN.
Extensive professional learning opportunities were delivered to staff around Assessing for Impact. Strategies to improve visible learning in the classroom including the use of 'feedback walls', effective feedback strategies and a focus on formative and summative assessment tasks were revisited regularly through staff professional learning sessions, stage planning days and meetings, small group learning sessions and in–class coaching and feedback opportunities. A whole school assessment schedule was drafted and summative assessments practices reviewed to determine the validity of data.
Whole school learning sequences were developed for writing warm ups and maths to ensure consistency across the school. Syllabus content guides and warm up master slides were developed in each stage for maths warm ups and Explicit Instruction (IWY) programming templates were developed to assist staff in the implementation of EI and to ensure consistency across the school.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increased percentage of students Additional staffing allocation NAPLAN data indicates an increased percentage of exceeding or achieving expected 0.4 LAST students exceeding or achieving expected growth in growth in literacy and numeracy. literacy and numeracy. The percentage of students at or above the state growth was 56.8% in grammar and punctuation, 64.8% in numeracy, 66.7% in reading, 58.1.% in spelling with only writing slightly below state at 58.9.%
Increased percentage of students Additional staffing allocation An increased percentage of students are achieving achieving at or above grade 0.4 LAST at or above grade benchmarks in literacy and benchmarks in literacy and numeracy with 37.45% of students achieving in the numeracy. top two bands in NAPLAN, indicating a 12.36% increase of students in the top two bands since 2015.
Progress from 'delivering' to Stage Planning Days Whole school systems are developed to support 'excelling' in the effective continuous improvement of student learning classroom practice element of the $24,000 outcomes, student engagement and a culture of School Excellence Framework high expectations.
In 2018, our self assessment against the School Excellence Framework demonstrated some growth in the Effective Classroom Practice element of the Teaching domain. While we did not self assess at Sustaining and Growing, there is evidence of achievement against most aspects at the
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Progress from 'delivering' to Sustaining and Growing level. 'excelling' in the effective classroom practice element of the Evidence indicates we are on track to achieve School Excellence Framework "Excelling" by the end of 2020.
Next Steps
Evidence Based Pedagogy – Where to Next?
1. Staff to provide feedback on draft assessment schedule and updates made accordingly. Whole school data to be collected through Sentral and reviewed every five weeks by curriculum coordinators, learning support team, stage teams and executive to inform support, intervention, stage groups and extension opportunities.
2. Whole school curriculum overviews to be written to reflect updated syllabus documents, assessment schedules and learning sequences.
3. Whole school maths learning sequences to be hyperlinked to syllabus outcomes, lesson plans, assessment tasks and warm ups to create a streamlined programming process.
4. Whole school writing rubrics to be developed and implemented K–6. Feedback from teachers and review of draft to be completed towards the end of Term 1, 2019.
Professional Learning – Where to Next?
1. Continue to build staff knowledge and expertise in warm ups and EI strategies through ongoing professional learning sessions with John Fleming, in–class demonstrations, coaching and mentoring, peer classroom observations and lesson study opportunities with other EI schools.
2. Continue to develop staff capacity to use Assessing for Impact strategies with a focus on feedback walls (learning intentions, success criteria, student learning goals and progress tracking), develop explicit student, peer and teacher feedback strategies.
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Strategic Direction 3
Excellence in Leading
Purpose
To develop the leadership capacity of the learning community, supporting sustained and measurable whole school improvement.
Overall summary of progress
Professional learning in the school emphasises developing effective instructional leadership, management skills and leadership attributes to facilitate whole school improvement and build a pipeline of leaders. Aspirants have led school plan processes and have developed feedback systems for explicit teaching observations. Existing executive staff members mentored aspirants through leadership projects.
The school regularly solicits and addresses feedback on school performance from students, staff, parents and the broader community. Parent representation was sought and included to determine the collective vision and subsequent purchases for the furniture upgrade in our library.
Teaching and non teaching staff proactively seek to improve their performance through PDP goals, professional learning and feedback practices. Opportunities for continued development are provided and monitored.
The executive team has discussed structures of leadership for 2019 and drafted a framework which encompasses opportunities for distributed instructional leadership.
One identified aspirant has been appointed to a relieving executive position for 2019 Term 1.
The Teacher Administration Handbook is in the development process and information will continue to be gathered to support all administrative processes. The handbook team will confer with the Teaching and Learning handbook team to ensure consistency and to avoid repetition.
The focus for the Look@Learning day during Education Week across all grades was on sharing 'warm ups' with parent and community members. Anecdotally we had very good parent attendance at this event across all stages with parents expressing great interest in this school focus through feedback surveys collected on the day. This confirmed that parents valued the opportunity to engage with school programs and to have the opportunity to 'see what's happening' at school.
A Facebook poll was conducted to determine the learning needs of parents, in supporting their children at home and at school. It also included the collection of baseline data on the aspirations of parents for students. .
A summary of the parent and community Facebook polling indicated that 91% of parents had high aspirations for their child/ children – expecting them to continue to study or train beyond high school.
A series of short online tutorials were created that addressed key literacy and numeracy issues in each stage. To date two of these have been uploaded and accessed by many parents.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Progress from ‘delivering’ to $20,000 for library furniture Develop and implement a leadership strategy to ‘excelling’ in the educational upgrade to create a futures increase the capacity of staff to provide instructional leadership element of the School learning space. leadership and support succession planning. Excellence Framework. Exec planning days In 2018, our self assessment against the School (including release for Excellence Framework demonstrated some growth aspirants) – $4000 in the Educational Leadership element of the Leading domain. While we did not self assess at Sustaining and Growing, there is evidence of achievement against most aspects at the Sustaining and Growing level.
Evidence indicates we are on track to achieve
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Progress from ‘delivering’ to "Excelling" by the end of 2020. ‘excelling’ in the educational leadership element of the School Excellence Framework.
Progress from 'delivering' to 2 x casual relief days – Administrative systems and processes are effective 'excelling' in the Management, $1000 and support the delivery of high quality educational Practices and Processes element programs. in the School Excellence Framework. In 2018, our self assessment against the School Excellence Framework demonstrated growth from "Delivering" to "Sustaining and Growing" in the Management Practices and Processes element of the Leading domain.
This result indicates we are on track to achieve "Excelling" by the end of 2020.
Increase in parent and 2 x casual relief days to Parent and community feedback indicates community engagement to develop the series of confidence in supporting children at home is support students learning, Facebook Polls – $1000 increased. Parent engagement with educational development and success. events has increased across the year. 2 x casual relief days for collation of data and 90% of parents surveyed indicated a lack of time reporting – $1000 and child's attitude and motivation, as a factor in assisting their child/children. 70% of parents 2 x casual relief days to indicated interest in wanting to help their develop the online tutorials child/children with homework . 78% of parents for parents – $1000 indicated online video tutorials as the preferred format for assistance.
Engagement improvement from the first online tutorial to the second is as follows:
1. Introducing a text to your child – 206 views
2. Addition self talk – 368 views
Next Steps
Educational Leadership – Where to next:
Implementation of new leadership structure for 2019 including newly formed positions of Curriculum Coordinators for each stage.
School leadership team areas for development identified and suitable professional learning accessed to build collective efficacy and strength in team.
Strategy developed for delivery on high performance culture with a clear focus on student progress and achievement and high quality service delivery.
Management Practices and Processes – Where to next:
Evaluation of school administrative systems and processes, to ensure delivery of anticipated benefits to the school community. Changes to be made as required.
The leadership team collects information about the school's administrative practices in order to ensure effectiveness.
An action plan to be devised ensuring management practices and processes are responsive to school community feedback. There is a whole school approach to improving service delivery and customer (parent and/or student) experience.
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Community Engagement – Where to next:
Review department resources and research on community consultation. Identify strategies that could be implemented at MPS to improve community consultation and engagement.
Plan to be devised for "in school" opportunities for parents / community to connect with learning in our classrooms.
Student Led Conference (student/parent/teacher) format to be reviewed to allow for a more consultative process teacher/parent/student approach.
Focus on greater inclusion of Multicultural representation and Aboriginal education in all initiatives.
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Key Initiatives Resources (annual) Impact achieved this year
Aboriginal background loading Teaching staff (Learning Staff Development Day focusing on team and Support) 0.2 – $20,822 building and local Aboriginal culture / history (Mt Sugarloaf, Glenrock Lagoon). Staff Development Day Term 1 – $1900 The majority of staff (~80%) reported a deeper understanding of local Aboriginal sites Aboriginal Mentor and and stories. The staff (~75%) reported that Facilitator – $14,100 the professional learning increased their understanding of how to navigate cultural Resourcing / NAIDOC – sensitivities. The majority of the staff (~75%) $1051 reported that the professional learning was worthwhile and contextually relevant to Total = $37,873 Maryland Public School.
Staff and students have enjoyed and valued the lessons delivered by David Newham. Staff and student surveys revealed that David Newham's program had increased their understanding of Aboriginal culture and people. Staff and students have shown an increased interest in Aboriginal cultural lessons and participation in cultural activities such as dance. Surveys (parents, staff, students) revealed an overwhelmingly positive response to having an Aboriginal Cultural Educator at the school and supported the continuation for 2019. A community meeting held in Term 4 also supported the inclusion of a similar cultural program to be incorporated in 2019.
Some students have achieved the goals outlined in their PLPs. A number of students will carry goals over into next year.
English language proficiency Teaching staff 0.15 – All identified students have received support $15,617 throughout 2018. Support levels were determined by individual student need. Resources – $1270 Examples include; English/literacy support in class or withdrawal groups, extension maths Total = $16,887 support in Early Stage 1 and Stage 1 and in class adjustments as required implemented by the class teacher. One targeted student made significant progress in speaking English (growth across ESL scales in all areas) as well as displaying a growth of 4 PM levels in reading. Another student from Stage 1 was working at Stage 2 level outcomes in the extension maths group.
All EALD students K–6 will be reviewed in Term 1 2019 to assess needs and level of support required throughout the year.
Low level adjustment for disability LAST teaching allocation Throughout 2018, SLSO's were provided with 1.1 FTE professional learning to build capacity in delivery of literacy and numeracy Flexible Funding interventions. This included support from component – John Fleming (explicit Instruction expert) as well as attending a workshop facilitated by Employment of additional Shirley Ison (Assistant Principal Learning and School Learning Support Support. All SLSOs indicated an increase in Officers (SLSOs) to provide confidence and understanding to provide targeted interventions. targeted individual and small group interventions supporting student literacy and
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Low level adjustment for disability $53,483 numeracy. The analysis of student data demonstrated improved skills and levels in reading, comprehension, phonics, phonemic awareness and numeracy. Data was collected through running records, Informal Prose Inventory (IPIs), phonics and phonemic awareness assessments, and PLAN data for number (Early Arithmetic Strategies).
Additional Professional Learning for SLSOs also resulted in a decrease in challenging student behaviors and an increase in student engagement and positive social interactions.
Quality Teaching, Successful Total staffing entitlement – Leader of Pedagogy AP 0.6 FTE (off class Students (QTSS) 0.813 position) to lead implementation of Explicit Instruction (EI) and Bump It Up strategy. Leader of Pedagogy 0.6 (off Additional executive release of 0.213 to class position) provide team support and mentoring.
Executive release 0.213 Survey responses indicate that;
– Leader of Pedagogy role is having a positive impact on EI delivery in classrooms.
– Assistant Principals are providing support as needed by teachers.
– Staff professional learning needs are being addressed and supported.
Teachers, students and parents indicate that pedagogy in Maryland Public School classrooms is supporting aspirations and high expectations. Teachers are confidently delivering quality Warm Ups. Student performance data is showing ongoing, increased improvement.
Socio–economic background 1. Additional staffing Please see impact statements for Strategic including Higher Duties AP, Directions 1, 2 and 3. LAST and Executive release, $66,231 Additional Assistant Principal position created to cover Leader of Pedagogy ensuring 2. John Fleming sustained levels of support across school ES1 consultation fees – S3. $22,000.00 Additional LAST employed at 0.4 FTE 3. Environmental Education (including targeted reading intervention for budget $7,000.00 students at risk) provided high levels of support in literacy and numeracy. 4. Furniture upgrades for classrooms (intensive 100% of staff had PDP goals that aligned to teaching tables / stools for school directions. All staff had at least one classrooms) $10,000.00 goal that related to Warm Ups and Explicit Instruction. Warm ups have been 5. Explicit Instruction implemented across the school. Professional Resources $4186.00 learning was delivered for all Warm Ups (Maths, Reading, Daily Writing) and as a 6. Additional NAIDOC / result, all teachers are confidently Aboriginal Education implementing Warm Ups as per the Teaching resourcing $2000.00 & Learning Handbook guidelines. An increase in student engagement across the school is 7. Additional professional evident. learning (Principal, SASS, teachers), Executive Bump It Up initiative – see NAPLAN results Planning Days / and data as reported in SD1. Collaborative planning days
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Socio–economic background for teaching staff (data Professional Learning for staff centered informed practice and around the CESE document – What Works consistent teacher Best: Evidence–based practices to help judgement) $27,500 improve NSW student performance, with a particular focus on explicit teaching, high Total – $138,917 expectations and effective feedback. In school student performance data indicates excellent growth in targeted areas of reading, numeracy and writing. Teachers report higher levels of confidence and expertise in effective teaching strategies and students report deeper understandings through the use of clear lesson intentions and success criteria.
Executive release and collaborative planning days resulted in thorough school evaluation and future directions.
Support for beginning teachers $18,000 Three beginning teachers have achieved accreditation at Proficient Teacher with NESA.
Targeted student support for NAP 0.2 New arrivals support was provided for one refugees and new arrivals student in Kindergarten by way of 0.2 staffing allocation. This student was only enrolled for a short time (1 Term) before returning to country of origin. The student was provided in class support and made expected progress in English outcomes.
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Student information relationship with the Home School Liaison Officer who has scheduled visits with the Principal at least twice a term to monitor and discuss whole school and Student enrolment profile individual student attendance patterns. Students with concerning levels of attendance or those with identified Enrolments irregular attendance patterns are monitored and support plans are applied as required. Students 2015 2016 2017 2018
Boys 236 243 229 235 The school has documented procedures with clearly defined roles to monitor and support student Girls 233 225 232 241 attendance. The Sentral SMS system has increased opportunities for parents to explain absences. The number of unexplained absences significantly 2018 enrolments are consistent with past trends. The decreased after the introduction of the SMS system school year began with 18 mainstream classes (2017). (including the OC) and two Special Education classes including our newly established class for students with The continuation of our Excellence in Attendance Autism. awards saw a large number of students receive certificates every five weeks for 100% attendance at Anticipated enrolments for 2019 indicate a decline in our Recognition Assemblies. mainstream numbers and a reduction of two classes. There will be another Special Education class Workforce information (Multi–categorical) established taking the Support Unit to three classes. Workforce composition
Student attendance profile Position FTE* School Principal(s) 1 Year 2015 2016 2017 2018 Assistant Principal(s) 4 K 93.9 95.4 95.2 95.1 Classroom Teacher(s) 18.5 1 94.1 93.1 94.3 94.9 Teacher of Reading Recovery 0.42 2 95.7 95.6 93.2 95.2 Learning and Support Teacher(s) 1.1 3 93.8 94.5 94.9 94.5 Teacher Librarian 1 4 95.3 94.1 94.4 94.6 School Counsellor 1 5 93.4 94.4 94 93.8 School Administration and Support 5.58 Staff 6 92.7 93.6 93 93.5 All Years 94.1 94.3 94.1 94.4 *Full Time Equivalent State DoE Year 2015 2016 2017 2018 We have two members of staff who identify as Aboriginal. K 94.4 94.4 94.4 93.8 1 93.8 93.9 93.8 93.4 Teacher qualifications 2 94 94.1 94 93.5 All teaching staff meet the professional requirements 3 94.1 94.2 94.1 93.6 for teaching in NSW public schools. 4 94 93.9 93.9 93.4
5 94 93.9 93.8 93.2 Teacher qualifications 6 93.5 93.4 93.3 92.5 Qualifications % of staff All Years 94 94 93.9 93.4 Undergraduate degree or diploma 100 Postgraduate degree 20
Management of non-attendance
Supporting student attendance continued to be a priority across 2018. The school enjoys a close working
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2018 Actual ($) Professional learning and teacher accreditation Opening Balance 478,214 All teachers developed Professional Development Revenue 4,532,980 Plans as part of the Performance and Development Framework in 2018. Teacher goals were directly linked Appropriation 4,337,016 to personalised professional learning needs, school priorities and the Australian Professional Standards for Sale of Goods and Services 9,290 Teachers. Professional Learning throughout 2018 was Grants and Contributions 181,117 planned to address needs as outlined in teacher PDPs and aligned to the School Plan strategic directions. Gain and Loss 0
Some key undertakings were; Other Revenue 1,314 • Explicit Instruction delivered by John Fleming – Investment Income 4,243 Teachers and SLSOs • Management of Actual and Potential Aggression Expenses -4,329,996 (MAPA) – All staff Recurrent Expenses -4,329,996 • Joe Ybarra Explicit Direct Instruction – Key Teachers Employee Related -4,011,685 • Formative Assessment – All teaching staff • Assessing for Impact – All teaching staff Operating Expenses -318,312 • What Works Best (CESE) and Explicit Teaching – Capital Expenses 0 Jean Scott (Teacher Quality Adviser) • BreakoutEDU (Futures Learning) – All teachers Employee Related 0 • Google Suite – All teachers Operating Expenses 0 • SCOUT online training – All teachers • Aboriginal Education Strategy – All teachers SURPLUS / DEFICIT FOR THE 202,983 YEAR Financial information Balance Carried Forward 681,197
Financial summary Maryland Public School continues to implement the The information provided in the financial summary DoEs standardised finance system (SAP) and financial includes reporting from 1 January 2018 to 31 processes for all NSW Public Schools as part of the December 2018. Learning Management and Business Reform (LMBR).
As such, the school continues to make changes as required to customer and supplier invoicing / payment arrangements. The school's financial management processes and governance structures to meet financial policy requirements consists of a Finance Committee that includes the Principal, School Administration Manager and executive staff. The Finance in Schools Handbook is used to support the school in complying with the Public Finance and Audit Act 1983.
The intended use of funds available from 2018 is to finalise 2018 salary costings, upkeep and upgrade (as required) air conditioning units and technology, along with the infrastructure needed to support it. We also intend to utilise additional funds for – • Employment of SLSOs to support tiered interventions in literacy and numeracy • Purchase of flexible learning / future focused learning furniture in every classroom • Development of flexible outdoor learning area for the Support Unit • Resources to support increased opportunities for Futures Learning A full copy of the school's financial statement is tabled at the annual general meeting of the P&C. Further details concerning the statement can be obtained by contacting the school.
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49.06% in 2017 to 50% in 2018 (0.4% increase). Our Financial summary equity funding 2018 results exceeded our statistically similar school group (SSSG) by 5.6% and were 1.6% lower than The equity funding data is the main component of the state. 'Appropriation' section of the financial summary above. In Year 5 Reading, 36.4% of students achieved in the top two bands. This result exceeded state by 0.2% and the statistically similar school group by 7.9%. The 2018 Actual ($) average scaled growth score of 110.4 was significantly Base Total 2,972,236 higher than both state (81.4) and the SSSG (77.6).
Base Per Capita 90,806 In writing 42.6% of students in Year 3 were in the top two bands. This is an increase of 17.6% compared to Base Location 0 2017. In Year 5 writing, an improvement of 4.5% of Other Base 2,881,430 students achieving in the top two bands was evident. In both cohorts, results were higher than the SSSG and Equity Total 362,330 slightly lower than state.
Equity Aboriginal 37,873 In Year 5 writing, 66.7% of students achieved at or Equity Socio economic 138,917 above the expected growth. This is significantly higher than both state (44.4%) and the SSSG (46.1%). Equity Language 17,533 In Year 5 Grammar and Punctuation, 39% of students Equity Disability 168,007 achieved in the top two bands. This exceeded both Targeted Total 474,977 state (34.8%) and the SSSG (26.7%).
Other Total 340,951 The percentage of students in the top two bands in Grand Total 4,150,495 Spelling in both Year 3 (48.5%) and Year 5 (33.8%) exceeded those of the SSSG (45.5% Year 3 and 28.3% Year 5) and were only slightly lower than state.
Figures presented in this report may be subject to 37.1% of students achieved in the top two bands in rounding so may not reconcile exactly with the bottom Numeracy Year 3. This exceeded the SSSG by 2.9% line totals, which are calculated without any rounding. and was slightly lower than state (40.8%). Year 3 Numeracy showed a decrease of 7.13% in the top two A full copy of the school's financial statement is tabled bands from 2017 to 2018. at the annual general meetings of the parent and/or community groups. Further details concerning the In 2018, 28.4% of students achieved in the top two statement can be obtained by contacting the school. bands in Year 5 Numeracy compared to 22.89% in 2017 (an increase of 5.51%). This exceeded the SSSG School performance by 6.4% and was 1.7% less than state.
The average scaled score of 89 was slightly lower than NAPLAN both state (93.3) and the SSSG (91.3). In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and The My School website provides detailed information numeracy assessments are reported on a scale from and data for national literacy and numeracy testing. Go Band 1 to Band 10. The achievement scale to http://www.myschool.edu.au to access the school represents increasing levels of skills data. As schools transition to NAPLAN online, the band and understandings demonstrated in these distribution of results is not directly comparable to band assessments. averages from previous years. While the 10 band distribution available to schools who completed From 2018 to 2020 NAPLAN is moving from a paper NAPLAN online is a more accurate reflection of student test to an online test. Individual schools are migrating to performance, caution should be taken when the online test, with some schools attempting NAPLAN considering results relative to what was formerly a six on paper and others online. band distribution. As the full transition of NAPLAN online continues, the most appropriate way to Results for both online and paper formats are reported communicate results for NAPLAN online is by scaled on the same NAPLAN assessment scale. Any scores and scaled growth. This is the reporting format comparison of NAPLAN results – such as comparisons agreed by state and territory education ministers, and is to previous NAPLAN results or to results for students reflected on the myschool website. who did the assessment in a different format – should take into consideration the different test formats and Maryland Public School is an identified "Bump It Up" are discouraged during these transition years. school as per the Premier's priority to increase the proportion of students in the top two NAPLAN bands in Year 3 Reading increased in the top two bands from Reading and Numeracy by 8% by 2019.
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The student survey measures 20 indicators based on Significant improvement is evident in 2018 compared to the most recent research on school and classroom 2015 baseline data. effectiveness. Results indicate; • 89% of students have positive behaviour. The The percentage of students in the top two bands in NSW Gov't norm is 83%. Year 3 Reading demonstrates an improvement of • 92% of students in the school try hard to succeed. 12.16% since 2015. The NSW Gov't norm is 88%. • 20% of students indicated they are victims of The percentage of students in the top two bands in bullying. The NSW Gov't norm is 36%. Year 5 Reading demonstrates an improvement of • 93% of students believe that schooling is useful 11.36% since 2015. and will have a strong bearing on their future. The NSW Gov't norm is 96%. The percentage of students in the top two bands in • In this school, students rated the relevance of Year 3 Numeracy demonstrates an improvement of classroom instruction to their everyday lives 8.1 18.18% since 2015. out of 10. The NSW Gov't norm for this is 7.9.
The percentage of students in the top two bands in The parent survey is based on a comprehensive Year 5 Numeracy demonstrates an improvement of questionnaire covering several aspects of parent's 10.92% since 2015. perceptions of their children's experiences at home and school. The survey provides feedback to schools about The overall average percentage of students achieving the extent to which parents feel the school supports in the top two bands in Reading and Numeracy in 2018 learning and positive behaviour and promotes a safe is 37.45%. This exceeds the average of 2017 which and inclusive environment. The measures were scored was 36.53%. on a ten–point scale with 0 indicating a strong disagreement and 10 indicating strong agreement. At Maryland Public School we are committed to Results indicate; implementing the NSW Premier's Priorities for • The highest level of agreement as – The school Aboriginal Education. The State priorities include a 30 supports positive behaviour. per cent increase in the proportion of Aboriginal • The lowest level of agreement as – Parents students in the top two NAPLAN bands for reading and support learning at home. numeracy by 2019. Our Aboriginal students are • Parents feel welcomed when visiting the school = strongly supported by Personalised Learning Plans that 8.8 out of 10. articulate Literacy and Numeracy goals where • Children are clear about the rules for school individual performance data is regularly collated and behaviour = 9.3 out of 10. analysed to enhance continuous improvement. In 2018 • Parents can easily speak with their child's teacher student performance included: = 8.6 out of 10. • Parents are informed about their child's social and NAPLAN Yr 3 Reading ASTI: All Aboriginal students emotional development = 5.7 out of 10. achieved proficiency with one student achieving in the The teacher survey is a self–evaluation tool for top band. teachers and schools which is based on two
complementary research paradigms. One is 'effective NAPLAN Yr 3 Numeracy ASTI: All Aboriginal students schools' research which has identified the most achieved proficiency with one student achieving in the important correlates of student outcomes. The second top band. paradigm is related to dimensions of classroom and
school practices. The measures were scored on a NAPLAN Yr 5 Reading ASTI: All Aboriginal students ten–point scale with 0 indicating a strong disagreement achieved proficiency and achieved above national and 10 indicating strong agreement. Results indicate; minimum standards. • Teachers work with school leaders to create a NAPLAN Yr 5 Numeracy ASTI: All Aboriginal students safe and orderly school environment = 9.2 out of achieved proficiency and achieved above national 10. minimum standards. • Teachers set high expectations for student learning = 9.2 out of 10. In 2018, three aboriginal students participated in Year 3 • Teachers use results from formal assessment Reading and Numeracy. The total Year 3 cohort was 62 tasks to inform their lesson planning = 9 out of 10. students. In 2018, three Aboriginal students • Teachers establish clear expectations for participated in Year 5 Reading and Numeracy. The total classroom behaviour = 9.6 out of 10. Year 5 cohort was 77 students. • Teachers ask parents to review and comment on student's work = 5.8 out of 10. Parent/caregiver, student, teacher satisfaction
In 2018 students, parents and teachers participated in the Tell Them From Me surveys.
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Policy requirements
Aboriginal education
Maryland Public School has worked throughout the year with our own Aboriginal Education Team, Muloobinbah Local AECG and our Aboriginal Cultural Facilitator, David Newham.
In Term 1 we had a 'Meet and Greet BBQ' for Aboriginal parents and students and looked at students' Mgoals profiles. Teachers and students worked throughout the year on achieving their PLP goals and creating their Mgoals personal profile page.
David Newham worked at MPS one day a week in 2018. He worked with students across a designated stage each term and integrated Aboriginal perspectives into focus units of work. These units included Geography, History and Science. His cultural lessons were facilitated through stories, language, drama and song across the school. David also worked with Stage 2 & 3 Aboriginal students teaching traditional cultural dance. The dance group performed at assemblies as well as on our Presentation Day.
In Term 3 MPS celebrated NAIDOC day and each class completed different activities around significant Aboriginal women which supported the theme 'Because of her, we can'. Many of these activities were shared during the NAIDOC School Assembly.
Two of our Aboriginal students, (Garuahgal and Sienna Fitzpatrick) represented MPS in the Aboriginal Dance performance at Starstruck.
Multicultural and anti-racism education
Throughout the year, classes completed lessons and activities around different cultural celebrations.
All classes at Maryland Public School participated in Harmony Day celebrations in March 2018. Harmony Day is a day of cultural respect for everyone who calls Australia home – from the traditional owners of this land to those who have come from many countries around the world. All stages contributed to the whole school Assembly for Harmony Day. This included songs, artwork, digital presentations and dance. Some students came dressed in traditional clothing from their family's country of origin. Traditional food was shared in some classes and other students shared language and specific cultural information about celebrations
MPS also participated in an Indonesian cultural day which was used as a fundraiser for Lombok. Stage 3 students shared cultural knowledge about Indonesia as well as some language with each class. There was also traditional food tasting.
The Anti–Racism Contact Officer (ARCO) was available to support students, staff and parents as required throughout the year.
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