Bribbaree Public School Annual Report

2018

1354

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Introduction

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

Mr Craig McMahon

Principal

School contact details

Bribbaree Public School Weedallion St Bribbaree, 2594 www.bribbaree-p.schools.nsw.edu.au [email protected] 6383 2308

Message from the Principal

Students enjoy coming to our school. It is a vibrant place of teaching and learning. The school curriculum has been developed to ensure that Quality Teaching and Learning is at the forefront of everything we do. Our Literacy programs enable our students to develop their potential and to pursue their creativity and critical thinking skills in class each day.

Bribbaree Public School has worked hard in 2018 to support the health, wellbeing and safety of students and their families. We have created specific strategies for hard–to–reach parents and carers, and have explored the use of technology to deepen the engagement of parents and carers in student learning. In 2018 Bribbaree Public School has established innovative processes to gather regular feedback from families and the local community that is systematically used to review school practices and inform our decision–making.

Bribbaree Public School places a strong emphasis on positive learning and student leadership. This ensures that our students develop into confident members of society. Through a positive learning approach students learn to know, learn to do, learn to be, learn to live together and learn to live sustainably. By emphasising these abilities we believe that our students are happy and self–motivated to achieve their personal best.

Our qualified staff are passionate and enthusiastic educators who inspire the students to be the best they can be. Some examples of additional programs that encourage positive learning at our school include: STEM projects, Robotics, Community Garden Projects, and individual music lessons.

Our parent body represented by the Parents and Citizens is a highly dedicated yet selective team. They provide not only financial assistance to the school through fundraising activities but also help to bind our school community through community events. These include catering for clearing sales, Local Show, Combined Small Schools Cross Country, and providing BBQ's for special occasions.

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Message from the school community

2018 has been a busy year for our school community and we have had great parent support which has benefited our students.

The P&C has conducted a very successful trivia evening and I would like to thank Ms Megan Behler and Ms Rosemary Cox for all the help creating the quiz questions and the running of the evening.

The P&C catered at the Cross Country and the Bribbaree Show in 2018. These events were not only profitable but also a good opportunity to work together. Thanks to all the people that assisted with this, especially the staff and parents of the school who attended the show and helped on the day.

We were able to provide financial support to the YSS Excursion, the end of year excursion to Jamberoo which was a first time experience to the beach and a rainforest, for some of our students.

I am also pleased to announce that next year's Centenary Shirt is to be distributed to all students before the end of the school year. The P&C have subsidised these shirts to the tune of $500.

Thank you to our parent group and staff for their efforts this year and we look forward to working together to celebrate 100 years of education at Bribbaree Public School next year.

Bribbaree Public School

P&C President 2018

Lisa Dowling

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School background

School vision statement

At Bribbaree Public School, we believe our students are our priority. We provide a safe and secure environment based on mutual respect and inclusivity to enable positive learning. We are a small school that recognises that there are many different styles of student learning that takes place.

Effective teaching practices and differentiated learning ensures the needs of the individual are being met and enhanced. Student achievement is the outcome of a quality partnership between home and school. The school community is inclusive and we communicate effectively. Everyone's ideas are sought, valued, respected and considered. We create an environment of equity and respect where everyone works together towards common goals. We celebrate success and acknowledge commitment and the sharing of ideas.

We are committed to the principle that leadership is the responsibility of all members of the Bribbaree school community. Leading by example, our teachers possess sound knowledge of curriculum, are well organised and act with integrity at all times.

School context

Bribbaree Public school is situated in the Southern Tablelands. It is part of the Young Small Schools group.

The school has a strong, inclusive ethics program where values are promoted and practiced.

Bribbaree Public school has one full time teaching staff and a temporary teacher to support literacy and numeracy, library and RFF. Bribbaree Public School also has the support of a School Administration Manager and General Assistant.

Bribbaree Public School has excellent learning facilities with comfortable, well–equipped classrooms and spacious grounds. The school provides challenging learning opportunities for all students and individual learning programs to meet all student needs.

There is a very active P&C Committee who enthusiastically support and promote the school community.

The school has strong links with other schools in the Young Learning Community and participation in combined social, sporting and cultural experiences are encouraged and supported.

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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 the element of Assessment the evidence presented indicates Bribbaree Public School is operating at the Delivering stage. In moving towards sustaining and growing we need to have consistent school–wide practices for assessment in place so that we can monitor, plan and report on student learning across the curriculum. Formative assessment is to be integrated into teaching practice in every classroom, confirming that students learn what is taught.

In the domain of Teaching the Bribbaree Public School's self–assessment is consistent with the evidence presented in two elements and is validated using the School Excellence Framework. Teachers have demonstrated a responsibility for improving their teaching practice in order to improve student outcomes. Teachers have a shared responsibility at Bribbaree Public School for student improvement and an obligation to contribute to a transparent learning culture.

The results of this process indicated in the domain of Learning that Bribbaree Public school's self–assessment is consistent with the evidence presented and is validated using the School Excellence Framework. Every student is known, valued and cared for at Bribbaree Public School. The journey to excellence for students in Bribbaree Public School begins in Kindergarten. From the students first day and throughout their time at Bribbaree Public School teachers gather information about student capabilities and needs to plan students learning so as to engage them in rich learning experiences. We use this information about individual students to work with all stakeholders to develop the vital skills for learning.

In the element of Learning and Development the evidence presented indicates that Bribbaree Public School is operating at the Delivering stage. Bribbaree has a high turnover of temporary teaching staff. Each year Bribbaree Public School's literacy and numeracy programs already embedded need a certain level of professional learning to be undertaken in order to meet the needs of the students as well as the school Plan. To move to Sustaining and Growing the school needs to identify expertise within the staff and draw on this to further develop professional learning. By supporting innovative future focused practices will help processes already in place to evaluate, refine and scale success.

In the domain of Leading the Bribbaree Public School's self–assessment is consistent with the evidence presented and is validated using the School Excellence Framework and is operating at the Delivering stage in all elements.

In the element of School Resources the school invested in putting in place a music/recording studio in 2018. This has helped with the physical learning spaces being used flexibly and the studio can be reconfigured for other areas of learning such as recording movies and podcasts.

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

Prepare, Engage, Challenge

Purpose

The School aims to support the wellbeing of all students so they are able to connect, succeed, thrive and learn. Quality learning experiences, along with positive, respectful and caring relationships, will contribute to an aspirational learning culture which will support the cognitive, emotional, social, physical and spiritual wellbeing of all students.

Overall summary of progress

Bribbaree Public School has been part of the 'Early Action for Success' (EAfS) Small and Isolated schools strategy since it's inception in 2013. It has provided opportunities for staff to work closely with an Instructional Leader and to engage in professional learning focussed on early years teaching and learning. EAfS has continued to help the school become more accountable. Assessment of and for student learning is ongoing every 5 weeks. Three way interview process is in place so that parents are able to see exactly where their child/ren sits in relation to the literacy and numeracy Progressions. The impact L3, FOR (Focus on Reading), TEN and intervention has had on student learning has created a continued spiral upwards. Students are more involved and engaged with their learning as a whole. The students are set goals based on the literacy and numeracy Progressions.

Progress towards achieving improvement measures

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

Increase the proportion of Socio Economic Analysing the student data the students are sitting students achieving proficiency in at or above stage level in numeracy and literacy. A line with the premiers priorities $29384 contributing factor has been the smaller cohort with one on one teaching. We started the year with 15 Increase proportion of students P&C funded Positive students– 8 infants and 7 primary and at the start of reporting a sense of belonging, Reward System– $1500 Term 4 we had 8 The EAfS program has made our expectations for success and Overnight stay to South school very accountable in terms of data collection. advocacy at school. Coast.

Increased student attendance rate will result in student The Dojo system that was put in place has been absences not impacting on very positive Through setting achieveable goals we learning outcomes. have found the students are being more positive towards each other and school in general. The experiences the students have gained this year has impacted on academic progress overall. The Students writing has become more complex due to the opportunities provided to them. A perfect example was when the school visited the beach. We assumed everyone had been to the beach. Unfortunately it was the first time for one student. Writing what you have experienced had a far greater power than listening to a teacher describe the beach in a classroom.

Next Steps

Bribbaree Public School will need to continue to sustain a school wide focus on individual student achievement by implementing strategies that secure educational provision for all. We need to ensure that Bribbaree Public School continues to reflect, provide feedback, and review the use of the Australian Professional Standards for Teachers in all teaching programs. Bribbaree Public School will need to continue to build on high aspirations and expectations for all students through collaborative practices with staff, parents and community.

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Strategic Direction 2

Identify, Reflect, Inform

Purpose

Staff are committed to implementing the most effective explicit teaching methods with a priority for evidence based teaching strategies. Staff will have high expectations of student achievement and will continually seek to improve themselves and their work. Within this, teaching staff will clearly understand and be able to develop a full range of assessment strategies–assessment for learning, assessment as learning and assessment of learning–in determining teaching directions, monitoring and assessing student progress and achievement, and reflecting on teaching effectiveness.

Overall summary of progress

All staff of Bribbaree Public School have worked hard to build a professional learning community that is focused on continuous improvement of teaching and learning. Through reflecting on teaching performance, effective continuing professional learning and feedback, all staff have been supported to achieve high standards and also developing their leadership capacity in the process. The staff model professional conduct and are committed to their own ongoing professional development and personal health and wellbeing in order to manage the complexity of their role and the range of learning capabilities and actions required of their role.

Progress towards achieving improvement measures

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

Increased proportion of students $5000 The funds budgeted for 2018 assisted with the from the school with high value professional development needs of staff in add growth from Yr3 to Yr 7 for identifying and supporting each Kindergarten to reading and numeracy in Year 2 student's progress in literacy and numeracy. NAPLAN and internal measures. Teaching staff have a performance development plan based on the Department policy. Teachers Improved SEF self assessment– consolidate on how best to drive plans and actively Domain of teaching–Data Skills seek feedback and mentoring as an important part and Use – moving from of their professional learning. Our allocation to sustaining and growing to provide K–3 literacy and numeracy interventions is excelling. equivalent to 0.1 full time teacher(s) (FTE). The allocation was used to employ a temporary teacher Increased communication and to provide targeted support in K–2. collaboration with staff in other schools for sharing and embedding good practice through STEM based projects.

Increased opportunities to interact with wider School community each Term (School Centenary).

Next Steps

As a school we are looking to explore our knowledge, skills and expertise with other school networks. Our aim is to implement the appropriate use of new technologies in all aspects of the school's development. We want to build on our positive culture of trust and collaboration where change and innovation based on research and evidence can flourish. Bribbaree Public School will need to continue to embed collaborative and creative practices in the school, allowing everyone to contribute to improvement and innovation.

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Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability $13702 This loading was considerably less from 2017. The loading went towards Bribbaree Public School to meeting their obligations to students under the Commonwealth Disability Standards for Education, 2005. This Flexible funding was used to purchase additional teacher and/or school learning support officer time to support students and teachers in the K–2, 3–6 classroom.

Socio–economic background $29384 The funding received for low socio–economic backgrounds in 2018 went towards employing a teacher for 4 days a week. This allowed for smaller class sizes in K–2 and primary 3–6 and a consistent uninterrupted approach to literacy and numeracy blocks over the 4 days. Learning and Support plans were put in place for the at risk students. A 3–way interview was conducted outlining the areas of concerns and setting short term and long term goals. The Learning Support Plans were reviewed at the end of Term 3. The results help strengthen partnerships between the school, families and community organisations.

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Student information school community are regularly informed of the importance of school and attendance requirements. Effective referral and support networks are well Student enrolment profile established so that students whose attendance is identified as being of concern and their families can be Enrolments connected to relevant services within the department and with local external agencies. Any child protection Students 2015 2016 2017 2018 concerns underlying school attendance issues are Boys 7 6 5 8 managed consistent with the Protecting and Supporting Children and Young People policy and procedures. Girls 6 6 7 7 Workforce information Student attendance profile Workforce composition School Position FTE* Year 2015 2016 2017 2018 Principal(s) 1 K 95.1 93 98.9 81.4 Classroom Teacher(s) 0.15 1 91.2 91.4 96.2 82.5 Learning and Support Teacher(s) 0.1 2 90.1 90.4 94.1 92.4 Teacher Librarian 0.08 3 96.7 91.4 97.3 96.8 School Administration and Support 0.91 4 91.2 84.9 82.8 95.8 Staff 5 87.4 91.4 94.6 86.3 6 92.3 86 97.8 82.6 *Full Time Equivalent All Years 91.8 90.3 94.2 88.6 In 2018 Bribbaree Public School has no Indigenous State DoE staff in the school workforce. Year 2015 2016 2017 2018 K 94.4 94.4 94.4 93.8 Teacher qualifications 1 93.8 93.9 93.8 93.4 All teaching staff meet the professional requirements 2 94 94.1 94 93.5 for teaching in NSW public schools. 3 94.1 94.2 94.1 93.6 4 94 93.9 93.9 93.4 Teacher qualifications 5 94 93.9 93.8 93.2 Qualifications % of staff 6 93.5 93.4 93.3 92.5 Undergraduate degree or diploma 100 All Years 94 94 93.9 93.4 Postgraduate degree 0

Management of non-attendance Professional learning and teacher accreditation

Regular attendance at school for every student is As part of Bribbaree Public School professional essential if students are to achieve their potential, and teaching duties it is an expectation that teachers increase their career and life options. Bribbaree Public analyse their professional practice in terms of the School in partnership with parents are responsible for Australian Standards for teachers. Teachers set promoting the regular attendance of students. While pedagogical and professional goals in their parents are legally responsible for the regular Professional and Development Plan (PDP) at the attendance of their children, school staff, as part of their beginning of the school year. The Goals took into duty of care, record and monitor part and whole day account the teachers own reflections on their teaching absences. The school regularly evaluates and practice informed by evidence and feedback, the school addresses school attendance through daily roll call and Strategic Plan, and goals or priorities set by teaching communication with students and parents. Open staff within the school. Goals needed to be measurable communication on issues affecting student attendance and have a clear link to the types of evidence to be is promoted with parents and effective strategies are in used as a basis for feedback and reflection. place to contact parents where there is a pattern of attendance causing concern. Parents, students and the Bribbaree Public School's observation of classroom

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practice was an essential element of the Australian The Bribbaree Public School is supported by the P&C Teacher Performance and Development Framework. association which plays a supportive role in fundraising Throughout the year classroom observations were for the students and co–funding the excursions and negotiated and linked to teacher's goals and the activities to allow all students to attend. appropriate standards, and undertaken in a collegial, supportive and reflective manner. The level of experience of the teaching staff informed the number of Financial summary equity funding observations of teaching practice. The observations were guided by the SWOT analysis interview The equity funding data is the main component of the conducted midway through the performance and 'Appropriation' section of the financial summary above. development cycle.

2018 Professional Learning included in L3 Professional Learning (ES1) , Focus on Reading 2018 Actual ($) (FOR), First Aid and Staff Development days with Base Total 285,097 Teachers from the Young Small Schools Network. Base Per Capita 2,320 Financial information Base Location 11,050 Other Base 271,726 Financial summary Equity Total 43,085 The information provided in the financial summary includes reporting from 1 January 2018 to 31 Equity Aboriginal 0 December 2018. Equity Socio economic 29,384 Equity Language 0 2018 Actual ($) Equity Disability 13,702 Opening Balance 123,503 Targeted Total 0 Revenue 387,160 Other Total 14,430 Appropriation 349,020 Grand Total 342,612 Sale of Goods and Services 0 Grants and Contributions 36,626 Figures presented in this report may be subject to Gain and Loss 0 rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. Other Revenue 0 Investment Income 1,514 A full copy of the school's financial statement is tabled at the annual general meetings of the parent and/or Expenses -401,820 community groups. Further details concerning the statement can be obtained by contacting the school. Recurrent Expenses -401,820 Employee Related -342,552 School performance Operating Expenses -59,268 NAPLAN Capital Expenses 0 In the National Assessment Program, the results across Employee Related 0 the Years 3, 5, 7 and 9 literacy and numeracy Operating Expenses 0 assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing SURPLUS / DEFICIT FOR THE -14,660 levels of skills and understandings demonstrated in YEAR these assessments. The reporting of information must be consistent with privacy and personal information Balance Carried Forward 108,844 policies. The scaled growth taken from the NAPLAN performance analysis tool (SMART) allows schools to critically evaluate their performance and provide The Bribbaree Public School's finance has been dealt information to help address areas of need in improving with by the Principal and the School Administration student performance. Small School performance in Manager. The school finance has been in compliance comparison to the state mean is not a sufficient with the schools plan. Since roll–over the School measure for analysing by itself. Relative Growth, Administration Manager from Small Schools has however, is an excellent measure of school supported us in the financial processes. improvement for small schools that is specific to the students at the school and demonstrates what impact

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the school has had on student performance. NAPLAN Parent/caregiver, student, teacher Relative Growth Report for 2018 indicates that students have made a Medium (middle 50%) to High (highest satisfaction 25%) level of growth between Yr3–Yr5. Each year schools are required to seek the opinions of From 2018 to 2020 NAPLAN is moving from a paper parents, students and teachers about the school. test to an online test. Individual schools are migrating to the online test, with some schools attempting NAPLAN Their responses are presented below. on paper and others online. Parents/carers hope their child will become confident, Results for both online and paper formats are reported resilient and well educated while at Bribbaree Public on the same NAPLAN assessment scale. Any School. comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students Parents/carers would also like staff to continue to focus who did the assessment in a different format – should on behavior support where needed. take into consideration the different test formats and are discouraged during these transition years. Programs that they would like to see continue in 2018 are: Two students in Year 5 and One student in Year 3 sat for the NAPLAN Literacy. Results cannot be reported Crunch and sip continued due to the small cohort of students. A continued Whole school approach to Numeracy and Literacy Blocks that is consistent over the learning week. Two students in Year 5 and One student in Year 3 sat for the NAPLAN Numeracy. Results cannot be reported School Centenary time capsule ideas. due to the small cohort of students. Some suggestions for the future school planning were:

Two students in Year 5 and one student in Year 3 sat Participate in larger events such as the YSS concert for the NAPLAN Numeracy. Results cannot be reported and Cherry Jam with other Young Schools due to the small cohort of students. Sporting days with larger schools for competitive sport The My School website provides detailed information and data for national literacy and numeracy testing. Go Using local experts in specific fields i.e pottery making, to http://www.myschool.edu.au to access the school candle making, author visit. data. Provide the students with real life experiences– day The NSW Government wants every child's education to excursions. give them the opportunity to reach their full potential, no matter what their circumstances. Students with sound Purchasing of a school bus to transport students to literacy and numeracy skills are more likely to remain at nearby excursions. school, complete their HSC and continue on to tertiary education. Bribbaree Public School through EAfS and school based initiatives is working hard to increase the proportion of students in the top two NAPLAN bands by eight per cent.

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Policy requirements Other school programs

Aboriginal education We started 2018 with Gecko sports as part of our Bribbaree Public School is committed to increasing PD/H/PE program. It was a fantastic program in which knowledge and understanding of the histories, cultures the students learned valuable gross motor skills. The and experiences of Aboriginal and Torres Strait Life Education Van called in to Bribbaree for it's yearly Islander people as the First Peoples of . stop over delivering part of the PD curriculum. Harold is still going strong and healthy. Aboriginal education involves continuous, lifelong learning. It includes: In 2018 we were represented by a number of students at District and Regional level in Swimming, Athletics, • Delivery of quality education to Aboriginal and Cross Country. students in schools • Education about Aboriginal Australia for all Part of our Creative Arts Program is based on Musica students. Viva. This year invited us to join them for • Mandatory Aboriginal cultural education through the Musica Viva concert. professional learning and career development experiences for all staff. In 2018 we took part in the Henry Lawson Recitation • Identifying and engaging the NSW AECG Inc. and Day. With the ten students who participated from Aboriginal communities as partners in Aboriginal Bribbaree Public School we came away from the day education with 2 winners, 4 Highly Commended and 2 Commended certificates. The students need to be extremely proud of their achievements.

Bland sports was very well received once again between Quandialla, and Bribbaree. It is always a great day out between the local small schools. Next year is Bribbaree Public School's turn to host the Bland Sports.

The students attended a number of excursions this year. The Primary students ventured off to Victoria for a whole week. While the primary were away the infants ventured off to Zoo. We also visited Morris Gleitzman the author in Cowra. Local excursions in the area were art galleries Lambing Flat museum, Chinese and Japanese gardens, and Cherry picking at a local orchard. We also rewarded the students for their efforts inside and out of the classroom with our Positive Behaviour reward system. It was based on the GRIP leadership model of Generosity, Responsibility, Integrity, and People. The excursion included an overnight stay in Kiama at the beach as well as a day at Jamberoo Action Park. We also visited the Illawarra Tree top walk and finished with a famous meat pie at Multicultural and anti-racism education Robertson.

Bribbaree Public School provides teaching and learning Our STEM project took centre stage this year as we programs that enable students from all cultures and completed our recording studio. The students wrote a communities to identify as Australians within a play which was turned into a movie. The students used democratic multicultural society and to develop the chroma key for many of the scenes and the finished knowledge, skills and values for participation as active product is located on the Bribbaree Public School's citizens in the community. Bribbaree Public School website. The old sports shed was converted into an art promotes positive community relations through effective room. The students now have a learning space communication with parents and community members primarily for creative arts. from diverse cultural, linguistic and religious backgrounds and by encouraging their active Bribbaree Public School pride's itself on providing every engagement in the life of the school. student with valuable learning experiences. In doing this most excursions we undertake are heavily subsidized by the school and P&C. We do this so all students have the same opportunity to gain valuable learning and life experiences as students in metropolitan areas. We believe the early years of your schooling sets you up for the person you will one day become. If we as a school can instill a love for learning and life skills we believe this will set a strong foundation

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to build on. At each morning assembly on a daily basis we say, 'if you haven't got anything nice to say then don't say anything at all'. We follow it up with 'It's nice to be important but it's more important to be nice'.

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