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2018 Nimmitabel Public School Annual Report

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2018 Nimmitabel Public School Annual Report Nimmitabel Public School Annual Report 2018 2752 Page 1 of 11 Nimmitabel Public School 2752 (2018) Printed on: 6 June, 2019 Introduction The Annual Report for 2018 is provided to the community of Nimmitabel 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. Brad Austin Relieving Principal School contact details Nimmitabel Public School Wolfe Street NIMMITABEL, 2631 www.nimmitabel-p.schools.nsw.edu.au [email protected] 6454 6205 Page 2 of 11 Nimmitabel Public School 2752 (2018) Printed on: 6 June, 2019 School background School vision statement Confident learners; embracing opportunities. School context Nimmitabel Public School (NPS) has been providing quality public education to the local area since 1869. Students are drawn from the immediate township, as well as the surrounding rural areas. Historically, the school has maintained a strong focus on academic achievement, sporting success and creativity in 'The Arts'. Many alumni of the school have found success in these domains, proving that 'Small Schools are Great Schools!' In 2018, NPS is classified as a PP5 school with an enrolment figure of 31 students, drawn from 15 families. The students at NPS are supported by a teaching principal, three part–time temporary teachers, a School Learning Support Officer (3 days per week) a specialist music teacher (one day per fortnight), a School Administration Manager (7 days per fortnight) and a general assistant (1 day per week). This allows the school to operate multi–stage classes and targeted literacy and numeracy groups across the week. The school is committed to a process of continuous improvement in the capacity to deliver a broad and high–quality curriculum to all students in an enjoyable, supportive and stimulating learning environment. This has been achieved through high–quality and targeted professional development (in programs such as L3 and Focus on Reading) and through extensive analysis of student data. The school enjoys the support of its parent body, with an active P&C who run the weekly canteen service, fundraise to support school programs and initiatives and play an essential role in the school's self–evaluation process. NPS is a proud member of the Monaro Small Schools' Network (MSSN) and the Monaro Education Group (MEG). Together these networks provide opportunities for the teachers and students of NPS to collaborate with and engage in programs that are designed to meet the identified needs of our local community. Page 3 of 11 Nimmitabel Public School 2752 (2018) Printed on: 6 June, 2019 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 • Learning Culture: Sustaining and Growing • Wellbeing: Sustaining and Growing • Curriculum and Learning: Delivering • Assessment: Sustaining and Growing • Reporting: Sustaining and Growing • Student Performance Measures: Delivering The assessment of each element in the domain of 'Learning' highlighted our consistent and focused efforts on developing a school–wide learning culture that is focused on building the educational aspirations of all students at Nimmitabel Public School. There is demonstrated commitment within the school community that all students make learning progress. Our teaching staff collect and use assessment data that monitors achievement and identifies the immediate learning needs of our students. Our Student Progress Reports are a model of excellence, containing personalised information about individual student learning progress and achievement, and targets for meeting future learning goals. Teaching • Effective Classroom Practice: Sustaining and Growing • Data Skills and Use: Sustaining and Growing • Professional Standards: Sustaining and Growing • Learning and Development: Sustaining and Growing Our primary focus in the domain of teaching this year has centered around 'Learning and Development'. Our teaching staff demonstrate collaborative practice through the sharing of curriculum knowledge, data and feedback to inform the development of evidence–based programs and learning sequences, which meet the needs of all students. Teachers' Professional Development Plans are supported by a coordinated whole school approach to developing professional practice, informed by research. All teachers use professional standards and PDPs to identify and monitor specific areas for development or continual improvement. Teachers engage in professional discussion and collaborate to improve teaching and learning in their classes for particular student groups. This includes negotiated observations of classroom teaching practice, with feedback, to improve professional knowledge and practice. Leading • Educational Leadership: Delivering • School Planning, Implementation and Reporting: Delivering • School Resources: Sustaining and Growing • Management Practices and Processes: Sustaining and Growing The leadership team ensures that implementation of syllabuses and associated assessment and reporting processes meet NESA and Department of Education requirements, forming a sound basis for student learning. The school regularly solicits and addresses feedback on school performance from students, staff, parents and the broader school community. The leadership team embeds clear processes, with accompanying timelines and milestones, to direct school activity towards effective implementation of the school plan. Strategic financial management is used to gain efficiencies and to maximise resources available to implement the school plan. 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 11 Nimmitabel Public School 2752 (2018) Printed on: 6 June, 2019 Strategic Direction 1 Strive for Excellence Purpose All teachers at Nimmitabel Public School will promote high educational aspirations for all students through quality teaching programs and focused learning opportunities. This will enable our students to become successful learners who demonstrate engagement, collaboration and commitment in their pursuit of learning goals. Overall summary of progress The achievement of our students in reading continues to be a strength of our school. This is reflective of the professional learning that our staff have undertaken, with both L3 and Focus on Reading programs integrated across K–2 and 3–6 respectively. We have witnessed encouraging signs in internal writing assessments this year. Numeracy continues to be an area of under–performance for students across the school, particularly the 'Number and Algebra' strand. Progress towards achieving improvement measures Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources) LITERACY ACHIEVEMENT $4 303 • 66% of year three students were in the top two bands for 'reading', 'spelling', and 'writing' as Increase the percentage of measured by the 2018 NAPLAN; and students achieving the expected • 63% of students received met or bettered end–of–year aspects on the end–of–grade expectations for 'reading and Literacy Continuum. viewing'. NUMERACY ACHIEVEMENT $1 046 • 66% of year three students were in the top two bands for 'numeracy' as measured by the 2018 Increase the percentage of NAPLAN; and students achieving the expected • Internal numeracy assessments showed students end–of–year aspects on the in early stage one/stage one achieved their most Numeracy Continuum. significant growth in the aspect of 'time'; stage two students achieved their most significant growth in 'statistics and probability'; and stage three students displayed significant growth in 'multiplication'. SCHOOL EXCELLENCE Not applicable • With 2018 being the first year of Nimmitabel FRAMEWORK Public School undertaking self–assessment against version 2 of the School Excellence Framework, our All six 'Learning' domains of the baseline measure for the 2018–2020 School School Excellence Framework Planning Cycle shows two of the six domains (version 2) are assessed at currently meeting the target: Learning Culture and 'Sustaining and Growing' or Wellbeing.$4 303 above. Next Steps To continue working towards achieving our stated improvement measures, we aim to: • build upon our introduction to the Learning Progressions and the ALAN software with further professional learning and mentoring support; • boost numeracy achievement, particularly in the 'Number and Algebra' strand through professional learning, data analysis and support from the Literacy and Numeracy
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