Adaminaby Public School Annual Report

2018

1007

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Introduction

The Annual Report for 2018 is provided to the community of Adaminaby 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.

Petrina Baff

Relieving Principal

School contact details

Adaminaby Public School 9 Cosgrove Street ADAMINABY, 2629 www.adaminaby-p.schools.nsw.edu.au [email protected] 6454 2265

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School background

School vision statement

At Adaminaby Public School we strive to provide a broad range of experiences and learning opportunities within a practical, innovative and flexible curriculum that will engage and motivate all students to learn, discover and apply their knowledge within their school day and continuing to be a life long learner and critical and creative thinker into the future.

School context

Adaminaby Public School is a one teacher school in the , situated 54km from . It is a small school which provides a wide range of experiences in all key learning areas with a emphasis on developing literacy and numeracy skills. The school provides education for students drawn predominately from the rural areas of the northern .

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 and participated in an external validation. 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. During the external validation process, an independent panel of peer principals considered our evidence and assessment of the school's progress, aligned with the standards articulated in the School Excellence Framework.

The results of this process indicated our school was performing at Excelling in all elements of the Learning domain except for Student Performance Measures where our school is Sustaining and Growing. In the Teaching domain, our school is performing at Excelling in all elements except for Professional Standards where our school is Sustaining and Growing. In the Leading domain, our school is performing at Excelling in all elements except for School Planning, Implementation and Reporting where our school is Sustaining and Growing.

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/sef–evidence–guide

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Strategic Direction 1

High Expectations for Continuous Learning

Purpose

To ensure all students have relevant, engaging and challenging learning experiences with high expectations to improve student growth to meet the diverse needs of students, both now and in the future.

Overall summary of progress

At Adaminaby Public School we have been focussed on ensuring all students have relevant, engaging and challenging learning experiences with high expectations to improve student growth to meet the diverse needs of students in our school. We have done this through strong collaborative practices and continual reflection on current professional learning.

We have evidenced that as a result of this, the change to teacher's practice has led to student growth. At Adaminaby Public School we have been committed to continual improvement, and this has been the key to successful programs and improving student's outcomes. Our teams ensured that we were having an impact on the practices that truly mattered, continually checking data to ensure that we were using our time and resources to make that impact. We have continued with a relentless focus on impact, engaging staff in the constant checking of that impact through a process of reviewing and adapting, and reflective discussions based around student growth.

By explicitly discussing learning skills, we have seen high student engagement with programs to cater for the quality of learning that is expected of students throughout their school years across all learning areas. We integrated learning areas and included topics which are inclusive of content, skills and strategies which are cross curricula. In our teaching programs, wherever opportunities arise, we integrated themes throughout our literacy sessions by choosing quality picture books. These inclusive teaching and learning programs are designed around knowledge of students' interests, strengths, goals and learning needs, and allows for personalised learning that aims to fulfil the diverse capabilities of every student, so that equity of education is at the forefront and student engagement is attained.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

School based and external data please refer to the key please refer to the overall summary of progress indicates that 80% of students initiatives section of the above have achieved expected growth. ASR

Increased proportion of students please refer to the key please refer to the overall summary of progress who perform in the top 2 bands of initiatives section of the above NAPLAN for reading and ASR numeracy.

Next Steps

To continually evaluate and improve our analytic and reflective processes so that we can maintain our goal of 80 – 85% of students achieving beyond expected stage standards. We must maintain the focus on where students are now and where to next by noticing emerging behaviours in their learning and develop teaching programs to address this point of need in a timely fashion. Explicit instruction and visible learning (including Learning Intentions and Success Criteria and individual student learning goals) are key teaching strategies to achieve these goals. Our focus will shift toward developing assessment capable learners in 2019.

The Adaminaby Achiever Program has been aligned to our HOW2Learn culture which includes 21st century learning skills. This must be continually refined to reflect the changing nature of our learning needs and the context of school.

Continually engaging in high quality, ongoing professional learning for our staff will be essential for our continued push toward developing this strategic direction.

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Strategic Direction 2

Effective Communication and Connections

Purpose

To develop family partnership projects and strengthen networking opportunities so that our students grow into confident, creative and resilient community members.

Overall summary of progress

Strengthening our communication links with families and the community to promote a parent voice in school planning and consultation. This has been demonstrated by positive feedback from parents and conversations that are occurring with parents and the community, which relate more directly to current school practice and discussing future directions. We have found online surveys were a more successful way to obtain feedback from parents than forums or meetings.

Planning was collaborative, and followed by attending regular reflection and feedback sessions. Team teaching was also utilised this year, and ensured collaboration as an essential part of making this a successful teaching and learning practice for all students. Collaboration of practices was also achieved on a wider level during Monaro Education Group meetings, Monaro Small Schools Network and at L3 training sessions. This achievement is particularly critical for Adaminaby Public School as a small isolated rural school, as this type of collaboration and opportunity for reflection ensures that practices at the school are consistent with schools in our network, and a greater team approach allows for stronger and smarter ideas and decisions.

A strong emphasis on extra curricula activities has also enhanced the learning and the engagement of students, and has ensured attendance. Working with the school community to instil a learning culture that values learning and has high expectations for all students has also contributed to our successful student attendance record.

Progress towards achieving improvement measures

Improvement measures Funds Expended Progress achieved this year (to be achieved over 3 years) (Resources)

Increase in community please refer to the key please refer to the overall summary of progress participation. initiatives table over the above page

Increased student engagement please refer to the key please refer to the overall summary of progress as active learners, with evidence initiatives table over the above of increased resilience. page

Next Steps

Programs that positively impact on the culture of Adaminaby Public School need to be reflected on and valued as integral contributors to our curriculum. The Stephanie Alexander Kitchen Garden Program, our music and CAPA program and Snowsports Programs are all valued as such. Inviting feedback in a range of ways from our school community and all stakeholders will be essential throughout 2019. In order to meet the needs of our community we must continually seek their input.

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Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability Low level adjustment for We employed a teacher 1 day/fortnight to disability ($11972.00) engage in collaborative planning and implementation of targeted programs. This had a positive impact on student learning throughout the year.

Quality Teaching, Successful Quality Teaching, We employed a teacher 1 day/fortnight to Students (QTSS) Successful Students engage in collaborative planning and (QTSS) ($2811) implementation of targeted programs. This had a positive impact on student learning throughout the year.

Socio–economic background Socio–Econimic We employed a teacher 1 day/fortnight to background ($5279) engage in collaborative planning and implementation of targeted programs. This had a positive impact on student learning throughout the year.

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Student information discuss reasons and possible solutions to non–attendance.

Student enrolment profile Enrolments Workforce information Students 2015 2016 2017 2018 Workforce composition Boys 12 7 11 11 Girls 8 10 7 8 Position FTE* Principal(s) 1 Classroom Teacher(s) 0.15 Enrolments have continued to remain stable and it is anticipated that this trend will continue. Learning and Support Teacher(s) 0.1 Teacher Librarian 0.08 Student attendance profile School Administration and Support 0.9 Staff School Year 2015 2016 2017 2018 K 75.8 96.5 95 82.9 *Full Time Equivalent

1 93.7 76.5 94.6 91.7 The Aboriginal composition of Adaminaby Public 2 93.3 96 97.3 94.7 School's workforce is made up of one staff member. 3 98.9 83.4 96.1 96.6 4 93.3 87.9 89.2 90.8 Teacher qualifications 5 96.7 77.1 96.1 89.5 All teaching staff meet the professional requirements for teaching in NSW public schools. 6 73.3 92.4 96.8 90.2 All Years 87.5 86.9 95.4 90.7 Teacher qualifications State DoE Qualifications % of staff Year 2015 2016 2017 2018 Undergraduate degree or diploma 100 K 94.4 94.4 94.4 93.8 Postgraduate degree 0 1 93.8 93.9 93.8 93.4 2 94 94.1 94 93.5 3 94.1 94.2 94.1 93.6 Professional learning and teacher accreditation 4 94 93.9 93.9 93.4 The total amount of professional learning funds in 2018 was $5863. Staff were engaged in a range of 5 94 93.9 93.8 93.2 professional learning including visiting other schools 6 93.5 93.4 93.3 92.5 (Shellcove Public School) to see Visible Learning in action; training to implement the Progressions from the All Years 94 94 93.9 93.4 start of 2019; and literacy initiatives such as L3 and THRASS.

Management of non-attendance Financial information

Financial summary • Families receive a telephone call after 3 days of a student being absent without explanation. The information provided in the financial summary • The school works together with the local Home includes reporting from 1 January 2018 to 31 School Liaison Officer if attendance rates are December 2018. dropping significantly. • A letter will then be sent home outlining the importance of regular school attendance. • Opportunities exist for communication in the form of formal or informal face–to–face meetings to

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2018 Actual ($) 2018 Actual ($) Opening Balance 93,559 Base Total 285,576 Revenue 366,343 Base Per Capita 3,481 Appropriation 325,820 Base Location 10,271 Sale of Goods and Services 0 Other Base 271,824 Grants and Contributions 39,296 Equity Total 17,252 Gain and Loss 0 Equity Aboriginal 0 Other Revenue 0 Equity Socio economic 5,279 Investment Income 1,226 Equity Language 0 Expenses -386,998 Equity Disability 11,972 Recurrent Expenses -386,998 Targeted Total 0 Employee Related -309,020 Other Total 14,951 Operating Expenses -77,977 Grand Total 317,778 Capital Expenses 0

Employee Related 0 Figures presented in this report may be subject to rounding so may not reconcile exactly with the bottom Operating Expenses 0 line totals, which are calculated without any rounding. SURPLUS / DEFICIT FOR THE -20,655 YEAR A full copy of the school's financial statement is tabled at the annual general meetings of the parent and/or Balance Carried Forward 72,905 community groups. Further details concerning the statement can be obtained by contacting the school.

Adaminaby Public School is a small school, so we do School performance not have a separate committee to manage finance. However, we regularly consult with our P and C on financial decisions at meetings. Our meetings are well NAPLAN attended by our community. In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Financial summary equity funding Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in The equity funding data is the main component of the these assessments. 'Appropriation' section of the financial summary above. From 2018 to 2020 NAPLAN is moving from a paper test to an online test. Individual schools are migrating to the online test, with some schools attempting NAPLAN on paper and others online.

Results for both online and paper formats are reported on the same NAPLAN assessment scale. Any comparison of NAPLAN results – such as comparisons to previous NAPLAN results or to results for students who did the assessment in a different format – should take into consideration the different test formats and are discouraged during these transition years.

As Adaminaby Public School has a cohort size smaller that 10 pupils, NAPLAN data is statistically invalid and for privacy reasons, we cannot report on the schools results.

As Adaminaby Public School has a cohort size smaller that 10 pupils, NAPLAN data is statistically invalid and

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for privacy reasons, we cannot report on the schools results. The acknowledgment of the Ngarigo people, the traditional owners of the land, is an integral part of all assemblies and special functions. The Aboriginal flag is flown each day. The My School website provides detailed information and data for national literacy and numeracy testing. Go to http://www.myschool.edu.au to access the school data.> Multicultural and anti-racism education The children in all stages throughout the school Adaminaby Public school is committed to improving develop understandings, attitudes, values and Literacy and Numeracy outcomes as a priority for all knowledge of multiculturalism, through integrated units. students, including those who achieve outcomes These units where possible, focus on the cultural beyond expected stage level. diversity, acceptance and respect of personal differences and promote tolerance. Our School is committed to improving the educational outcomes of our Aboriginal students. We prepare individual learning plans for these students and regularly monitor and evaluate the effectiveness of them. As a result we are able to address each student's needs and differentiate their learning experiences as such.

Parent/caregiver, student, teacher satisfaction

• Teachers have reflected on the positive school culture at Adaminaby Public School • Teachers are continually refining the use of visible learning in the classroom and better utilising formative assessment techniques • Students are using language to describe their learning, and are displaying an understanding of a growth mindset • Student leaders demonstrated pride in their school and their learning during tours for visitors • Most students can explain what they are learning and what they need to do to be successful with the help of learning intentions and success criteria • Most students reported feeling supported by teachers and find teacher feedback helpful. • Some parents have expressed concerns about children's spelling and handwriting • Most parents reported that the grounds of Adaminaby Public school are fantastic for students and are happy with the way that the school is resourced • Most parents feel that the teaching quality of staff is extremely good and are also satisfied with the broad range of extra curricula activities offered • All parents were aware of the External Validation process and very satisfied with the outcome

Policy requirements

Aboriginal education

The teaching of Aboriginal perspectives is embedded in the teaching and learning activities in all units of work. The staff and students have worked to include an Aboriginal focus in as many aspects of school life as possible. This year we visited areas in the local community which are of Aboriginal significance, with an Aboriginal Elder as our guide.

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