Jugiong Public School Annual Report
2016
2245
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Introduction
The Annual Report for 2016 is provided to the community of Jugiong 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.
Judith McFadyen
Principal
School contact details
Jugiong Public School Flyde St Jugiong, 2727 www.jugiong-p.schools.nsw.edu.au [email protected] 6945 4210
Message from the Principal
The annual report for 2016 is provided to the community of Jugiong Public School as an opportunity to reflect on school’s operations and achievements through the year.
It gives a detailed account of the progress the school has made to provide high quality educational opportunities for all students, asset out in our school plan. It outlines the findings from self–assessment that enables us to reflect on the impact of key school strategies for improved learning and the benefit to the students from the expenditure of resources including equity funding.
2016 has been the year of “Breaking Down the Barriers”at Jugiong PS and this report reflects the impact of the high quality educational learning programs and opportunities that have been offered to the students of Jugiong to break down the barriers of isolation and size.
The staff at Jugiong remain at the centre of all experiences that the children have, and at times 2016 has been a challenging year. Our numbers dropped to 24 students. This meant that our staff entitlement changed resulting in Ms Yu being at JPS only until her nominated transfer came through, a reduction in administration hours for Mrs Sheahan and a reduction in part time staff hours.
Our school’s success is underpinned our School Vision to create a culture of learning that empowers and motivates students to reach their true potential every day.
Firstly, we have a highly–dedicated team at Jugiong who work collaboratively to provide an inclusive environment where all students are nurtured and encouraged to engage, challenge and support their learning and reach their potential.
Secondly, our students, staff and parents have built a positive community culture in which we each have a sense of engagement and collective well–being.
Thirdly, Jugiong enjoys a collaborative, dynamic culture of innovation and best practice, which ensures learning for students is based on consistent, sustainable, quality educational delivery.
At a review of our School Plan, staff aligned each of our three strategic directions to the School Excellence Framework. This confirmed that our strategic directions are about building the capacity of our students to improve their learning outcomes through well–being and building anew positive learning culture – breaking down the barriers to learning. Evidence tells us that we what we are doing here is making a difference.
The following key features of our achievements for Jugiong Public School in 2016 were identified: • HOW2Learn still underpins all that we do in changing the learning culture and has set the groundwork for the new
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phase of learning at Jugiong for everyone. • All staff participated in the Accelerated Literacy program to implement quality teaching strategies. • All staff implemented the PRIME Maths program to ensure consistency in implementing quality teaching of maths. • The Archibull sustainability in agriculture journey about wool enabled our students to engage with learning in such a different way. Research and writing skills, maths and science, global connections, computer skills including blogging and infographics, media, art design and creating and music were all a part of this project. • The administration upgrade of a new staffroom, office and principal’s office has been completed. • Our vision for our flexible learning spaces has become a reality through the generosity of the P&C. Each classroom has new furniture which provides learning spaces that encourage and nurture. Judy McFadyen
Principal
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School background
School vision statement
Jugiong Public School creates a culture of learning that empowers and motivates students to reach their true potential every day.
School context
The village of Jugiong is situated on the Murrumbidgee River, along the Hume Highway between Yass and Gundagai. Jugiong Public School is a small, isolated rural school in the Cootamundra Principal’s Network. It is a proud member of the Murrumboola Learning Community (MLC). The school provides an education for students drawn predominantly from the rural areas surrounding the village.The school has two multi–stage classes – K–2 and 3–6. Students at Jugiong Public School are involved in learning experiences that foster dynamic learning and establish confident, creative individuals who are active and informed citizens.
The school implements HOW2Learn, a strategy focused on building student’s capacity to learn, through explicitly teaching dispositions and habits to develop a learning culture that enables students to be self–aware of their learning, use the language and dispositions of successful learners and share a belief that intelligence is able to be learned and is expandable. At JPS students participate in Project Based Learning which provides the students opportunities to actively explore real–world problems and challenges and acquire deeper knowledge.
JPS, along with its’ MLC partners, will be part of the Yalbinyagirri – Learning for the Future Project. Yalbinyagirri aims to foster a living history and continuing reconciliation journey by embedding local Wiradjuri history, culture and contributions in authentic learning experiences. As part of the project. JPS has been the recipient of an Eco Schools Grant of $3500 to create a traditional Wiradjuri garden and landscape, including a yarning place. Students will learn about totems, local culture and practices and Dream Time stories.
Jugiong students benefit from a music program (marimbas and ukulele) delivered by a tutor from the Young Regional School of Music each week. In addition to class lessons, students are able to access group and individual tuition in guitar and keyboard.
JPS is part of the Sporting Schools Program. This has introduced students to a variety of sports that they may not normally have easy access to, including, cricket, tennis, athletics and orienteering.
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. 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.
Learning
Learning Culture
Delivering • All teaching staff understand that student engagement and learning are related, with the school communicating priorities for strengthening both. • Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as classroom, playground, hallways, canteen and assemblies. • School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students with disability and students for whom English is a second language).
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• Attendance rates are regularly monitored and action is taken promptly to address issues with individual students. Sustaining and Growing • All teaching staff understand that student engagement and learning are related, with the school communicating priorities for strengthening both. • Expectations of behaviour are explicitly taught to students and relate to the variety of school settings such as classroom, playground, hallways, canteen and assemblies. • School programs address the needs of identified student groups (eg. Aboriginal students, gifted students, students with disability and students for whom English is a second language). • Attendance rates are regularly monitored and action is taken promptly to address issues with individual students. • There is demonstrated 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. Overall rating – Sustaining and Growing
Wellbeing
Delivering • Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhance wellbeing and lead to improved student outcomes. • The school has identified aspects of, and factors contributing to, wellbeing in the delivery of teaching and learning. • Students are taught to accept responsibility for their own behaviours as appropriate to their age and level of understanding, as expressed in the behaviour Code. • The school encourages students to recognise and respect cultural identity and diversity. School staff maintain currency of knowledge about requirements to meet obligations under Keeping Them Safe. Sustaining and Growing • The school consistently implements a whole–school approach to well–being 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, providing students with opportunities to connect, succeed and thrive that are relevant to their stages of learning and development. • Students care for self, and contribute to the wellbeing of others and the wider community. Overall rating – Sustaining and Growing
Curriculum and Learning
Delivering • Curriculum provision meets community needs and expectations and provides equitable academic opportunities. • The school has an effective plan for student transitions in place. School plans elaborate on what all students are expected to know, understand and do. • Curriculum delivery integrates technology, library and information services. • The school provides a range of extra–curricular offerings for student development. • Teachers differentiate curriculum delivery to meet the needs of individual students. Sustaining and Growing • Curriculum provision is enhanced by learning alliances with other schools and organisations. • The school actively collects and uses information to support students’ successful transitions. • Teachers involve students and parents in planning to support students as they progress through the stages of education. Excelling • The school establishes active partnerships and works collaboratively to ensure continuity of learning for students. • Extra–curricular learning opportunities are significant, support student development, and are strongly aligned with the school’s vision, values and priorities. Overall rating – Sustaining and Growing
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Assessment and Reporting
Delivering • The school analyses internal and external assessment data to monitor, track and report on student and school performance. • Individual student reports include descriptions of the student’s strengths and areas of growth. • Teachers set transparent criteria for student assessment and have in place principles of consistent assessment and moderation. • Parents are updated on the progress of their children. Sustaining and Growing • The school has developed explicit processes to collect, analyse and report internal and external student and school performance data. • Student reports contain detailed information about individual student learning achievement and areas for growth, which provide the basis for discussion with parents. • Students use assessment and reporting processes to reflect on their learning. • Parents have an understanding of what their children are learning and receive regular information to support progression to the next level. • The school has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels. Overall rating – Sustaining and Growing
Student Performance
Measures
Delivering • The school achieves value–added results. • Students are at or above national minimum standards on external performance measures. • Students are showing expected growth on internal school performance measures. Sustaining and Growing • The school: – achieves good value–added results, and/or – around 20 per cent of students achieve at high levels of performance on external performance measures Overall rating – Sustaining and Growing
Teaching
Effective Classroom Practice
Delivering • Teachers regularly review and revise teaching and learning programs. • Teachers routinely review previous content and preview the learning planned for students in class. • All classrooms are well managed, with well–planned teaching taking place, so that students can engage in learning productively, with minimal disruption. Sustaining and Growing • Teachers regularly use student performance data and other student feedback to evaluate the effectiveness of their own teaching practices. • Teachers provide explicit, specific and timely formative feedback to students on how to improve. Excelling • The school leadership team demonstrates instructional leadership, promoting and modelling effective, evidence based practice. Overall rating – Sustaining and Growing
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Data Skills and Use
Delivering • Teachers analyse and use student assessment data to understand the learning needs of students. • The school’s professional learning builds teacher skills in the analysis, interpretation and use of student performance data. • Data analysis informs the school’s learning goals and monitors progress towards them. • School analysis of student performance data is provided to the community on a regular basis. • The school leadership team regularly uses data to inform key decisions. Sustaining and Growing • Teachers incorporate data analysis in their planning for learning. • Assessment instruments are used regularly to help monitor student learning progress and to identify skill gaps for improvement. • The school leadership team engages the school community in reflecting on student performance data. Overall rating –Sustaining and Growing
Collaborative Practice
Delivering • Executive, staff, faculty/stage, team and other meetings are used to review the curriculum and to revise teaching and learning programs. • Staff regularly evaluate teaching and learning programs including the assessment of student outcomes. Sustaining and Growing • Teachers work together to improve teaching and learning in their year groups, stages, faculties, or for particular student groups. • Teachers provide and receive planned constructive feedback from peers, school leaders and students to improve teaching practice. • Processes are in place to provide formal mentoring or coaching support to improve teaching and leadership practice. • The school identifies expertise within its staff and draws on this to further develop its professional community. Excelling • Teachers collaborate within and across stages and faculties to ensure consistency of curriculum delivery, including strategies for differentiation and consistency of teacher judgement. • School–wide and/or inter–school relationships provide mentoring and coaching support to ensure the ongoing development of all staff. Overall rating – Sustaining and Growing
Learning and Development
Delivering • Teachers participate in professional learning targeted to school priorities and their professional needs. • The school has effective professional learning for induction, teaching quality, leadership preparation and leadership development. • The school has processes in place for teachers’ performance and development. • Beginning and early–career teachers are provided with targeted support in areas of identified need. • Analysis of the teaching team identifies strengths and gaps, with succession planning in place to build staff capabilities and recruit staff with particular expertise to deliver school improvement targets. Sustaining and Growing • Teachers actively share learning from targeted professional development with others. • There is a particular focus on improved teaching methods in literacy and numeracy, with professional learning activities focused on building teachers’ understandings of effective teaching strategies in these areas. • Teachers are actively engaged in planning their own professional development to improve their performance. Overall rating – Sustaining and Growing
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Professional Standards
Delivering • Teachers understand and implement professional standards and curriculum requirements. • Staff attainment of professional learning goals and teaching requirements are part of the school’s performance and development processes. • The school has a culture of supporting teachers to pursue higher–level accreditation. • Teachers are committed to their ongoing development as members of the teaching profession. • Teachers demonstrate currency of content knowledge and teaching practice in all their teaching areas. Sustaining and Growing • Teachers demonstrate responsibility,adaptability and ethical practice in working towards the school’s goals. • Teachers work beyond their classrooms to contribute to broader school programs. Excelling • The teaching staff of the school demonstrate and share expertise, have very high levels of contemporary content knowledge and teaching practices, and rely on evidence–based teaching strategies. Overall rating – Excelling
Leading
Leadership
Delivering • Parents and community members have the opportunity to engage in a wide range of school–related activities. • The school community is positive about educational provision. • The school is committed to the development of leadership skills in staff and students. • Links exist with communities of schools, other educational providers and other organisations to support the school’s programs. • The school’s leadership strategy promotes succession planning, distributed leadership and organisational best practice. Sustaining and Growing • The school solicits and addresses feedback on school performance. • Leadership development is central to school capacity building. • The school has productive relationships with external agencies such as universities, business, industry and community organisations to improve educational opportunities for students. Excelling • Staff have purposeful leadership roles based on professional expertise. • The school community is committed to the school’s strategic directions and practices to achieve educational priorities. • The school leadership team makes deliberate and strategic use of its partnerships and relationships to access resources for the purpose of enriching the school’s standing within the local community and improving student outcomes. Overall rating – Sustaining and Growing
School Planning, Implementation and Reporting
Delivering • Staff, students, parents and the broader school community are welcomed and engaged, when possible, in the development of the vision, values and purpose for the school. • The three–year school plan has annual iterations focused on achieving identified improvements. • The school articulates a commitment to equity and high expectations for learning for each student and is responsive to changing needs. • The school plan aligns to local and system priorities and ensures responsiveness to emerging needs. • An evidence base, drawn from the collection and analysis of learning and development data, is used to review performance annually.
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• Planning and implementation includes processes for resource allocation, professional learning, performance monitoring and reporting. Sustaining and Growing • There is broad understanding of, and support for, school expectations and aspirations for improving student learning across the school community. • Staff are committed to, and can articulate the purpose of, each strategic direction in the school plan. • Monitoring, evaluation and review processes are embedded and undertaken routinely. • Clear processes, with accompanying timelines and milestones, direct school activity towards effective implementation of the school plan. Excelling • The school uses evidence–based strategy and innovative thinking in designing a school plan that delivers ongoing improvements in student outcomes. • The school successfully fosters collaboration with key stakeholders in the development of the school vision, strategic directions and annual plans. • Established processes build the capacity of the school community to use data and evidence for strategic school improvement. Overall rating – Sustaining and Growing
School Resources
Delivering • School staffing ensures that full curriculum implementation and delivery requirements are met. • Systematic annual staff performance and development reviews are conducted. • The school’s financial and physical resources and facilities are well maintained, within the constraints of the school budget, and provide a safe environment that supports learning. • School and other facilities are used creatively to meet a broad range of student learning interests and needs. Sustaining and Growing • Workforce planning supports curriculum provision and the recruitment of high quality staff. • Strategic financial management is used to gain efficiencies and to maximise resources available to implement the school plan. • Physical learning spaces are used flexibly,and technology is accessible to staff and students. Excelling • Succession planning, leadership development and workforce planning are designed to drive whole–school improvement. Overall rating – Sustaining and Growing
Management Practices and Processes
Delivering • The school leadership team communicates clearly about school priorities and practices. • Administrative practices effectively support school operations and the teaching and learning activity of the school. • Accountability practices are tied to school development and include open reporting to the community. • The school leadership team creates an organisational structure that enables management systems, structures and processes to work effectively and in line with legislative requirements and obligations. Sustaining and Growing • There are opportunities for students and the community to provide constructive feedback on school practices and procedures. • Streamlined, flexible processes exist to deliver services and information and strengthen parental engagement. Excelling • Practices and processes are responsive to school community feedback. • Administrative practices provide explicit information about the school’s functioning to promote ongoing improvement. Overall rating – Excelling
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For more information about the School Excellence Framework: http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework
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Strategic Direction 1
Student Learning – Motivated and engaged high performing learners.
Purpose
To empower all students to engage, challenge and support their learning and reach their potential.
Overall summary of progress
Regular data on the achievements, progress,strengths and weaknesses of individual students are used in all classrooms to make judgements about individual needs, to identify appropriate starting points for teaching and to personalise teaching and learning activities.
Reports to parents and carers include details of how learning opportunities have been tailored to individual needs and of the progress individuals have made.
The school establishes active partnerships and works collaboratively to ensure continuity of learning for students. The school’s involvement in How2Learn is an active example of these partnerships.
Curriculum programs and teaching practices effectively develop the knowledge,understanding and skills of all students, using evidence–based teaching practices and innovative delivery mechanisms where appropriate.
Extra–curricular learning opportunities are significant, support student development, and are strongly aligned with the school’s vision, values and priorities.
Curriculum provision is enhanced by learning alliances with other schools and organisations.
Individual learning is supported by the effective use of school, system and community expertise and resources through contextual decision–making and planning.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• 100% students are at, or Student's reports included a Personalised Learning Collaborative professional beyond expected clusters on the Plan for parents using the data from the Literacy development and mentoring Literacy and Numeracy Continuum. by staff. Continuum. • Quality Teaching, Stage 2 and 3 staff and students continue to Successful Students develop confidence and competence in using the (QTSS) ($1828.00) Writing and Reading aspects of the Literacy Continuum.
• 100% of students will achieve Analyisis of data indicates that 100% of students • Learning Support growth from Yr3 to Yr5 as have achieved growth in Literacy and Numeracy, as Teacher Funding– $10202 evidenced by NAPLAN and evidenced by NAPLAN, standardised and school • Flexible Funding– $2076 standardised data. based data • Literacy and Numeracy funding– $673 • Socio–economic background ($1345.00) • Low level adjustment for disability ($12278.00)
• 100% of students are engaged Staff and students have developed confidence and Professional Learning– in learning that is personalised to competence in using HOW2Learn strategies. $5073 meet their needs and enables them to achieve their SMART HOW2Learn ready to be fully implementation in Needs Based Funding– goals. 2017. $14267
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Next Steps
Students will demonstrate an understanding of the level of learning they are operating at and will use an increasing variety of strategies to improve learning outcomes.
Students and staff use the connected classrooms and VC’s to communicate and collaborate increasing learning opportunities for the students.
All students are at, or beyond expected clusters for their year level on the Literacy and Numeracy Continuum.
All students will achieve growth in literacy and numeracy from Yr3 to Yr5 as evidenced by NAPLAN and standardised data.
All students are engaged in learning that is personalised to meet their needs and enables them to achieve their SMART goals.
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Strategic Direction 2
School Culture – Building an inclusive collaborative, engaged school community.
Purpose
To build a positive community culture so everyone has a sense of engagement and collective well–being.
Overall summary of progress
Positive and respectful relationships across the school community underpin a productive learning environment, and support students’ development of strong identities as learners.
There is demonstrated commitment within the school community to strengthen and deliver on school learning priorities.
Positive, respectful relationships are evident among students and staff, promoting student well–being and ensuring good conditions for student learning.
Well–developed and current policies, programs and processes identify, address and monitor student learning needs.
Students are self–aware, build positive relationships and actively contribute to the school, the community and the society in which they live.
The school consistently implements a whole–school approach to well–being that has clearly defined behavioural expectations and creates a positive teaching and learning environment.
Students, staff and the broader school community understand the behaviours, attitudes and expectations that enhance well–being and lead to improved student outcomes.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• 100% of school community Improved attendance of parents at information Community consultation work towards building strong sessions. funding– $1800 relationships as indicated by an increase in attendance at P&C, Surveys completed and data analysis indicates information sessions and positive support. community events. Follow up action plans being developed for 2017.
• 100% of students surveyed Surveys completed and data analysis shows agree that their individual and students' wellbeing is being supported. collective cognitive, emotional, social, physical and spiritual Follow up action plans being developed for 2017. wellbeing is supported within the school community
• 100% parents surveyed agree Surveys completed and data analysis indicates that learning is at the centre of parents believe working collaboratively is having a decision making and that working positive impact on their chid's learning. collaboratively has a positive impact on their child’s education. Follow up action plans being developed for 2017.
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Next Steps
The school community work towards building strong relationships as indicated by an increase in attendance at P&C information sessions and community events.
All students agree that they make active contributions to their school and community.
All parents agree that learning is at the centre of decision making and that working collaboratively has a positive impact on their child’s education.
Students will be engaged in opportunities that are relevant to their stages of learning,development and their community enabling them to connect, succeed and thrive as future focussed learners.
The school and families share responsibility for student learning and well–being.
Parents will develop a deep knowledge of the value of their child’s education and how they can support them to reach their potential as learners.
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Strategic Direction 3
Leader/Teacher Learning Innovative, responsive and dynamic educational practice, leadership and management.
Purpose
To build leadership capacity through a dynamic, collaborative culture of innovation and best practice. To ensure learning for students is based on consistent, sustainable quality educational delivery.
Overall summary of progress
Quality teaching, assessment and the use of effective feedback have been a key professional learning focus in 2016 to achieve this strategic direction, based on the research of Professor John Hattie.
All teachers have been trained in two important literacy and numeracy initiatives – Accelerated Literacy (AL) and TEN (Targeted Early Numeracy).
These initiatives are having a significant impact on student learning, particularly for equity groups in the early years of schooling.
The continued involvement in HOW2Learn will also assist teachers in developing 21st century teaching strategies.
Progress towards achieving improvement measures
Improvement measures Progress achieved this year Funds Expended (to be achieved over 3 years) (Resources)
• 100% of the staff participate in Evidence of embedded practise in programs and Ongoing use of PL funds as professional learning that aligns classrooms. Professional learning plans have required. with the school’s strategic promoted continual discussions on improving directions and individual student learning. professional learning plans.
• 100% of teachers demonstrate Evidence in programming and planning indicates a School funds. evidenced professional growth growth in the understanding of the Australian against the Australian National National Teaching Standards. teaching Standards and the NSW Performance Development Framework.
• 100% of staff, students and Surveys, feedback,– anecdotal and formal meetings parents are able to articulate show development in knowledge of the school understanding of the school’s vision and strategic directions. vision statement and strategic directions.
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Next Steps
Staff take responsibility for changes in pedagogy required to implement quality programs and innovative practices that engage and challenge students resulting in improvements in student outcomes.
Staff demonstrate evidenced professional growth against the Australian National Teaching Standards and the NSW Performance Development Framework.
Staff, students and parents are able to indicate an awareness and understanding of the school’s vision statement and strategic directions.
Staff work collaboratively, demonstrate and share expertise, having developed very high levels of contemporary content knowledge and teaching practices, relying on evidence–based teaching strategies to underpin their work.
Staff will be supported in their professional learning, as well as being involved in performance and development processes that facilitate their professional growth and the provision of quality teaching and learning.
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Key Initiatives Impact achieved this year Resources (annual)
Low level adjustment for disability Employment of 0.1 of a LSC for the full year. Low level adjustment for disability funding – $12278 Employment of an SLSO Learning Support Teacher Funding – $10202
Literacy and Numeracy funding – $673
Flexible Funding – $2076
Jugiong P & C – $10000
• Low level adjustment for disability ($12 278.00)
Quality Teaching, Successful Student portfolios, students writing SMART QTSS – $1828 Students (QTSS) goals and use of SeeSaw all on track and development to be continued into 2017. Professional Learning – $5073
School funded professional learning – $657
Community consultation – $1800,
Socio–economic background Employment of 0.1 of a teacher for the full Socio–economic year. background – $1345
Employment of an SLSO
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Student information *Full Time Equivalent
Student enrolment profile The Indigenous composition of the school’s workforce Enrolments is nil. Students 2013 2014 2015 2016
Boys 12 17 14 11 Teacher qualifications Girls 12 18 15 13 All teaching staff meet the professional requirements for teaching in NSW public schools.
Student attendance profile Teacher qualifications School Qualifications % of staff Year 2013 2014 2015 2016 Undergraduate degree or diploma 100 K 98.9 92 98.9 74.6 Postgraduate degree 50 1 93.3 100 93.1 96.8 2 92.9 90.4 97.8 90.3 3 95.9 87.6 92.6 97.3 Professional learning and teacher accreditation
4 94.6 94.8 93.3 89.8 A total of $5730.00 was spent from the Professional 5 95.8 90.4 97.5 89.8 Learning tied fund and from the school’s global budget in 2016. The average expenditure per teacher on 6 95.5 93.8 92.5 98.3 professional learning, at the school level was $1900.00. Some of this expenditure came from tied All Years 94.6 91.6 94.1 89.8 funds(specifically set aside for this purpose by the State DoE Department).
Year 2013 2014 2015 2016 This enabled staff to attend professional learning activities throughout the year. These included staff K 95 95.2 94.4 94.4 undertaking training in PLAN,TEN and Quality Literacy 1 94.5 94.7 93.8 93.9 (AL) as well as attending conferences.
2 94.7 94.9 94 94.1 All staff members (teaching and non–teaching) have upgraded CPR certificates. Also at our staff 3 94.8 95 94.1 94.2 development days (SDD) and during regular weekly 4 94.7 94.9 94 93.9 staff meetings, mandatory training was completed on Child Protection, Code of Conduct, Welfare, Health and 5 94.5 94.8 94 93.9 Safety as well as curriculum development and behaviour management training. 6 94.1 94.2 93.5 93.4 All Years 94.7 94.8 94 94 Whole school planning, evaluation and assessment of curriculum and management were also addressed with SASS staff also attending training and development. Workforce information In 2016 all staff at JPS meet The NSW Education Standards Authority (NESA) standards as proficient Workforce composition teachers. No teachers have been working towards accreditation, whilst another two are working at Position FTE* maintaining proficient accreditation. Principal 1 Classroom Teacher(s) 0.13 Financial information (for schools using OASIS for the whole year) Learning and Support Teacher(s) 0.1 Teacher Librarian 0.08 Financial information
School Administration & Support 0.68 This summary financial information covers funds for Staff operating costs to
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Income $
Total income 171 124.51 The My School website provides detailed Expenditure information and data for national literacy and numeracy testing. Click on the link http://www.myschool.edu.au Teaching & learning and insert the school name in the Find a school and select GO to access the school data. Key learning areas 34 743.23 Excursions 1 068.66 JPS achievement in the top two bands for reading and Extracurricular dissections 1 928.99 numeracy. Library 358.10 Reading: Year 3 – 0% Year 5 – 20% Training & development 0.00 Numeracy: Year 3 – 0% Year 5 – 0% Tied funds 29 952.52 Short term relief 3 089.07 This data is provided in accordance with the Premier’s priorities: Improving education results. Administration & office 26 276.42 School-operated canteen 0.00 Utilities 11 572.51 Maintenance 16 712.50 Trust accounts 1 808.13 Capital programs 0.00 Total expenditure 127 510.13 Balance carried forward 43 614.38
A full copy of the school’s financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.
School performance Parent/caregiver, student, teacher NAPLAN satisfaction
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and Each year schools are required to seek the opinions of numeracy assessments are reported on a scale from parents, students and teachers about the school. Band 1 to Band 10. The achievement scale represents increasing levels of skills In 2016, the school sought the opinions of parents, and understandings demonstrated in these students and teachers about the school. Their assessments. responses are presented below.
NAPLAN privacy – As a small school we cannot report Parent satisfaction with JPS continues to be very high specific whole school data as the cohort numbers are with 100% of surveys returned either strongly agreeing below 10 students in Year 3 and 5. or agreeing that JPS, as a learning community, is an
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attractive and well–resourced school that is connected to the community and welcomes parental involvement.
They also indicated that parents are encouraged to contact the school to discuss concerns relating to their child. Comment was made that the school values different ways of learning and wants to develop the 'whole self' for students through different and varied learning activities.
100% of parents also strongly agreed or agreed that students are the school's main concern and that JPS has competent teachers who set high standards. A number of parents made specific comments that the school was friendly, caring, warm and very welcoming to new students.
Multicultural and anti-racism education All students, through the Kids Matter surveys, acknowledged that they are positively supported at Whilst there are no students from non–English school, they feel safe and believe the staff know how to speaking background (NESB) enrolled at Jugiong deal with bullying and harassment problems. Public School, the cultural diversity of our nation continues to be recognised and celebrated in the 100% of students also indicated that 'learning' was the school across various KLAs. reason they are at school, indicating they were being taught strategies to work as part of a team and also Units of work are linked to the achievement of how to use these strategies to solve new and different outcomes through the study of countries, cultures and problems. world events. In Term 1 the school took part in Harmony Day Celebrations and in Term 2 students The staff of JPS are very proud of the school and the participated in the Mutli–Cultural Public Speaking job that they are undertaking as leading learners. Staff Competition. are committed to setting high standards of achievement for all students that attend the school.
Other school programs
Archibull
In 2016, the staff and students took on an innovative learning program; ‘The Archibull Prize’. This focused on STEM (science,technology, engineering and mathematics) which encouraged students to record their STEM learning through artistic expression on our calf, ‘Murrum–Bridget’.
The Archibull sustainability in agriculture journey about Policy requirements The Australian Wool Industry enabled our students to engage with learning in such a different way. Research and writing skills, maths and science, global Aboriginal education connections, computer skills including blogging and infographics, media, art design and creating music School programs support Aboriginal Education and were all part of this project. It was a highlight to make it aspects of Aboriginal perspectives, culture and history to Sydney for the finals in the Infographic and Blog. are taught in the school.
Beatrix Hyles and Isabelle Leseberg accompanied Aboriginal Education is integrated across all key Karina Lenehan and Stephanie Corkhill–Hyles to The learning areas (KLAs) with particular emphasis in Sydney Showground, where Jugiong Public School history (H); achieved Highly Commended in ‘Primary School Best
Blog’ category. What an achievement for the students During inter–school visits opportunities were developed and staff of our small school! to expose students to a variety of Aboriginal culture including music, dance and food.
HOW2Learn
In 2016, all staff and students continued our
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How2Learn journey. This was led by Karina Lenehan Music Count Us In and remains to be an ongoing focus within our school and the community. In 2016 we participated in the Music Count Us In program again. Students learnt, rehearsed, and How2Learn is a strategy focused on students’ capacity engaged in the song, “Let it Play”. The lyrics fitted in to learn. How2Learn is not a program, but an attitude, perfectly with How2Learn. We sang at the same time which involves a change in school culture. It was a as thousands of children across Australia. We also rewarding year, with huge growth in a shift in the performed this song beautifully on Presentation Night. students' learning culture. Sport and Sporting Schools Students are empowered with their own learning and are developing the 5 dispositions of Resilience, Jugiong Public School has a long tradition of excellent Responsibility, Resourcefulness, Reflectiveness and team and individual achievements in sports. Reciprocity. The students have had great opportunities to This is an ongoing strategy which we continue to participate in a number of sports at school, district and embed into all areas of our school. regional levels.
During the year they have participated at Murrumburrah Public School Athletics, Cross Country, Intensive Swimming, Arabin Cup T–Ball, Milo Blast Cricket and the Small Schools Swimming Carnival. Premier's Reading, Spelling and Sporting Challenge Students competed at District and Regional swimming The Premier's Reading, Spelling and Sporting and cross country. Challenges was offered to all children in 2016. All students were involved in both the Reading and 2016 was a successful year as a Sporting School. Mrs Sporting Challenges. Jones, our Sporting Schools Coordinator introduced the students to orienteering and athletics and continued The Reading Challenge aims to encourage a love of skill development in cricket, touch football and tennis. reading for leisure and pleasure in students, and to The highlight of the year was the success of the Year enable them to experience quality literature. It is not a 3/4 Hotshots team, who were successful in reaching competition but a challenge to each student to read, to state finals held at Homebush. read more and to read more widely. Every student and staff member participated in the Premiers Sporting Challenge this year. We made it a priority to be involved in physical activities at play times in order to receive our Gold Awards.
Several students participated in the school spelling challenge with four students selected to travel to Wagga Wagga to compete in The Premier's Spelling Challenge.
Public Speaking
2016 has been another successful year for public speaking. Public speaking is fostered through the internal, class–based public speaking competition. Individual students were also selected for external competitions. In 2016 four students, Bill Elphick, Regan Manton, Tilly Coggan and Chelcea Robertson were selected to participate in the Regional Multicultural Perspectives Public Speaking Competition, run by the NSW DEC Performing Arts Unit. Throughout the process, students developed a range of invaluable skills which they will be able to implement in future years.
ICAS
In 2016 students were offered the opportunity to participate in a variety of ICAS exams. Considering the small cohort of students, we were thrilled to congratulate students on receiving certificates ranging from Participation to High Distinction.
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