Booligal Public School Annual Report
2018
1303
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Introduction
The Annual Report for 2018 is provided to the community of Booligal 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.
Linda Stewart
Principal
School contact details
Booligal Public School Harvey St Booligal, 2711 www.booligal-p.schools.nsw.edu.au [email protected] 6993 8107
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School background
School vision statement
Booligal Public School provides a high quality personalised education aimed at developing the whole child through collaboration with the wider school community and school networks. The schools aim is to ensure student are resilient, independent, socially responsible and academically prepared for future learning.
School context
Booligal Public is a small rural school located in the village of Booligal 80 kilometres from the township of Hay, in the Western Riverina district. Booligal Public school actively fosters the core values of Public Education.The school is well resourced with excellent facilities for its students, including stimulating learning spaces, a well–resourced library and large playground areas. The school plays an important role in the community and is seen as a focal point for many community events. Parents, staff, students and community members share a strong sense of ownership and commitment to the ongoing development of Booligal Public School.Student enrolment numbers remain steady, with a current enrolment of 8 students. The school provides an educational service for farming children from around the Booligal district.The school has an extremely supportive and active P&C who contribute enormously to the school’s programs, resources, grounds and the educational and social welfare of all students. Our school motto is Aim for our Best.Students are encouraged and given multiple opportunities to strive for excellence. to achieve personal growth and to gain skills necessary for life long learning. We are committed to the development of the whole child: Academically, culturally, physically, creatively, socially and morally. Collaboratively ,teachers , parents and members of the wider community aim to build a dynamic , positive and inclusive learning culture where all children can realise their potential..Booligal Public School benefits from equity funding, which is used to support student learning, participation in extra –curricular activities and excursions.
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.
In 2018 staff at Booligal Public School assessed themselves against the School Excellence Framework.
In the domain of Learning the school assessed itself as being at the following levels–:
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.
1. Learning Culture – Sustaining and Growing
2. Wellbeing – Sustaining and Growing
3. Curriculum and Learning – Delivering
4. Assessment and Reporting – Working towards Delivering
5. Student Performance Measures – Working towards Delivering In 2018 we continued to focus on developing the learning elements of Curriculum and Learning and Assessment
Data was collected regularly and analysed to determine the future directions for students. We continued to implement the continuum tracking system modelled on the Hay Public School model while undertaking professional learning in Learning Progressions implementation.
In the domain of Teaching the school assessed itself as being at the following levels–:
1. Effective Classroom Practice – Working towards Delivering
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2. Data Skills and Use – Working towards Delivering
3. Collaborative Practice – Delivering
4. Learning and Development – Delivering
5. Professional Standards – Working towards Delivering
In 2018 we continued to focus on developing collaborative practices across the school and wider learning communities. Teachers worked together across schools to improve teaching practices for particular student groups. This was achieved by the continuation of the collaborative learning community with Carrathool Public School, Hay Public School , Moulamein Public School and other Educational providers. Formal processes were put in place to meet and work together on specific targeted areas; for example Progressions implementation, Improving Narrative writing, Poetry writing and Robotics and Coding.
In the domain of Leadership the school assessed itself as being at the following levels–:
1. Leadership –Delivering
2. School Planning, Implementation and Reporting – Delivering
3. School Resources – Delivering
4. Management Practices and Processes – Delivering In 2018 we focused on further developing positive relationships with the parental and wider school community. This was achieved by continuing the concept of Super Friday whereby students undertook extra–curricular activities at Hay Public School , Hay School of the Air and Moulamein Public School. This was possible because of the unfailing support from the parental body. All parents continue to play an important role at Booligal Public School ensuring the consolidation of a very positive school culture. 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: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide
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Strategic Direction 1
Whole Child developmemt
Purpose
To provide a student centred learning environment that engages, supports, guides and inspires all students to become independent, creative, skilled, resilient whole individuals who are self–empowered emotionally, physically, socially and academically.
Overall summary of progress
Successful sourcing of external partnerships in the community of Hay to provide extra–curricular activities to support student social ,academic, creative and physical growth( Super Friday)
In discussion with Tutors involved in the Super Friday Extension program students undertook the study of the guitar in correlation with the further study of the ukulele. Students performed twice as the support act for visiting musicians in a public arena.
Students felt positive about their achievements with all students willing to participate in extra curricula activities and perform in front of peers. High engagement was evident in all students. Skill development was evident in all students in all targeted areas. Social development was evident through the establishment of inter–school friendships between Booligal, Carathool and Hay Public School.
Due to the loss of our face to face Japanese language teacher at the end of 2017 the school successfully adopted an innovative learning practice by employing the Japanese teacher to deliver lessons by ADOBE connect from Broken Hill to ensure the language opportunity was not lost. Initially the teacher was employed for a full day per week, however a financial adjustment was necessary to align with the school budget and the lessons evolved to fit into a half day format.
Student well–being –Yoga( school GA with Yoga qualifications) was introduced for the students on a trial basis and was then subsequently integrated into the curriculum in an ongoing and regular capacity. The students derived enormous benefits :enhanced flexibility, strength and coordination. In addition, increased concentration, ability to relax and well–being.
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increase in the number and type Calisthenics/ Evidence of student improvement and skill of activities targeting development across all Key focus areas is visible development of the whole child. Music tuition–Ukulele and through observation and filmed routines and Acoustic guitar/Tennis sequences. $9748 ( including Tuition /travel) * Qualification for Regional Athletics & Swimming
Robotics and Coding * Qualification for NSWPSSA state swimming $1982 * Fluency in Japanese in all students from 2–6 STEM * Levels of sophistication have increased Yoga –volunteer significantly in student ability to play ukulele/guitar in the academic year. Intensive swim school Robotics & Coding –increasing skill levels evident in Japanese language all students. Students have acquired enough skill sets to work independently , program and problem $13, 526 solve when working with robotic equipment and i–pads. Creative Arts
Snowy River Camp Excursion –$1520
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increase in the number and type Professional Development Evidence of student improvement and skill of activities targeting development across all Key focus areas is visible development of the whole child. $4768.00 through observation and filmed routines and sequences.
* Qualification for Regional Athletics & Swimming
* Qualification for NSWPSSA state swimming
* Fluency in Japanese in all students from 2–6
* Levels of sophistication have increased significantly in student ability to play ukulele/guitar in the academic year.
Robotics & Coding –increasing skill levels evident in all students. Students have acquired enough skill sets to work independently , program and problem solve when working with robotic equipment and i–pads.
Internal and external data shows Broad representation of Data collected to inform growth across targeted KLA's. student learning directions.
This included formative and summative assessment such as:
Work samples across KLAa
* SA spelling test, *Continuum data,
* NAPLAN data, *PaTR testing( comprehension, spelling, grammar)
*Cross school Phonics program–
Sound waves diagnostic and intervention
Maths Plus student assessment including pre –topic and post –topic assessment
Surveys reflect high satisfaction $6000 allocated from 6100 Kids Matter Survey K–3 amongst students , parents and for student travel and teaching staff in the provision of employment of specialist Kids Matter survey 4–8 quality varied learning tutors for 2018 Friday opportunities. Education extension Kids Matter parents survey program Parents and students were surveyed with 100% return. Parents responses indicated 100% support for the learning extension program( Super Friday) with 100% support to continue the program in 2018 and beyond. Activities that parents and students believed were beneficial were: Calesthetics , Ukulele, Literacy and Numeracy, Japanese and tennis.
Next Steps
* Continuation of Collaborative Super Friday extension program with Carathool Public School with ongoing commitment to Music Tuition, Calisthenics, Tennis, Swimming and STEM activities.
*Source an alternative method of accessing Japanese language due to loss of Classroom connect teacher in 2019.
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Investigate Quizlet as an alternative.
* Further implementation of Well–being yoga sessions and well–being program
* More inter–school collaborative opportunities with Hay Public School –school excursions, Athletics/Swimming carnival and team sport opportunities.
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Strategic Direction 2
Quality Teaching and Learning
Purpose
To provide students with innovative and targeted learning opportunities which will allow them to develop deep content knowledge and an ability to learn and adapt in a school culture strongly focused on learning and the building of educational aspirations. giving them the skills to become self regulated,resourceful, responsible learners in a future focused world.
Overall summary of progress
Majority of students showed growth in spelling, comprehension and writing as shown through PATR testing, NAPLAN and other external evaluations.
* Community of collaborative schools further consolidated between Booligal Public School, Hay Public School and Carathool Public school with staff and students engaging in shared learning activities with specific Literacy and Numeracy focus.
Students and Staff engaged in narrative writing workshops at Moulamein Public school acquiring new skill sets in this genre which transferred into future writing tasks successfully.
A student was successful in taking out a National poetry award in the Dorothea Mackellar Poetry competition with a poem submitted from writing workshops with Specialist teacher( Evidence of impact)
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
All staff members receive and Staff( Teaching Principal/classroom teacher) provide structured collegial engaged in peer observation of lessons providing feedback on their teaching verbal and written feedback to guide future learning practices leading to supported directions. improvement and development. * explicit feedback on Booligal student writing samples from staff from other schools in the educational community
( Moulamein Public, Hay Public, Carathool Public) which guided future writing practices.
* Genuine change in operational procedures of For example,
Reading groups
Re–assessment of Kinder reading group structures after attendance at K–2 effective literacy practices for beginning teacher. Implementation of effective reading strategies in Kinder lessons evident and making an immediate impact.
All students will demonstrate The learning progressions are not yet mandatory in growth in Literacy and Numeracy NSW Departmental schools therefore professional capabilities as measured against learning around the use of the progressions and the new progressions, external tracking students against benchmarks is in the and internal school data. commencement phase.
Teaching and Learning programs Professional Learning Spelling –Students on differentiated programs are differentiated for individual $4768 based on assessment evidence and observations student learning needs and from daily writing. Data is gathered daily and contain evidence of data analysis through standardised testing
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Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
being used to inform teaching practices. PaTR –Reading comprehension assessment –most students at or above normal range.
*Student self generated assessment criteria applied in daily writing.
*
Next Steps
*Teachers will deepen their knowledge of how to build students' number sense through accessing professional learning.
* Appointment of teacher specifically with Numeracy/Number talks experience and knowledge.
*Daily focus on building students' number sense, promoting problem solving and inquiry based learning in Mathematics
*Continuation of professional learning ( Literacy K–6) Moulamein Public School
Learning intentions, success criteria, self–evaluation, peer/teacher feedback and assessment practices are visible in all learning activities.
Revision of assessment schedules to include both summative and formative assessment tasks that will provide teachers with authentic data about students' learning..
* Reading Fluency assessment –implementation
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Strategic Direction 3
Community Partnerships
Purpose
To improve and enhance the educational outcomes of students by working in collaborative partnerships with parents and members of the wider Booligal, Hay and Carrathool communities to positively influence student learning outcomes and wellbeing.
Overall summary of progress
* Multiple collaborative partnerships with Carathool Public School , Hay Public School and Hay School of the Air( Excursion to Snowy River camp, Robotics and Coding workshops, Circus Skills workshop, Athletic and Swimming carnivals, Representative Team Sports.
*Parental involvement in school has continued to be a valuable and essential aspect of the school with productive and positive outcomes. Parents are currently employed in the school in the Administration area(SAM–permanent position ) and in the dual role of General Assistant and Kitchen Garden co–ordinator plus Yoga instructor.
*Undertaking of integrated learning at Hay Public School has lead to significant growth–socially, emotionally , creatively, phsyically and educationally in all students which transfers back into the Booligal Learning environment.
*The Kitchen Garden has continued to be an outstanding success due to parental commitment ( GA) to the program.
*Parents continue to be the critical factor in the success of the Super Friday concept due to their commitment and support of the program in highly measurable terms( Transport)
Progress towards achieving improvement measures
Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)
Increase of parent engagement in Parent travel–$2000 Parent appointed to position of SAM in a permanent school for student learning and capacity operational procedures. Isolated students equity travel–$2,325 Parent undertaking General Assistant role.
Parent undertaking Yoga Instructor role.
Parents committed to transport of students for Educational extension program, excursions and sporting commitments.
Collaboration between students Tuition $5,748 Evidence of student improvement and skill and teachers from Booligal Public development is visible through weekly observation school and Carathool Public Travel $2000 across all skill focus areas and filmed routines and school for extra–curricular sequences. opportunities continues with Isolation students Equity visible skill improvement $2325 measures.
student, staff, parent and $0 Kids Matter Survey K–3 community surveys reveal positive impacts and relationships Kids Matter survey 4–8 and a united commitment for ongoing improvement and Kids Matter parents survey commitment towards student learning opportunities. Super Friday evaluation –Students
Next Steps
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*Kitchen Garden –increasing autonomy in the Garden where students make decisions and control the outcomes based on prior knowledge of garden operational procedures.
*Positive promotion of all educational activities undertaken at Booligal Public school to the wider community via school newsletter and social media with student input.
*Continue to foster inclusive school improvement team with students, parents and staff.
* Operation Art Exhibition –collaborative undertaking with students from Booligal and Carathool using local Creative Art Space in Hay , consolidating connections to the community.
* Whole school excursion with Hay School of the Air staff and students.
* Cluster days with a specific KLA focus–collaboration with Hay School of the Air
* Complete Tell Them From Me;teacher , parent ,student surveys( Focus on Learning, Partners in learning) to provide feedback and future direction.
* Look at Introducing the French language into Super Friday.
* Creative Arts –introduction of new artists to provide new perspectives and skill sets.
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Key Initiatives Resources (annual) Impact achieved this year
Low level adjustment for disability $10,845.00 * Student at acceptable RR reading exit level at end of Kinder (RR8) All funds were used on staffing costs to employ a * Student assessed as above in all 4 strands classroom teacher to work of numeracy. specifically with beginning Kinder Student one on one in Literacy and Numeracy.
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Student information Workforce composition Position FTE* Student enrolment profile Principal(s) 1 Enrolments Classroom Teacher(s) 0.14 Students 2015 2016 2017 2018 Learning and Support Teacher(s) 0.1 Boys 4 4 2 3 Teacher Librarian 0.08 Girls 5 6 5 4 School Administration and Support 0.69 Staff
Student attendance profile *Full Time Equivalent School Year 2015 2016 2017 2018 In 2018 , no staff working at Booligal Public School identified as being Aboriginal. K 87 82.3 85.2 1 93.5 86.1 100 2 94.9 92.3 86.4 3 94.8 95.7 88.9 4 96.3 5 89.6 98.7 6 94.1 96.3 All Years 90.9 91.3 95.5 91.8 State DoE Year 2015 2016 2017 2018 K 94.4 94.4 93.8 1 93.8 93.9 93.8 2 94.1 94 93.5 3 94.1 94.1 93.6 4 93.4 5 94 93.8 6 93.4 92.5 All Years 94.1 94 93.9 93.4
Management of non-attendance
We monitor attendance on a regular basis. Students absenteeism is followed up on their return to school or prior if absenteeism is confirmed.
Attendance for 2018 at Booligal Public school was overall lower than the state average due to absenteeism from years Kinder, 2 and 3 due to parental work and family commitments outside the Booligal area which impacted on the overall student attendance rates. Student attendance rates in the years 4 and 6 were above state averages.
Workforce information
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2018 Actual ($) Teacher qualifications Opening Balance 62,426 All teaching staff meet the professional requirements Revenue 303,472 for teaching in NSW public schools. Appropriation 300,170
Teacher qualifications Sale of Goods and Services 0 Qualifications % of staff Grants and Contributions 2,760 Undergraduate degree or diploma 100 Gain and Loss 0 Postgraduate degree 0 Other Revenue 0 Investment Income 543 Expenses -320,315 Professional learning and teacher accreditation Recurrent Expenses -320,315 Booligal Public School has two teachers on its staff. Employee Related -271,222 50% of teachers have been accredited as proficient with the New South Wales Educational Standards Operating Expenses -49,093 Authority (NESA). 50% have graduated status with the New South Wales Educational Standards Authority Capital Expenses 0 (NESA). Employee Related 0
Professional learning is ongoing and is essential for Operating Expenses 0 teachers to maintain their proficiency status with NESA. During 2018 teacher professional learning occured in: SURPLUS / DEFICIT FOR THE -16,843 YEAR Mandatory Requirements (eg Child Protection); Balance Carried Forward 45,583
Improving Reading and Writing Years 3–6 Deniliquin Cluster –Moulamein Public School At Booligal Public School, the Principal has overall Effective Literacy Practices K–2 Deniliquin Cluster financial responsibility of the school whilst the School –Moulamein Public School Administrative Manager does the day to day transactions. The budget aligns closely with the School AFL level 1 coaching for Primary Schools Plan.
Literacy & Numeracy Progressions The balance carried forward will be used on staffing to employ the second teacher for extra teaching days eFPT Systems –Staff Planning, Financial Planning, above allocation for principal release from class in Financial Essentials, Enterprise Financial planning 2019.
Formative Assessment –Dylan William Financial summary equity funding VCOP Big Write Up–Hay Public School The equity funding data is the main component of the Principal also took part in Principal Network days and 'Appropriation' section of the financial summary above. other organised targeted Professional Learning delivered by the Director and Principal School Leadership
Financial information
Financial summary
The information provided in the financial summary includes reporting from 1 January 2018 to 31 December 2018.
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2018 Actual ($) The My School Website provides detailed information Base Total 284,222 and data for national literacy and numeracy testing. Base Per Capita 1,354 Base Location 13,706 In 2018, Booligal Public School had 1 student in year 3 Other Base 269,162 participate in NAPLAN. Due to the singular representation Booligal Public School cannot comment Equity Total 11,377 on the NAPLAN Data. Equity Aboriginal 0 Equity Socio economic 532 The My School website provides detailed information Equity Language 0 and data for national literacy and numeracy testing. Go Equity Disability 10,845 to http://www.myschool.edu.au to access the school data.> Targeted Total 0 Other Total 1,777 In 2018, Booligal Public School had 1 student in year 3 participate in NAPLAN. Due to the singular Grand Total 297,376 representation Booligal Public School cannot comment on the NAPLAN Data.
Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding.
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
NAPLAN
In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy Parent/caregiver, student, teacher assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing satisfaction levels of skills and understandings demonstrated in these assessments. Each year Booligal public School seeks the opinions of In 2018, Booligal Public School had 1 student in year 3 students, parents and staff about the school. Their participate in NAPLAN. Due to the singular responses are presented below. representation Booligal Public School cannot comment on the NAPLAN Data. Key Findings for Booligal Public School in 2018 included:
From 2018 to 2020 NAPLAN is moving from a paper * Students appreciate the extra–curricular opportunities test to an online test. Individual schools are migrating to they are being given and can see definite attainment of the online test, with some schools attempting NAPLAN different skill sets across many areas, for example, on paper and others online. Guitar, Ukulele, Robotics and Coding, Tennis , STEM.
Results for both online and paper formats are reported * All parents and students believe Booligal Public on the same NAPLAN assessment scale. Any School ensures many individual and team sporting comparison of NAPLAN results – such as comparisons opportunities are encouraged and available, For to previous NAPLAN results or to results for students example, inclusion in Sporting teams with students from who did the assessment in a different format – should Hay Public school, Hay School of the Air and Carathool take into consideration the different test formats and Public School. are discouraged during these transition years. * All students enjoy and actively participate in the In 2018, Booligal Public School had 1 student in year 3 Kitchen Garden Program. participate in NAPLAN. Due to the singular representation Booligal Public School cannot comment * Parents are highly supportive and satisfied with the on the NAPLAN Data. social and academic benefits of participating in Super
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Friday extension activities in Hay supported with clear One stage 3 student was involved in Catchment Kids evidence of specific skill and social skill development. writing with Hay Public School responsible for creating the biography of a Aboriginal Elder from the Hay * Parents are willing to contact the Teaching Principal if Community. This was a rewarding experience for the there are any issues or concerns and appreciate the student providing great cultural insight. transparency of communication from teaching staff.
* All parents are extremely happy to continue to support the concept of Super Friday Education extension through physical transportation of the children into and around Hay.
* All parents believe the school delivers innovative and varied teaching programs and methods which genuinely try to cater for individual differences and interests.
* All parents believe Booligal Public School is visionary in its outlook and conscious of preparing students for life beyond primary school through providing opportunities that extend the students academically, socially, creatively, and physically. Multicultural and anti-racism education
Booligal Public School promotes to all children tolerance and respect for all cultures through an integrated curriculum. Learning experiences foster student understanding of cultural diversity, racism and active citizenship within a democratic,multicultural society. Booligal Public School celebrates Harmony day recognising Cultural Diversity and promotes the ethos Everybody Belongs.
Policy requirements
Aboriginal education
Aboriginal Education and Aboriginal perspectives are implemented across all Key Learning Areas K–6 when applicable at Booligal Public School. All children demonstrate an understanding and knowledge of the Aboriginal culture and history through their engagement with the curriculum and whole school events.
Students are immersed in the Aboriginal culture via the curriculum through the teaching of Aboriginal perspectives.
Units of work provide ideal opportunities for children to make informed judgments and inferences about situations and early Australian history. Specific initiatives that highlight Aboriginal education and raise awareness of Aboriginal history and culture in Australian society include the undertaking of workshops when available with Indigenous tutors and celebration of NAIDOC week at school with participation in a variety of activities which endeavour to acknowledge and explore the traditional indigenous customs and culture and acknowledgement of Country" by student leaders and teachers at annual school assemblies and special occasions.
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