2017 Bredbo Public School Annual Report

Bredbo Public School Annual Report 2017 1347 Page 1 of 12 Bredbo Public School 1347 (2017) Printed on: 13 April, 2018 Introduction The Annual Report for 2017 is provided to the community of Bredbo 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. Leanne Oliver Principal School contact details Bredbo Public School Monaro Hwy Bredbo, 2626 www.bredbo-p.schools.nsw.edu.au [email protected] 6454 4107 Page 2 of 12 Bredbo Public School 1347 (2017) Printed on: 13 April, 2018 School background School vision statement Bredbo Public School provides an environment where students, staff, parents and community members work together to deliver inclusive, safe and quality learning experiences for every student so they can reach their full potential as independent life–long learners. School context Bredbo Public School is situated in a small village between Cooma and Canberra near the NSW Snowy Mountains and has significant growth potential, as more families choose to raise their families in a rural environment. The school is one of the focal points of the community and is highly valued and supported by same. The students are provided with a wide variety of opportunities for learning both within and outside the local area. The school provides a happy, caring and supportive environment where all students are encouraged to strive for excellence in every facet of learning. The needs of each child are addressed through the provision of relevant, quality educational programs supported by active parent involvement. The school is characterised by sound levels of achievement, motivated learners and support from the community. The school has excellent facilities for its students including a well–resourced classroom, state of the art technology, an automated library, modern playground equipment and spacious grounds and gardens. The school also provides full disabled access to library, kitchen, classroom and administrative building. The dedicated, highly motivated staff is committed to providing high quality teaching and learning programs relevant to the needs of all students. The school actively models and promotes responsibility and respect for self and others; an inclusive learning environment; and the necessity and value of learning to ensure success in the local, wider and global communities. 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. LEARNING: Excelling At Bredbo Public School there is a dedicated commitment within the school community to strengthen and deliver on school learning priorities. Positive, respectful relationships are evident among students and staff, promoting student wellbeing and ensuring good conditions for student learning. Well–developed and current policies, programs and processes identify, address and monitor student learning needs. Bredbo Public School consistently implements a whole–school approach to wellbeing that has clearly defined behavioural expectations and creates a positive teaching and learning environment. Quality teaching and professional practice are evident in every learning environment and curriculum provision is enhanced by learning alliances with other small schools and organisations. There are systematic policies, programs and processes to identify and address student learning needs. Student reports contain detailed information about individual achievement and areas for growth. There is a school–wide, collective responsibility for student learning and success, which is shared by parents and students. Positive, respectful relationships are evident and widespread among students and staff and promote student wellbeing. TEACHING: Sustaining and growing Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their Page 3 of 12 Bredbo Public School 1347 (2017) Printed on: 13 April, 2018 teaching practices. Teachers incorporate data analysis in their planning for learning while assessment instruments are used regularly to help monitor student learning progress. The school identifies expertise within its staff and draws on this to further develop its professional community. Bredbo Public School has a particular focus on improved teaching methods in literacy and numeracy and are actively engaged in planning their own professional development to improve their performance. Teachers demonstrate responsibility, adaptability and ethical practice in working towards school goals and they work beyond their classrooms to contribute to broader school programs. The staff evaluate professional learning activities to identify and systematically promote and implement the most effective strategies to improve teaching and learning. LEADERSHIP: Sustaining and growing Bredbo Public School consistently seeks, evaluates and addresses all feedback received concerning school performance while maintaining productive relationships with a variety of external agencies. There is a broad understanding of expectations and aspirations for improving student learning across the school community. Monitoring, evaluation and review processes are embedded and undertaken routinely. Learning spaces within the school are used flexibly and technology is accessible to all staff and students. Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to further improvements in the delivery of education to our students. For more information about the School Excellence Framework: 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 Page 4 of 12 Bredbo Public School 1347 (2017) Printed on: 13 April, 2018 Strategic Direction 1 Develop consistent, high quality educational practices and programs to equip students with the necessary skills in Literacy and Numeracy to achieve improved outcomes. Purpose To improve student learning outcomes in Literacy and Numeracy through the provision of high quality practice and programs that engage and enhance learning opportunities. Overall summary of progress As a result of the high quality educational programs and practices developed and implement within the classroom there has been an improvement in the percentage of students achieving growth in Literacy and Numeracy at their expected rate and beyond from 73% to 85%. Progress towards achieving improvement measures Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources) To increase the percentage of $2232.10 Several engaging programs and analytical students achieving growth in programs focused on individual needs of students Literacy at their expected rate were implemented early in the year. All students from 68% to 72% by the end of were engaged in these programs and all achieved 2017. growth in Literacy outcomes. To increase the percentage of $2622.43 Several engaging programs and analytical students achieving growth at their programs focused on individual needs of students expected rate in Numeracy from were implemented early in the year. All students 73% to 80% by the end of 2017. were engaged in these programs and all achieved growth in Numeracy outcomes. Next Steps Continue current programs and analysis. In consultation with students develop personal learning goals in Literacy and Numeracy for all and prominently displayed on desks to consistently reinforce goals. Staff to participate in Professional Learning in the mentioned areas when available. Develop Personal Learning Plans for Aboriginal students in consultation with staff, students and parents. Page 5 of 12 Bredbo Public School 1347 (2017) Printed on: 13 April, 2018 Strategic Direction 2 Develop consistent, high quality leadership and school community partnerships. Purpose To engage all staff in high quality innovative educational practice to enhance their own professional growth and the development of personalised and differentiated programs for all students that inspire them to excel and learn to their full potential. Overall summary of progress School leadership program was continued and strengthened resulting in an increased awareness of the importance of roles and responsibilities amongst all the students. Staff leadership capacity was further developed through collegial networking, professional development and increased school leadership responsibilities for all staff. Community partnerships were strengthened throughput the year as was evidenced by the number of

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