Bredbo Public School Annual Report
2017
1347
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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
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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
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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
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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.
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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 local experts willing to contribute their time to delivering programs to our students. There was also increased community involvement and participation with current department practices and school based activities.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Sustained growth in literacy and $2500 As evidence through the analysis of internal and numeracy as evidenced through external data and assessment their has been an analysis of internal and external eight per cent increase in the number of students data. achieving growth in Literacy and Numeracy at or above their expended rate.
Next Steps
Staff will continue to develop Professional Development Plans and work consistently toward achieving both personal and professional goals in line with the strategic directions outlined in the school plan. Community consultation will be increased over the forthcoming year to provide additional opportunities for collaboration. School leadership and staff will continue to delivering External Validation content for assessment.
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Strategic Direction 3
Establish effective community engagement and participation to promote student learning and wellbeing.
Purpose
To build positive relationships as an educational community, inspiring aculture of collaboration, engaged communication, empowered leadership and organisational practices to ensure improved student learning outcomes
Overall summary of progress
Parent and community involvement continued to increase throughout the year. Attendance at school assemblies and school activities has made a dramatic increase. A number of community members have attended the school and taught the students some specific skills such as yoga, leatherwork and craft. the local community and businesses including the Progress Association have shown great support and engagement.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Improved parent collaboration Every family has been represented at all school and participation in school activities including assemblies, Learning Journeys, activities and programs. special days such as harmony day and significant school excursions.
A supportive school community 100% of families are represented at P and C evidenced by an increased meetings when held. number of parents attending P and C meetings and community events or fundraisers.
Next Steps
Further engagement of the school community including parents and general community in all school activities and programs. Increase profile of school through extensive promotion of school and its students.
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Key Initiatives Resources (annual) Impact achieved this year
Low level adjustment for disability $12,164 These funds were utilised to employ an SLSO to work intensively with a student experiencing difficulties and to also assist in the development of sustainable behaviour management plans.
Quality Teaching, Successful $1016 Funding was utilised to release principal so as Students (QTSS) to be able to consult with parents and community, establishing a strong cohesive school partnership environment.
Socio–economic background $5564 Funding was used to provide external educational opportunities to students. It assisted with transportation and accommodation costs associated with an overnight curriculum based excursion, travel and admission costs to various education venues and also transport, entry and lesson costs for intensive swimming program.
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Student information Student attendance profile Student enrolment profile School Enrolments Year 2014 2015 2016 2017 Students 2014 2015 2016 2017 K 93.2 96.7 96.1 97.8 Boys 12 11 10 5 1 94 99.1 88.7 95 Girls 6 2 2 1 2 91.3 97.8 96.8 63.4 3 95.3 83.5 89.2 86.7 4 89.1 97 97.8 86.7 5 96.9 93.2 92.3 6 91.2 90.2 All Years 94.5 94.4 93.5 89.1 State DoE Year 2014 2015 2016 2017 K 95.2 94.4 94.4 94.4 1 94.7 93.8 93.9 93.8 2 94.9 94 94.1 94 3 95 94.1 94.2 94.1 4 94.9 94 93.9 93.9 5 94.8 93.9 93.8 6 93.5 93.3 All Years 94.9 94 94.1 93.9
Management of non-attendance
Bredbo Public School regularly evaluates and addresses school attendance.
Open communication on issues affecting student attendance is promoted with parents through meetings and newsletters.
Parents are regularly advised of their responsibilities when addressing student non attendance. Options are given for explanation of non attendance including the use of a handwritten note, email, text message or phone call.
All cases of unsatisfactory attendance are investigated promptly and any school based issues are addresses. This will include letters or phone calls asking for explanations.
Contact is maintained with the Home School Liaison Officer and attendance issues of concern are reported to same and followed up.
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Workforce information Throughout the year staff had access to five staff development days which have provided wonderful opportunities for professional growth and development. Workforce composition They have also provided the chance to participate in mandatory training such as Child Protection and First Position FTE* Aid. Principal 1 Financial information (for schools Deputy Principal(s) 0 using both OASIS and SAP/SALM) Assistant Principal(s) 0 Head Teacher(s) 0 Financial information Classroom Teacher(s) 0.14 The three financial summary tables cover 13 months (from 1 December 2016 to 31 December 2017). Teacher of Reading Recovery 0 Learning & Support Teacher(s) 0.1 The financial summary consists of school income Teacher Librarian 0.08 broken down by funding source and is derived from the school Annual Financial Statement. Teacher of ESL 0 School Counsellor 0
School Administration & Support 0.98 Receipts $ Staff Balance brought forward 80,359 Other Positions 0 Global funds 30,292 Tied funds 5,898 *Full Time Equivalent School & community sources 5,069 Bredbo Public School has no Indigenous staff. Interest 619 Trust receipts 76 Teacher qualifications Canteen 0 All teaching staff meet the professional requirements Total Receipts 41,953 for teaching in NSW public schools. Payments Teaching & learning Teacher qualifications Key Learning Areas 17,363 Qualifications % of staff Excursions 4,363 Undergraduate degree or diploma 100 Extracurricular dissections 197 Postgraduate degree 0 Library 112 Training & Development 596 Professional learning and teacher accreditation Tied Funds Payments 3,982 Bredbo Public School staff have continued to maintain Short Term Relief 2,885 their professional development through the participation in various professional learning courses strategically Administration & Office 4,268 aligned to the School Plan. The continual updating of Canteen Payments 0 professional development ensures that staff are current in their practices and have the skills to engage students Utilities 1,029 with innovative teaching and quality programs. Maintenance 256
Bredbo currently has one teacher working toward Trust Payments 89 obtaining proficiency. This teacher works one day per week at this school. Capital Programs 0
Total Payments 35,140 During 2017 the school spent $4000 on professional learning for staff. Balance carried forward 87,172
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2017 Actual ($) Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom Base Total 249,754 line totals, which are calculated without any rounding. Base Per Capita 1,834 The information provided in the financial summary Base Location 1,797 includes reporting from 1 January 2017 to 31 December 2017. Other Base 246,123 Equity Total 17,728 2017 Actual ($) Equity Aboriginal 0 Opening Balance 0 Equity Socio economic 5,564 Revenue 123,477 Equity Language 0 Appropriation 117,692 Equity Disability 12,164 Sale of Goods and Services -291 Targeted Total 0 Grants and Contributions 5,802 Other Total 18,823 Gain and Loss 0 Grand Total 286,305 Other Revenue 0 Investment Income 273 Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom Expenses -47,253 line totals, which are calculated without any rounding. Recurrent Expenses -47,253 A full copy of the school’s financial statement is tabled Employee Related -22,477 at the annual general meetings of the parent and/or community groups. Further details concerning the Operating Expenses -24,775 statement can be obtained by contacting the school. Capital Expenses 0 Employee Related 0 School performance
Operating Expenses 0 NAPLAN SURPLUS / DEFICIT FOR THE 76,224 YEAR In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and Balance Carried Forward 76,224 numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these The Opening balance for the 2017 school financial year assessments. is displayed in the OASIS table as Balance brought forward. The financial summary table for the year ended 31 December 2017 shows the Opening balance Information from NAPLAN 2017 cannot be directly as $0.00 because the Opening balance for the 2017 reported on due to the preservation of student school financial year is reported in the OASIS table (as confidentiality as a result of small class sizes. All results Balance brought forward). have been discussed with the parents/carers.
The amount displayed in the Appropriation category of the financial summary table is drawn from the Balance carried forward shown in the OASIS table and includes any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. For this reason the amount shown for Appropriation will not equal the OASIS Balance carried forward amount.
Financial summary equity funding
The equity funding data is the main component of the 'Appropriation' section of the financial summary above.
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Parent/caregiver, student, teacher students enrolled who identify as Indigenous. satisfaction Throughout the year Aboriginal perspectives were addressed in all curriculum areas, promoting student understanding and appreciation of the culture and Each year schools are required to seek the opinions of history that relates to Indigenous Australia. parents, students and staff about the school.
Student Results: Multicultural and anti-racism education In 2017 all students were surveyed to determine their satisfaction with the school and the programs it offers. The school has placed significant emphasis on the Their responses were: delivery of programs which promote racial tolerance and harmony, and multicultural perspectives across the Students appreciate and enjoy the opportunities curriculum. afforded them through the cooking and gardening and woodwork programs offered, music lessons and band Harmony Day was celebrated with an extended presentation pieces are a source of pride, the majority invitation to parents and community to attend the of students find their work challenging and satisfying. school. The students addressed the audience speaking The students feel that Bredbo Public School is a about the meaning of Harmony Day and its importance. friendly, family orientated and safe place for them to The DEC calendar for cultural diversity was used in learn. classrooms to promote the acceptance of the cultural, linguistic and religious diversity of Australia. Staff Results:
In 2017 the school sought the opinion of staff in regards to working at Bredbo Public School. The survey they completed addressed the areas of Teaching and Learning, Student Management and Wellbeing, Communication, Community Partnerships and Management and Leadership. All staff completed the survey and their responses were:
All staff believe programs respond to student need, ability and interest and assessment processes provide solid information of areas of strength and areas for further development, the school cares about all its students and the Discipline Policy is fair and consistent, all staff believe the school is continually finding ways to improve what it does; and that it supports communication about student learning between home and school, all believe that strategies and processes put into place to improve community partnerships and participation are beginning to work and positive changes are commencing, staff conclude that parents, students and staff are encouraged to take active leaderships roles within the school and leaders encourage staff to reflect on their learning and share with others.
Parent Results:
In 2017 the school sought the opinion of parents by requesting them to take part in a short survey. The survey they completed addressed the areas of Teaching and Learning, Student Management and Wellbeing, Communication, Community Partnerships and Management and Leadership. Parent opinion stated that the school was providing services to a high degree in all areas.
Policy requirements
Aboriginal education
Bredbo Public School had no Aboriginal students throughout the year until early Term 4 when several
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