Conargo Public School Annual Report

2018

1606

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Introduction

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

Christine Smith

Principal

School contact details

Conargo Public School - Rd Conargo, 2710 www.conargo-p.schools.nsw.edu.au [email protected] 03 5884 6624

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School background

School vision statement

Conargo Public School is commmited to providing quality educational experiences and personalised learning in a nurturing, innovative and dynamic learning environment.

Students are empowered to be independant learners and thinkers; enabling them to achieve personal learning excellence, consideration and perseverance; effectively equipping them for future challenges.

School context

Conargo Public School is one of three rural, vibrant learning communities located within 35km of Deniliquin. 80% of our students travel out by bus from Deniliquin each day.

We are currently a TP2 school with a Teaching Principal plus 1 part time teacher. The professional learning requirements for teaching in NSW public schools are met by all teaching staff.

The student population is largely from an English speaking background with 20% Indigenous students.

The school has some degree of mobility of students with students coming from local stations or out from Deniliquin.

Using our school motto of "Consideration and Perseverance" we approach our students learning in a holistic manner, helping them grow both as learners and global citizens.

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.

Conargo School is at the delivering stage in the Learning Domain. This is because the school has had a high number of staff turn over and each new teacher needs to become familiar with the high expectations and different assessments that the school uses. For the well–being subset we are working towards sustaining and growing this is because we are such a small school, that each student has a very individualised plan and teachers are able to give feedback instantly.

For the Teaching Domain we are between delivering and sustaining and growing because of a number of factors such as no casual teachers for staff to attend professional development and a part– time teacher who is also studying her masters therefore is not completing her accreditation.

For the Leading Domain we are again between delivering and working towards delivering as the Relieving Principal was not familiar with the NSW system of education and not a primary trained teacher.

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

Quality Learning

Purpose

To actively engage students in meaningful, challenging, personalised learning experiences that empower them to take responsibility for their learning; know why they are learning, what they are learning and when they have been successful learners; allowing them to become independent resilient lifelong learners.

Overall summary of progress

2018 was a disruptive year as there was a relieving Principal and then there was a change of teaching staff mid way through the year. This meant that many of the initiatives could not be completed because of these many changes. There was a number of programs started but then not completed and data was not collected to show what growth had occurred. The shared faculty folder was not set up and the programming was not completed.

Progress towards achieving improvement measures

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

All students will achieve expected Inquisitive software hire for Students have shown some growth for the year. growth each year in all key the year Mathematics was assessed twice during the year learning areas. and all students showed improvement . $55.00

A powerful learning culture is No cost. This was provided One teacher completed a basic introduction into evident across the school through by the small schools HOW 2Learn but this was not shown throughout the practices which are responsive to network after school hours. school after this. the learning needs of all students.

All teachers will utilise Probe reading assessment Reading records using the Probe assessments and assessment for, as, and of some spelling records were utilised an then learning in the planning and $285 teaching was adjusted accordingly. delivery of teaching and learning programs.

Next Steps

The learning culture is so important in a school, to developing independent learners however we also need to be aware that the student profile currently at the school also needs a lot of support. Most students have learning delays and therefore require one on one support. We are fortunate that we can employ an SLSO so that the teacher has support in giving the students more one on one feedback during this time. All student will be tracked on PLAN2 and the teacher will be able to use this to extend the students. All students have written out their own learning goals for each term and are laminated on their desk so they can refer to them daily.

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Strategic Direction 2

Quality teaching

Purpose

To provide staff with a platform for critical reflection and analysis of current teaching practice through collaborative planning; quality professional learning; and the use of evidence–based pedagogy, assessment and curriculum. To improve the engagement and expectations of student progress, self regulation and student directed learning. Quality teaching will ensure a learning environment that will drive students to work towards higher goals and constantly seek ways to further their learning.

Overall summary of progress

Progress on this strategic direction was limited because of the change over in staffing. This was reflected in the Milestones as it is so difficult to get casual teachers for regular teachers to attended Professional Development.. Some P D was done however this staff member is now at a different school.

Progress towards achieving improvement measures

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

An explicit system of $360 – Flights to Principals With the change over in staffing there has been collaboration and feedback conference limited progress made this year. against the Australian National Teaching Standards exists to $400– Accommodation in drive individual performance improvement of staff. $800– Conference costs

All teachers use the Literacy and There was no evidence of the Literacy and Numeracy progressions to Numeracy progression being used during 2018. personalise student learning.

Next Steps

All students will be tracked on PLAN2 and teachers will be able to use this to evaluate where the students have gaps and what teaching needs to occur. There will be a strong focus on technology with all students using a 3–D printer in term one and designing their own objects to print. In 2019 the school will be doing an external validation and evidence is collected to show where the school sits using the Schools Excellence Framework.

All staff will complete a PDP to track progress.

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Strategic Direction 3

Community – Engagement and Wellbeing

Purpose

To engage all members of the school community in positive and respectful relationships to collaboratively and positively influence student educational outcomes. To create an environment where all members of the community can connect and collaborate to ensure all students have a sense of belonging and feel valued, encouraged, supported and empowered to succeed.

Overall summary of progress

Conargo School has a number of transient students and this means that the school numbers fluctuate throughout the year. The P & C met a number of times and many new initiatives where started. The P & C funded a year 6 scholarship program to a graduating student.. They also purchased a new school sign that can display the upcoming events at the school to the community. At the start of 2019 the sign had to be moved so that it was easier to change the message and more visible to people coming and going from the school.

Progress towards achieving improvement measures

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

Decrease in the number of $38.00 wrist bands negative student behaviour issues. Bullying No Way Day

Increase in student attendance parents were contacted through emails and phone rates. calls to explain why students were not at school.

Increase the participation and $925– Newspaper ad Communication booklets were set up for each involvement of parents/ carers students however this did not appear to be and the community in school $150– open day sign successful. events and in discussions around student learning. $132– brochures Conargo had an Open Day for the community to visit the school and this was advertised in the $150 food/coffee for open paper. day For the end of year awards presentation the community was also invited.

Next Steps

In 2019 , Conargo School will be turning 140 years and we are planning to hold a celebration weekend and invite past and present members of the schooling community. We are also planning to rebrand the school image with more media exposure and try to include a social media presentation. Parents are also connected on Class Dojo and fortnightly newsletters. In term 2 a parent survey will be completed on communication and what the school can do to improve this.

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Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading The school was able to The Principal was able to have extra time in employ an extra teacher for the office and was able to do some one on one day a week using these one with students. funds.

Low level adjustment for disability An SLSO was employed to More one to one time with students who assisted students and do needed this. photocopying with these funds.

Socio–economic background Employed a teacher for 2 This meant that the Principal had more time in extra days . the office.

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Student information Workforce information

Student enrolment profile Workforce composition Enrolments Position FTE* Students 2015 2016 2017 2018 Principal(s) 1 Boys 15 16 12 7 Classroom Teacher(s) 0.15 Girls 10 6 0 0 Learning and Support Teacher(s) 0.1 Teacher Librarian 0.08

Parents moved their students to bigger schools School Administration and Support 0.71 because of social opportunities and a clash of Staff personalities. There was also a student who moved out of the district. *Full Time Equivalent

Student attendance profile Conargo has a teaching Principal and another teacher School who was employed for four days a week. This was partially funded from school funds and the funds for Year 2015 2016 2017 2018 release of the Principal . Conargo School did not employ any Aboriginal staff during 2018. K 94.2 97.7 84.9 1 88.7 87.5 88.7 90.6 2 93 91.7 98.5 88.9 Teacher qualifications 3 95.7 93.5 97.2 89.8 All teaching staff meet the professional requirements for teaching in NSW public schools. 4 93.8 96.5 96.6 93.3 5 94.7 86.4 97 90.1 Teacher qualifications 6 90.7 90.7 88.1 85 Qualifications % of staff All Years 92.6 92.1 92.5 89.3 Undergraduate degree or diploma 100 State DoE Postgraduate degree 0 Year 2015 2016 2017 2018 K 94.4 94.4 94.4 1 93.8 93.9 93.8 93.4 Professional learning and teacher accreditation 2 94 94.1 94 93.5 The relieving Principal completed the Best Start training as well as attending the Beginning Principal 3 94.1 94.2 94.1 93.6 Conference in Sydney. The teacher also attended a one evening session on HOW2learn and a number of 4 94 93.9 93.9 93.4 small schools network meetings. 5 94 93.9 93.8 93.2 6 93.5 93.4 93.3 92.5 All Years 94 94 93.9 93.3

Management of non-attendance

Parents were sent home letters to ask for explanations for their children's absences. One family lost their father through cancer and this affected the absences for the year. Another year 6 student was living between the mother in NSW and the father in Victoria and there was a clash with school holidays.

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Financial information 2018 Actual ($) Base Total 305,752 Financial summary Base Per Capita 2,320 The information provided in the financial summary includes reporting from 1 January 2018 to 31 Base Location 12,104 December 2018. Other Base 291,327 Equity Total 31,990 2018 Actual ($) Equity Aboriginal 9,857 Opening Balance 194,377 Equity Socio economic 8,476 Revenue 380,017 Equity Language 0 Appropriation 375,057 Equity Disability 13,657 Sale of Goods and Services 255 Targeted Total 31,426 Grants and Contributions 2,773 Other Total 2,818 Gain and Loss 0 Grand Total 371,986 Other Revenue 0

Investment Income 1,932 Figures presented in this report may be subject to Expenses -367,161 rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. Recurrent Expenses -367,161 A full copy of the school's financial statement is tabled Employee Related -341,818 at the annual general meetings of the parent and/or Operating Expenses -25,343 community groups. Further details concerning the statement can be obtained by contacting the school. Capital Expenses 0 Employee Related 0 School performance Operating Expenses 0 NAPLAN SURPLUS / DEFICIT FOR THE 12,856 YEAR As Conargo School has such a small number of students we are not required to report on these results Balance Carried Forward 207,233 due to privacy issues.

From 2018 to 2020 NAPLAN is moving from a paper The school used funds to hire an extra teacher for four test to an online test. Individual schools are migrating to days a week and one SLSO for two days a week. The the online test, with some schools attempting NAPLAN school has been saving to put a new cola over the on paper and others online. existing playground as the shade sails have disintegrated and had to be taken down. This will be an Results for both online and paper formats are reported extensive cost to the school. We are also looking at on the same NAPLAN assessment scale. Any adding a sports shed as the current one is not mouse comparison of NAPLAN results – such as comparisons proof and this is a hazard for the students handling to previous NAPLAN results or to results for students equipment that mice have been on. who did the assessment in a different format – should take into consideration the different test formats and are discouraged during these transition years. Financial summary equity funding Conargo Public School does not report on Naplan The equity funding data is the main component of the Literacy as we have such a small cohort. 'Appropriation' section of the financial summary above.

Conargo Public School does not report on Naplan Numeracy as we have such a small cohort.

Conargo School uses Naplan and local assessment to further drive the development of the students. Teachers

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use direct feedback and students have goal sheets so they understand where they are heading.

Parent/caregiver, student, teacher satisfaction

In 2018 there was a number of staffing disruptions and this meant that the overall attitude at the school was not always conducive towards a cooperative learning environment. A survey was conducted but the results could not be found from the parent body. the P& C inherited a large sum of money and this has meant that they do not need to fund raise and they are able to purchase items for the school.

Policy requirements

Aboriginal education

An Individual Learning Plan was completed for the one Aboriginal student. There does not appear to be a record of the meeting between the parent and the Principal. The SLSO was also employed to assist this student with his personalised learning.

Multicultural and anti-racism education

Harmony Day was celebrated and generally students are encouraged to be respectful towards different attitudes and cultures.

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