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2019 Palinyewah Public School Annual Report

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2019 Palinyewah Public School Annual Report Palinyewah Public School 2019 Annual Report 3912 Page 1 of 16 Palinyewah Public School 3912 (2019) Printed on: 26 May, 2020 Introduction The Annual Report for 2019 is provided to the community of Palinyewah 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 Palinyewah Public School 248A Ellerslie Road ELLERSLIE, 2648 www.palinyewah-p.schools.nsw.edu.au [email protected] 03 5027 9242 Page 2 of 16 Palinyewah Public School 3912 (2019) Printed on: 26 May, 2020 School background School vision statement We strive to provide learning experiences which will inspire the students to become resourceful and resilient citizens who can confidently collaborate, think creatively and problem solve. At PPS we ... Participate Persevere Succeed. School context Palinyewah Public School is a small rural school located on the Darling River, 40km north of Wentworth. Mildura is the closest large centre which is located 60km south east of the school. Palinyewah Public School services the locality of Ellerslie and the surrounding farming community located to the north of the school. Palinyewah Public School is classified as a TP1 school with a teaching principal, assisted by a part time teacher and various part time support staff. The school has one multi–stage class. Providing quality educational experiences in a small rural setting is a priority, where meeting the individual learning needs of students is paramount. Our school expectations are:– • Be responsible – make wise choices • Show respect – consider others • Have integrity – always do your best Strong community relationships are an important aspect of the school with a high level of community consultation and involvement. The school culture is positive with students and parents alike taking great pride in their school. Our school community values education and is very supportive of the school. The school is part of two networks – the local area Sunraysia Network, and the broader Far West Network. Page 3 of 16 Palinyewah Public School 3912 (2019) Printed on: 26 May, 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 and participated in an external validation. 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. Every five years, our school undergoes an external validation process. During the external validation process, an independent panel consisting of a Principal School Leadership and a peer principal considered our evidence and assessment of our school's progress against the School Excellence Framework. Our self–assessment and the external validation 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 Sustaining and Growing LEARNING: Wellbeing Sustaining and Growing LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Delivering LEARNING: Reporting Delivering LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Delivering TEACHING: Professional standards Sustaining and Growing TEACHING: Learning and development Sustaining and Growing LEADING: Educational leadership Delivering LEADING: School planning, implementation and Delivering reporting LEADING: School resources Sustaining and Growing LEADING: Management practices and processes Delivering Page 4 of 16 Palinyewah Public School 3912 (2019) Printed on: 26 May, 2020 Strategic Direction 1 Learning Purpose To build the foundational skills and attitudes for learning which will enable the students to be self regulated learners and continue to learn throughout life. Improvement Measures Individual students using a variety of tools to reflect on their learning and set goals for further progress. Individual student progress reflected in higher levels of literacy and numeracy comprehension Progress towards achieving improvement measures Process 1: Reflecting Creating a safe and supportive classroom environment where students regularly reflect on their learning, and can confidently plan for improvement and skill development through understanding their learning progression. Evaluation Funds Expended (Resources) Students are developing a greater ability to recognise achievements in their $365 – MAPPEN learning. All students are able to share their learning with their peers during assembly. Using Class Dojo, the students can share their learning with their $350 – Seven Steps parents, opening up the opportunity for further discussion at home. $500 – casual release Formative assessment opportunities were used by teachers to encourage students to challenge themselves further. Task rubrics used through MAPPEN clearly showed students differing levels of response, and ways in which their responses to the task could be improved in small achievable stages. Process 2: PBL Positive Behaviour for Learning practises are implemented to assist in improving learning outcomes for all students. Evaluation Funds Expended (Resources) An adjusted form of PBL has been implemented at Palinyewah. The students are explicitly taught behaviours to assist them to positively respond to every day situations, and these responses are linked to our school motto and expectations. The students are very familiar with the terminology of our motto and expectations, and behaviour issues rarely need more than a gentle reminder of these expectations to bring the student back on track in their learning. Students are showing a greater willingness to have a go at unfamiliar tasks and realise that correcting mistakes is one way of extending their learning. Page 5 of 16 Palinyewah Public School 3912 (2019) Printed on: 26 May, 2020 Strategic Direction 2 Teaching Purpose To develop teacher quality and build leadership capacity to meet the needs of the students through accessing professional learning opportunities, coaching and mentoring. Improvement Measures Staff collaboratively utilising data to monitor student learning linked with curriculum and progressions Improved staff knowledge and understanding to plan, implement and assess for student learning Progress towards achieving improvement measures Process 1: Professional Learning Provide high quality professional learning opportunities to meet strategically selected areas of skill development. Evaluation Funds Expended (Resources) The focus of the InitiaLit program was to assist Kindergarten students to build $365 – MAPPEN a firm literacy foundation. The skills shown by the students at the end of the year surpassed staff expectations. The program will be utilised with $700 – LLW training Kindergarten and Year 1 in 2020. $5500 – InitiaLit training Training in the Live Life Well @ School program led to the development of school vegetable gardens. The produce grown was utilised in the Breakfast $500 – BRIDGE training and Bites program and as fresh snacks. Students were able to try a variety of resources vegetables and develop cooking skills as a result. $350 – Seven Steps training The BRIDGE program initiative has helped to form collaborative connections with Ngele'ia GPS in Tonga. The visit to the Tongan school has helped greatly in being able to devise activities which will be able to be undertaken by both schools to further develop the partnership. The MAPPEN program provided a variety of mini professional learning experiences which challenged teachers to reflect on their learning. MAPPEN will not be used in 2020 – while it was a very useful teaching tool, staff would prefer to separate the subjects or science, history, geography and health to ensure a more thorough coverage of syllabus requirements. The Seven Steps to Writing professional learning will be further utilised in 2020 through the purchase of an online subscription. This will allow staff to review the training regularly through the incorporation of tutorial videos. Process 2: Collaboration Teachers collaborate to share curriculum knowledge and collect data regarding student progress and achievement to develop teaching and learning programs which meet the needs of the students. Evaluation Funds Expended (Resources) Teachers regularly meet to discuss student progress. Formative assessment $200 – school made InitiaLit resources is continually used as a basis for sharing ideas
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