Khancoban Public School Annual Report

2017

4270

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Introduction

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

Miss Sandra Bowdren

Principal

School contact details

Khancoban Public School 21 Mitchell Ave Khancoban, 2642 www.khancoban-p.schools.nsw.edu.au [email protected] 6076 9445

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School background

School vision statement

We believe that by working in partnership within and beyond the school in a strategic and purposeful way, we will inspire and develop confident, creative and innovative individuals, critical thinkers and problem solvers, and engaged learners, leaders and responsible and productive citizens. Our legacy will be building the capacity of our community for a better future.

School context

Khancoban Public School is based at the bottom of the , 72km from Thredbo and 68km from . The township was built as part of the Electric Scheme in the 1950’s and 1960’s. It is a small, isolated school with high expectations and quality programs.

The school provides education for students drawn predominantly from the township of Khancoban and a small number of students from outlying farms. There are 14 families with a total of 17 students enrolled for 2017.

The school structure consists of one multi–grade class with one full time teaching principal. The part time staff include: one School Administration Manager, one General Assistant, one Student Learning Support Officer and one casual teacher. The school is based on student centred learning and emphasises programs based on the individuals needs and whole child development. The school is generously supported by the community. The school is well resourced and has a bright, energetic atmosphere.

With committed neighbourhood spirit, the school works in a close, highly professional and strategic partnership with primary partner schools to deliver innovative as well as outstanding academic and social curricula for students across the learning community, K–12. This is achieved through shared values and aligned K–12 teaching and learning projects. Although operating as an individual school, the daily practices and future planning revolve around consolidating the Community of Schools (ALPSS).

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 in the education of the students in this area.

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.

The survey assisted in evaluating all aspects of the schools functions, roles and standards. In most areas of the school excellence framework the school was in the delivering range. The school promotes high expectations and quality programs, as well as helping students and their families with welfare and wellbeing. The school also supports leadership in staff and students.

Planning is on the three year cycle and Khancoban is in a supportive small schools network, where our common goal is the education of isolated students in rural areas. The school is well equipped and maintained at a high level. The school staff, parents and students are developing a caring, enthusiastic centre of learning where professional relationships are encouraged and students feel safe, cared for and trusted.

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

To create 21st Century learners

Purpose

Development and implementation of quality curriculum, personalised learning and innovative practises for the 21st century learners.

Overall summary of progress

The ALPSS K–6 scope and sequence was successful with all students in the network being given the opportunity to be involved in quality class programs, and being given the opportunity to be involved in extra curricula activities designed around the learning programs. The Pirozzo units of work that include the National Curriculums of History, Geography, Science, English and Mathematics are developing into an effective learning tool, suited for the diversity of students knowledge and abilities.

Progress towards achieving improvement measures

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

Using high expectations, increase Global Funding relief $2000 All students were reported to have increased in the achievement by a minimum of per annum for ALPSS learning continuums. The learning programs have two clusters on the Literacy and meetings. considerably helped to support students in Numeracy continuums for all motivating their own learning. students.

Khancoban has an embedded, Global Funding relief $2000 Implementation of the Scope and Sequence has positive and flexible ALPSS K–6 per annum for ALPSS improved the learning outcomes of the students and scope & sequences, common meetings. by working with the ALPSS team provided assessment tasks for data consistent teacher judgement in assessment as analysis and future planning with well as programming. regards to pedagogy, differentiation and programming in literacy and numeracy.

Next Steps

The Pirozzo units of work were trialled in the classroom and some students enjoyed the diversity and freedom, while others needed greater support to complete tasks on time. The school will continue to use the Pirozzo units of work. This will include: Literacy, Numeracy, Science, History, Art and Geography. These units are designed to support students who struggle in one or more areas, as well as give gifted and talented students the leverage to create greater flexibility in their learning and take their abilities further.

How2Learn has still not been successfully implemented into the culture and will be delayed until other aspects of the curriculum are ingrained into the school programming, such as the Literacy and Numeracy programs that are of the highest priority to achieve the State Initiatives. The implementation of Focus on Reading has shown a greater interest in reading and students motivation as well as concentration to stay on tasks. This will continue and grow in the school next year, with support staff trained in the Focus on Reading Strategies.

The staff will need to be trained in the new Progressions, that are replacing the Continuums.

Extra curricula activities will be offered in 2018 to provide these isolated students an opportunity to enhance their skills, knowledge and learning abilities.

The scope and sequence with the four other schools in the ALPSS network will continue next year.

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Strategic Direction 2

Developing staff innovation by connecting leaders and learners

Purpose

To develop a school culture in which staff members take responsibility for their own on going learning, strive for innovation and improvement and to make strong connections within the ALPSS Network and beyond.

Overall summary of progress

All teaching staff have been trained in the development of Professional Learning Plans and the National Standards, Performance and Development Framework. All teaching staff have also completed their plans for 2016. This year a variety of programs were introduced into the school. The scope and sequence was a success in implementing quality programs into the school.

Progress towards achieving improvement measures

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

100% of staff to develop Professional Learning per The ALPSS network has developed a sound base professional learning goals linked annum $2000. of training and development to cater for our small to the National Standards, school and individual's needs. The department has Performance and Development Global ($500.00) policies and procedures to follow which we will Framework. continue to review and implement. The team will staff meetings. continue into 2018 with this current model of learning. PDP's have been signed off and after ALPSS network days discussions with our Director Brad Russell changes $2000per annum have been made in the development of next years' goals for all principals.

100% of staff satisfactory Professional Learning per Staff meetings held to review and discuss the completes the National annum $2000. progress of staff PDP's and to discuss future Standards, Performance and directions for next year. Staff development was Development Framework process Global ($500.00) successfully established within the ALPSS network each year. in 2016. Future second teacher training days will be staff meetings. implemented in 2018 correlating with their PDP's, school plans and the excellence framework. ALPSS network days $2000per annum

Next Steps

Continue implementing the Professional Development Plans in the school and include the Senior Administrative Officer as required by the Department.

Continue to implement the Scope and Sequence designed by the five small schools in the ALPSS network into the school. This includes the development of Pirozzo units of work to assist in the support of students with difficulties as well as give greater freedom and variety to all the other students, including those that are gifted and talented.

The ALPSS network will look at student achievements, assessments and the progress of students using the Literacy and Numeracy Progressions next year. Training in the new Progressions will be required by all staff in 2018.

The ALPSS network, second teacher and Principals Who Teach meetings have all been highly successful in creating learning platforms for all teaching staff, supporting professional development, and enhancing the performance and quality of programs within the school.

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Strategic Direction 3

Creating a positive, sustainable and respectful community culture

Purpose

To develop and enrich positive compassionate and trusting relationships which identify need to support an inclusive vibrant school culture which is flexible and dynamic.

Overall summary of progress

The Khancoban Community is very supportive of its little school. Special Assemblies, Ceremonies and Performances are very well attended by the community. The P & C provide funding to support the school and provide support for camps by driving students to venues and catering.

Progress towards achieving improvement measures

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

After the development and $3000 of Global and Equity The programs are now established in the school implementation of the student funding to assist in the including the GRIP Leadership Conference. The welfare policy, student voice, implementation and leadership program is now part of the school culture leadership and consultation participation of all students. and an expectation of staff, students, parents and through student development and the community. experiences will increase to 90%.

80% of parents will work $600 of global funds. This Terrific verbal feedback from parents and the collaboratively and participate in includes catering for events community on the variety of activities available for school family partnerships. and prizes for competitions. the students to participate in. They especially appreciate the child centred approach to the assemblies, ceremonies and Presentation Nights.

Next Steps

Continue to encourage students in attending all activities offered. Continue to use global, isolation and equity funding to support students in the participation of these activities. Also, continue in encouraging parent and community participation in all activities.

Begin parent, student and Teacher interviews at the beginning of each year to develop Individual Learning Plans that encompass all aspects of the students' development.

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Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability Low level adjustment for Funding a part time Student Learning Support disability, socio–economic, Officer (SLSO) was proven to be very global, equity and successful. All students that began at the integration start of the year in Kinder and Year One have supplementation. achieved at or above the expected educational levels on the continuum. All students saw a positive growth and teachers responded positively on work load support.

Socio–economic background Low level adjustment for This money was also spent in the disability, socio–economic, employment of a Student Learning Support global, equity and Officer. See the comment above. integration supplementation.

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Student information are also encouraged to visit the office and complete a note of absence for their child/ren. This is very successful and all the parents and guardians are Student enrolment profile satisfied with this arrangement.

Enrolments Workforce information Students 2014 2015 2016 2017

Boys 6 5 8 10 Workforce composition Girls 15 14 14 7 Position FTE* Principal 1 The school numbers have stayed relatively stable for a Deputy Principal(s) 0 few years. The township is small and there are no buses to bring children in from the outlying areas. Assistant Principal(s) 0 Head Teacher(s) 0 Students are from the township itself or from the valley. Classroom Teacher(s) 0.14 By the end of 2017 the school grew to 21 students due to people moving into town. Teacher of Reading Recovery 0 Learning & Support Teacher(s) 0.1 Student attendance profile Teacher Librarian 0.08 School Teacher of ESL 0 Year 2014 2015 2016 2017 School Counsellor 0 K 90.4 88.2 97.2 93.5 School Administration & Support 0.72 Staff 1 90.9 90.9 96.8 Other Positions 0 2 95 94.9 90.9 3 92.2 93 95.9 93.2 *Full Time Equivalent 4 97.4 95.4 96.9 96.8 5 95.8 92.2 94.1 95.2 There are no aboriginal staff members at this moment.

6 97.8 99.7 96.1 96.2 The staff has remained the same this year. The All Years 95.2 93.5 95.4 94.4 teaching staffs consist of: one full time Teaching Principal, Miss Sandra Bowdren and one part time State DoE teacher, Mrs Helen Garland. The support staffs consist of: Mrs. Katrina McCallum, Senior Administrative Year 2014 2015 2016 2017 Manager; Mrs. Christine Christesen, Student Learning K 95.2 94.4 94.4 94.4 Support Officer; and Mr. Russell Christesen, who is the General Assistant. There are other casual staff 1 93.8 93.9 93.8 members that are on call if required. 2 94.9 94.1 94

3 95 94.1 94.2 94.1 Teacher qualifications

4 94.9 94 93.9 93.9 All teaching staff meet the professional requirements 5 94.8 94 93.9 93.8 for teaching in NSW public schools. 6 94.2 93.5 93.4 93.3 All Years 94.8 94 94 93.9 Teacher qualifications Qualifications % of staff Undergraduate degree or diploma 100 Management of non-attendance Postgraduate degree 0 The school uses the department policy for attendance and distributes the information at the beginning of each year and when necessary, in the school newsletter. The Departments letter of attendance explanations are also Professional learning and teacher accreditation sent home each week to the relevant families. Parents

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Professional Learning consisted of LMBR, Teacher Financial information (for schools Professional Standards, L3, Focus on Reading, Professional Development Plans, School Plans and using both OASIS and SAP/SALM) Milestones, Seven Steps to Writing, Pirozzo training days, MyPL, Code of Conduct, Child Protection, First Financial information Aid and Anaphylaxis. Meetings included second teacher days, ALPSS Principal meetings, Principals The three financial summary tables cover 13 months Who Teach meetings and Principals Who Teach (from 1 December 2016 to 31 December 2017). Conference and the mandatory Training for Principals. The office maintains a record of courses and staff The financial summary consists of school income required training and sends reminders if any staff broken down by funding source and is derived from the development is required. All staff are also encouraged school Annual Financial Statement. to source Professional Development that is pertinent to their Professional Development requirements. The school finances changed over from the Small School Finance Centre in Leeton to SAP/SALM with Group 5 in May 2017 . At this time the previous OASIS information from the centre is not available.

Receipts $ Balance brought forward 67,629 Global funds 48,693 Tied funds 13,258 School & community sources 1,710 Interest 470 Trust receipts 1,835 Canteen 0 Total Receipts 65,966 Payments Teaching & learning Key Learning Areas 14,174 Excursions 1,527 Extracurricular dissections 2,508 Library 307 Training & Development 1,732 Tied Funds Payments 15,387 Short Term Relief 2,022 Administration & Office 5,619 Canteen Payments 0 Utilities 4,063 Maintenance 4,077 Trust Payments 5,397 Capital Programs 0 Total Payments 56,813 Balance carried forward 76,782

Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.

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The information provided in the financial summary 2017 Actual ($) includes reporting from 1 January 2017 to 31 December 2017. Base Total 285,739 Base Per Capita 3,362

2017 Actual ($) Base Location 25,229 Opening Balance 0 Other Base 257,148 Revenue 144,094 Equity Total 20,381 Appropriation 137,428 Equity Aboriginal 0 Sale of Goods and Services 0 Equity Socio economic 7,003 Grants and Contributions 6,665 Equity Language 0 Gain and Loss 0 Equity Disability 13,378 Other Revenue 0 Targeted Total 10,500 Investment Income 0 Other Total 1,327 Expenses -100,367 Grand Total 317,947 Recurrent Expenses -100,367 Employee Related -58,822 Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom Operating Expenses -41,545 line totals, which are calculated without any rounding. Capital Expenses 0 A full copy of the school’s financial statement is tabled Employee Related 0 at the annual general meetings of the parent and/or community groups. Further details concerning the Operating Expenses 0 statement can be obtained by contacting the school. SURPLUS / DEFICIT FOR THE 43,726 YEAR School performance Balance Carried Forward 43,726 NAPLAN

In the National Assessment Program, the results across The Opening balance for the 2017 school financial year the Years 3, 5, 7 and 9 literacy and is displayed in the OASIS table as Balance brought numeracy assessments are reported on a scale from forward. The financial summary table for the year Band 1 to Band 10. The achievement scale ended 31 December 2017 shows the Opening balance represents increasing levels of skills as $0.00 because the Opening balance for the 2017 and understandings demonstrated in these school financial year is reported in the OASIS table (as assessments. Balance brought forward).

The amount displayed in the Appropriation category of There were three students in Year 3 and two students the financial summary table is drawn from the Balance in Year 5 who sat the National Assessment Program for carried forward shown in the OASIS table and includes Literacy and Numeracy in2016. any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. The individual students performances was reported to For this reason the amount shown for Appropriation will the families involved. not equal the OASIS Balance carried forward amount.

The school successfully moved from the Small School's Finance Centre to SAP/SALM finance system this year. The excess funds will assist the school in the Due to the small number of students, all results and development and support of programs and employment information are provided to the individual families and of staff. the students concerned. The school endeavours to meet all requirements and priorities of the Department of Education. Financial summary equity funding Parent/caregiver, student, teacher The equity funding data is the main component of the 'Appropriation' section of the financial summary above. satisfaction

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Each year schools are required to seek the opinions of There are two students from Non–English Speaking parents, students and teachers about the school. The Backgrounds (NESB) enrolled at Khancoban Public school sent out surveys and held meetings, including P School. The community also boasts a multicultural & C meetings, to collect as much information as history connected to the Snowy Hydro Electricity possible for the new school planning of 2018 to 2020, Scheme. Some students have grandparents and great as well as general satisfaction of staff, students and grandparents from countries around the world. parents. HSIE, music, arts and craft as well as language and Their responses are presented below. computer education provide the vehicles for the encouragement of tolerance, respect and The majority of the parents agree that the school is a understanding for all cultures. well–resourced centre for learning, which provides students with many opportunities to excel. This includes The school boasts a strong anti–racism and Student activities and programs within the school such as Welfare policy. Mathletics, Jolly Phonics and Sound Waves, L3, as well as music lessons, excursions and sporting opportunities.

The schools music program is of a high standard. Most parents are happy to continue paying for music lessons and have expressed delight with the progress of our new little school band.

The parents, students and community enjoy plays and school productions.

Following the satisfaction findings, the school will improve and continue to: • continue to provide weekly newsletters to parents and grandparents; • maintain a warm and friendly atmosphere and encourage parents and community members to participate in all aspects of the school; • remind parents to discuss any issues or concerns with the Principal as soon as possible; • provide parents with a variety of choices, information and support in regards to out of school sporting events; • continue to invite parents to be involved in classroom activities, such as reading groups and sporting activities; • continue with the music lessons and buy more band music; • revise the Assessment and Reporting strategies of the school; and encourage the school P & C to support the role of the Principal, the staff and school in the community.

Policy requirements

Aboriginal education

The school received one aboriginal student at the end of the year, with another enrolling in Kindergarten for 2018. However, all students at this school are encouraged to explore the historical and cultural heritage of .

During 2017, all students participated in units of study that reflected aspects of aboriginal culture and history. This included the Pirozzo units on Pioneering Australia and the impact on Aboriginal Culture.

Multicultural and anti-racism education

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