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2019 Mathoura Public School Annual Report

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2019 Mathoura Public School Annual Report Mathoura Public School 2019 Annual Report 2500 Page 1 of 17 Mathoura Public School 2500 (2019) Printed on: 24 March, 2020 Introduction The Annual Report for 2019 is provided to the community of Mathoura Public School as an account of the school's operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. School contact details Mathoura Public School 18-20 Frome Street Mathoura, 2710 www.mathoura-p.schools.nsw.edu.au [email protected] 03 5884 3314 Page 2 of 17 Mathoura Public School 2500 (2019) Printed on: 24 March, 2020 School background School vision statement Mathoura Public School is committed to providing quality education in a safe, caring and inclusive learning environment. Students are taught to be respectful, responsible and resilient and to aspire to reach their potential. We work together as a whole school community to prepare and inspire our students to achieve to the best of their ability. School context Mathoura Public School is situated in a small rural community located in the Southern Riverina, between the townships of Deniliquin and Echuca/Moama. Mathoura Public School is the only school in the town, which has a population of approximately 700 people. School structure consists of 55 students, three composite classes, with five full time teachers. The school is highly valued by its vibrant learning community. Mathoura Public School features enthusiastic and dedicated teachers and staff; a focus on literacy and numeracy while providing all students with opportunities to participate in the performing arts and sporting activities; a strong, well–resourced technology computer network; and best practices to engage students in quality learning programs and close partnerships between students, parents and teachers. Many additional extra–curricular activities that are often provided in a larger school setting are provided here at Mathoura Public School. The school has an active and enthusiastic Parents and Citizens (P&C) Association determined to make a real and positive difference in opportunities and resourcing. Page 3 of 17 Mathoura Public School 2500 (2019) Printed on: 24 March, 2020 Self-assessment and school achievement 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 is a statement of what is valued as excellence for NSW public schools, both now and into the future. 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. Each year, we assess our practice against the Framework to inform our school plan and annual report. 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/school–excellence Self-assessment using the School Excellence Framework Elements 2019 School Assessment LEARNING: Learning Culture Delivering LEARNING: Wellbeing Sustaining and Growing LEARNING: Curriculum Delivering LEARNING: Assessment Delivering LEARNING: Reporting Delivering LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Delivering TEACHING: Data skills and use Delivering TEACHING: Professional standards Delivering TEACHING: Learning and development Delivering LEADING: Educational leadership Delivering LEADING: School planning, implementation and Delivering reporting LEADING: School resources Sustaining and Growing LEADING: Management practices and processes Sustaining and Growing Page 4 of 17 Mathoura Public School 2500 (2019) Printed on: 24 March, 2020 Strategic Direction 1 Engaged Learners Purpose To create a stimulating and engaging learning environment where students are self motivated to excel and achieve to their full potential. To encourage students to be independent and successful learners who are confident and creative and have the skills to be lifelong learners in the 21st century. Improvement Measures 80% of students to achieve expected growth in numeracy and literacy as measured by NAPLAN. All students K – 6 achieving a positive growth as measured on the Literacy and Numeracy Continuums using PLAN. Students on Individual Education Plans to be achieving 80% of their identified goals. Progress towards achieving improvement measures Process 1: Targeted Support and Learning Opportunities Identify students in need of support and develop PLPs, IEPs and adjustments catering for their additional learning needs. Provide students with a variety of engaging learning opportunities, including sporting programs, creative arts, Aboriginal Education and other innovative initiatives. Evaluation Funds Expended (Resources) Mathoura PS was extremely privileged to have a Rural Experience Teacher Funding Sources: for the twelve months, who took on the role of an Extra Curricular Teacher. • Socio–economic background Due this this additional staff member, all students were provided with many ($30672.00) additional extra curricular activities throughout the year. TTFM Surveys were conducted. Results analysed and used to inform future planning. Targeted support was provided to identified students. Follow up assessments were conducted and strategies recommended to further support future learning. Also provided was extension groups in literacy and numeracy to further support those students ahead of expected outcomes. SLSOs were employed throughout the classrooms and provided support to individual students and also small groups on a daily or regular basis. Individual progress of students was closely monitored and adjusted where required. Next Steps All students assessment data to be entered into PLAN to allow close monitoring of student growth. Continuation of the preferred extra curricular programs in 2020 as indicated in parent and student surveys. Page 5 of 17 Mathoura Public School 2500 (2019) Printed on: 24 March, 2020 Strategic Direction 2 Quality Teaching Purpose To ensure all teaching staff provide quality education and hold high expectations of success for every child. Teachers take part in ongoing professional learning to develop their capacity to deliver quality education to their students, resulting in improved learning outcomes. The development of quality teaching practices including data analysis, innovation and the use of 21st century technologies will enable the delivery of successful teaching and learning programs . Improvement Measures All teaching and learning programs contain evidence of data analysis being used to inform teaching program and also the use of 21st century technologies. All teachers develop and implement a professional learning plan, outlining their goals, focusing on curriculum implementation, technology and community relations. All SLSOs develop and implement a professional learning plan in consultation with class teachers, focusing on curriculum, social support, technology and community relations. Progress towards achieving improvement measures Process 1: Data Skills Build staff skills and knowledge of data analysis to inform their teaching practice through professional learning and collaboration. Use data to develop differentiated classroom programs to support literacy and numeracy. Evaluation Funds Expended (Resources) An experienced classroom teacher mentored our beginning teacher on a Funding Sources: weekly basis. Our beginning teacher also received additional RFF each week • Quality Teaching, Successful using the Beginning Teacher Support Funds. Students (QTSS) ($11739.00) • Support for beginning teachers Experienced CRT supported graduate teacher to implement Daily 5 into ($10598.00) classroom. All teachers trained in SMART Spelling to allow consistency with how spelling is taught in our school to help improve results in this area. A formal parent teacher evening was created and well supported with over 40 interviews conducted each semester. All teaching staff took part in professional learning based on PLAN 2 and learnt how to enter in student results and use the analysis tool provided in PLAN 2. The professional learning was provided by a CRT. There is evidence of data being used to inform teaching and learning programs. All classroom teaching programs contain evidence of differentiation for reading and mathematics. Next Steps In 2020, all teachers will be required to use PLAN 2 to enter student assessment data against the learning progressions in three focus areas: Quantifying Numbers, Creating Texts (writing) and Understanding Text (reading/comprehension). Additional time will be allocated for assessment, data entry and using data to inform programming. Page 6 of 17 Mathoura Public School 2500 (2019) Printed on: 24 March, 2020 Strategic Direction 3 Community Partnerships & Wellbeing Purpose To improve the educational outcomes of students by working in partnership with parents, families
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