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2017 Birrong Public School Annual Report

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2017 Birrong Public School Annual Report Birrong Public School Annual Report 2017 4057 Page 1 of 14 Birrong Public School 4057 (2017) Printed on: 9 April, 2018 Introduction The Annual Report for 2017 is provided to the community of Birrong 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. Jodi Devine Principal School contact details Birrong Public School 132 Auburn Rd Birrong, 2143 www.birrong-p.schools.nsw.edu.au [email protected] 9644 3078 Page 2 of 14 Birrong Public School 4057 (2017) Printed on: 9 April, 2018 School background School vision statement Birrong Public School aims to create a collaborative learning environment where students, parents, teachers and the community are involved in developing lifelong learners. Our students will be motivated and critical learners. Our teachers will be knowledgeable leaders who create innovative, supportive, challenging and flexible learning environments. Our significant partnerships within the school and wider community will ensure students become confident, active members of society who have the skills to be successful in a complex and changing world. School context Birrong Public School provides learning opportunities for approximately 560 students. The school is located in the Bankstown Principal Network in South Western Sydney. The school caters for a diverse student population with 86.25% of students from a language background other than English. There are currently 38 language backgrounds with Vietnamese and Arabic speaking backgrounds the largest groups. There are a significantly higher proportion of NESB students K–4 and this trend may continue into the future. Students, staff, parents and community members are all actively involved in the teaching and learning program. School community members feel proud to have contributed to the school program, which gives each student the opportunity to develop to his/her full potential. High standards are set and encouraged in teaching and learning programs. Opportunities for students are available in many areas including sport, music, public speaking, dance, environmental education, student leadership and camping. The school is committed to quality partnerships with parents and the community. This is achieved through strong links with the P&C Association. Birrong Public School provides a range of activities through which parents feel welcome and a part of their child’s life. The parent community strongly supports the principles which underpin public education and expect the highest quality of education for their children. There are approximately 35 school based personnel including executive staff, classroom teachers, specialist ESL, LAS and Reading Recovery teachers, school counsellor, administrative staff and a general assistant. Birrong Public School has an uncompromising focus on teaching and learning with a dedicated staff, who have a range of teaching experience. Page 3 of 14 Birrong Public School 4057 (2017) Printed on: 9 April, 2018 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. 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. Self–assessment involved teachers reflecting on the School Excellence Framework across the three domains and referencing various sources of evidence to determine if our school was Delivering, Sustaining and Growing or Excelling in each element. Sources of evidence included student performance data, Tell Them From Me surveys, attendance data, ESL scales, PLAN data, SMART data, Instructional Rounds data and findings, teacher performance and development plans (PDPs), PBL data, minutes of meetings, Teacher Accreditation, student participation in SRC, School Plan milestones, staff meetings, P&C meetings, school newsletters, policies and systems of compliance. Throughout 2017 there was a continued focus within the Learning domain on the elements of Learning Culture and Wellbeing. The Positive Behaviour for Learning(PBL) policy was reviewed and updated with renewed staff commitment towards consistent delivery of the framework. Our whole school approach to wellbeing through the continued participation of all students in the Lifeskills program and effective attendance monitoring by all teachers ensured students had opportunities to connect, succeed and thrive. Evidence collected indicates we are Sustaining and Growing in Learning Culture and Wellbeing. Within the Teaching domain, the school continued to focus on the Collaborative Practice and the Learning and Development elements. Teachers collaborated to improve teaching and learning, provided and received constructive feedback through formal and informal observations and participated in Instructional Rounds. Formal QTSS (Quality Teaching Successful Student) mentoring and coaching support was also implemented across K–6. Evidence collected indicates we are Sustaining and Growing in the area of Collaborative Practice. Teachers identified their own professional learning needs and participated in professional learning communities (PLCs) in the areas of formative assessment, feedback, setting challenging learning tasks and Learning Intentions and Success Criteria (LISC). Teachers reflected on student data and research to improve their teaching practice. Evidence collected indicates we are now Sustaining and Growing for Learning and Development. In the Leading domain the school focused on the element of School Planning, Assessment and Reporting. With an increased understanding of, and broad support for the School Plan, our strategic directions and our milestones have enabled us to self–assess our progress. Evidence collected indicates we have moved from Delivering to Sustaining and Growing for School Planning, Assessment and Reporting. Our self–assessment process has assisted with the development of the new School Plan which will ultimately lead 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 14 Birrong Public School 4057 (2017) Printed on: 9 April, 2018 Strategic Direction 1 Extending Lifelong Critical Learners Purpose To develop independent, responsible lifelong learners through the provision of high quality, flexible learning programs. To maximise success for all students through the development of programs to meet the academic, social and wellbeing needs of every student. Overall summary of progress In 2017 teachers took part in creative and critical thinking professional learning to strengthen the implementation of inquiry focused learning across the school. Stage groups planned and implemented Project Based Learning that promoted students to collaborate and be critical when problem solving and taking part in real life tasks. The school executive and aspiring leaders analysed ACARA’s matrix for implementing critical and creative thinking and identified what made a successful task. Stage teams developed programs aimed at achieving high standards. During the planning stage, ACARA’s matrix was used to assist with the development of high quality and challenging tasks. These programs saw students become highly engaged as they took on different roles and responsibilities that demanded them to think creatively and critically. After implementing programs, executive and aspiring leaders scored the lessons against ACARA’s matrix and provided valuable feedback to move professional learning forward. These lessons were shared at a professional learning network of neighbouring schools to celebrate and promote critical and creative thinking. In Semester 2, a Professional Learning Community (PLC) was established for teachers to improve their implementation and knowledge of Learning Intentions and Success Criteria (LISC). Teachers met fortnightly to examine professional readings and share successes and challenges with using LISC in their teaching. Teachers in this PLC established a common understanding of how to use LISC to make learning visible and empower students to become independent learners. To support the implementation of LISC across the school, executive modelled lessons during QTSS time. Mentoring was used to assist teachers to embed LISC into lessons. In collaborative planning sessions, stage teams included LISC when creating teaching programs. Progress towards achieving improvement measures Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources) Teaching programs contain QTSS funding for mentoring Each Stage leader and an aspiring leader effective feedback and formative and teacher release. implemented a series of creative and critical assessment processes across all thinking lessons. Key Learning Areas. Stage teams reviewed the successes and challenges in implementing
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