Carinda Public School Annual Report

2017

1507

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Introduction

The Annual Report for 2017 is provided to the community of Carinda 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.

Robyn Watson

Principal Relieving

School contact details

Carinda Public School Macnamara St Carinda, 2831 www.carinda-p.schools.nsw.edu.au [email protected] 6823 2235

Message from the Principal

2017 has been a successful year with our students achieving in many areas and becoming engaged in a variety of new learning experiences across the curriculum. It has been another year of educational change with many reforms, policies and priorities being implemented and reviewed.

During the year, our swimming relay team excelled in winning the PSSA State TP1 event at Homebush in and were later awarded the North–West PSSA President's Sporting Award. In recognition of these achievements, at the Walgett Australia Day Awards the team was presented with the Sports Achievement of the Year – a sterling effort, of which the entire school community is very proud.

Our dedicated staff, families and community continued to take great pride in our school and worked in partnership to maintain opportunities for students to succeed and reach their full potential in the academic strands of the curriculum, in sport, the arts and cultural programs. The P&C major fundraising event, The Carinda Quick Shears, provided substantial financial support to our students for their excursion to Sydney.

Student wellbeing and values programs, coupled with decision making and leadership opportunities, encouraged students to develop socially and emotionally in a supportive and caring environment.

We are very appreciative of the efforts of the P&C, who tirelessly work for the benefit of the students and school, as too all the school community: parents, students, staff and members of the wider community for all your efforts throughout the year.

It continues to be a pleasure and rewarding experience to work with you all and I look forward to this ongoing partnership in 2018.

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School background

School vision statement

Carinda Public School will provide every child with a high quality education through caring and collaborative partnerships between staff, students, parents and the community. Students will participate in engaging and enjoyable learning experiences while endeavouring to achieve their personal best and become respectful and successful life–long learners.

A strong partnership with the small schools in the Western Plains Network will be maintained to provide social, academic and professional learning opportunities for students, staff and parents.

School context

Carinda Public School is in the and belongs to the NSW Western Plains Network of Schools. It is located 70 km South West of Walgett and 269 km North of via unsealed roads and 310km on bitumen.

The school is well–resourced with excellent facilities for its students; these include stimulating classrooms, a well–resourced library, covered playground equipment as well as 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 Carinda Public School.

We are fortunate to have a wonderful group of students who share an enthusiastic approach to learning, complemented by staff that is committed to providing quality education for all students. The majority of students live in the outlying districts surrounding Carinda, and travel to and from school by bus. Carinda Public School benefits from equity funding, which is used to support students in all key learning areas.

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.

Across these three domains we are placed at Sustaining and Growing. In each domain there has been a move into elements of Excelling with: Learning Culture demonstrating positive and respectful relationships across the school community, underpinning a productive learning environment that support students' development of strong identities as learners; Wellbeing, movement within individual learning supported by effective use of school, system and community expertise with students self–aware, building positive relationships and actively contributing to the school and community.

Curriculum and Learning has been enhanced through active partnerships with our community of schools, HUB and agencies through collaboration to ensure continuity of learning for students. The school's on–balance judgement for Assessment and Reporting includes elements of Excelling with a greater focus on processes for collecting, analysing and reporting internal and external data with student performance underpinning the whole–school assessment strategy.

In the domain of Teaching, Effective Classroom Practice: student performance data and feedback inform teachers of the effectiveness of their own teaching practices with teachers providing explicit, specific and timely formative feedback to students on how to improve. Data Skills and Use is ongoing with data analysis regularly used to monitor student progress, tailor learning to individual student needs and includes the school community in reflecting on student data. In Learning and Development, Collaborative Practice and Professional Standards, future planning in this domain is to embed L3 and Focus on Reading with continued monitoring of gaps in learning to deliver improved teaching methods in numeracy and literacy.

In the Leading Domain, our school focused on Leadership, School Planning, Implementation and Reporting, School Resources and Management Practices and Processes. Future directions in this domain include engaging the community to embed a culture of high expectations and the effective implementation of the School Plan through monitoring,

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evaluating and reviewing processes.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in the delivery of education to our students.

For more information about the School Excellence Framework: https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide

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Strategic Direction 1

Student Learning

Purpose

To improve student learning through the delivery of a high quality teaching program while supporting student emotional, social, and physical wellbeing.

Overall summary of progress

Our staff are fully committed to improving the quality of teaching, learning and engagement. The focus on explicit teaching of literacy and numeracy in 2017 resulted in students displaying pleasing growth across these Key Learning Areas. Staff have undertaken professional learning in Focus on Reading with the plan to present this training to staff in the future while our part–time Infants teacher undertook L3 training.

The tracking of student data was consolidated through the combined use of PLAN and the school tracking system. This follows each student from Kindergarten to Year 6 to present an informed record of student achievement and areas of need, supported by evidence such as work samples, learning continuums and intervention support.

Progress towards achieving improvement measures

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

To increase the three Purchase of literacy !00% K–2 reading at expected benchmark levels; year(2012–2014) average resources 100% Year 3 reading at or above expected percentage of students reaching benchmark level (75% at level 30); 100% of Years expected reading benchmarks $1 553.00 4–6 are reading at or above level 30 (independent from 80% to 85%. readers). Readers were donated to the school to the value of $1870.00

To increase the three year Over the period, 2015–17 82.5% of Year 3 students (2012–2014) percentage of all in NAPLAN performed above the National Minimum students (Yr3 and Yr5) Standard (NMS) in Grammar and Punctuation; performing above National 100% students in Year 5 performed above the Minimum Standard in Grammar NMS. and Punctuation in NAPLAN from 54% to 70%. Year 5 students' averaged growth over 3 years = 91% compared to the stage average of 72%.

Next Steps

Further develop reading competency with a focus on fluency and comprehension through targeted programs and support. Continued focus on Grammar and Punctuation, with an emphasis on student editing.

The monitoring and strengthening of the learning program will continue to meet the identified needs of students from Kindergarten to Year 6, including strategies taken form the Focus on Reading Program targeting the ongoing development of effective comprehension strategies.

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Strategic Direction 2

Professional Practice

Purpose

To promote, build and sustain the professional learning of all staff members through provision of consistently high level professional practices. Developing teacher skills and professional learning goals supports current research which indicates that teaching practice has the single greatest impact on student learning.

Overall summary of progress

In 2017 quality Professional Learning (PL) was aligned to the School Plan, system requirements and staff aspirations. New staff actively engaged in Professional Learning opportunities including L3 (Early Stage 1). Focus on Reading was undertaken by the Primary teacher. All staff completed mandatory training with the Principal Relieving attending Principal Network meetings to stay informed of Department of Education requirements, Learning and Support meetings for students with learning needs and Financial Management for the transition to LMBR.

Progress towards achieving improvement measures

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

All classroom staff are aware of No funds expended as Staff discussion and analysis of goals developed the goals within the School Plan. absorbed in after school staff understanding of the school's direction. hours professional learning. Ongoing staff meetings, reflection of milestone achievements and targeted areas for continued improvement contributed towards strategic direction for the 2018–20 School Plan.

Provision of quality professional Total: $7 820 comprising: Staff received professional learning in L3, Focus on learning aligned to school Tied funds Reading, formative assessment techniques, learning goals; system reporting and assessing procedures, School requirements and the $4 462.00 Excellence Framework, finance and compliance professional career aspirations of training. All staff provided evidence to achieve their staff. School funds professional goals.

$3 358.00

Next Steps

In 2018, staff will attend Learning Progressions and Effective Reading professional learning with one staff member also undertaking STEM (Science, Technology, Engineering and Maths) training to support students with Information Technology skills in robotics and coding.

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Strategic Direction 3

School Community Engagement

Purpose

To establish more effective partnerships with families by recognising the role they play in their children’s education, connecting learning at school and home and building a strong sense of community identity.

Overall summary of progress

Staff, students and the community have continued to work together to build and strengthen positive relationships that are supportive and inclusive of all at our school. Year 6 students were provided with opportunities to engage in various leadership programs throughout 2017. The quality and calibre of our students continues to improve our school culture.

Programs such as 'Kindystart' have provided opportunities for families and students to gain a greater understanding of the values and directions that are present in our school. We continue to extend support for families, initiating the involvement of other agencies, such as the NSW Outback Division of General Practice for speech therapy and the Healthy Outback Kids Program.

Parent and community involvement in school life has enhanced the success and image of school through an active P&C, fundraising and support with programs and sport.

Progress towards achieving improvement measures

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

A supportive school community Throughout the year 100% parents either evidenced by increased numbers personally attended Parent/Teacher Interviews or of community members attending participated in telephone interviews. school community events, completing school surveys and Satisfaction surveys at school events indicated participating in school decision 100% of attendees agreeing on the effectiveness of making. various events and activities held at the school.

The School Community were consulted and involved in decision–making for staffing, school directions and events.

Evidence of student involvement $185.00 GRIP Leadership The SRC actively participated in school life, in leadership opportunities and from school's global funds. organising activities and fundraising for charities. active student voice throughout The student–run, White Elephant Stall at the Quick the school. Shears supported the students' excursion to Sydney.

Student Leaders conducted assemblies, special days, hosted Anzac Day and Presentation Night, attended a Leadership camp and implemented a school environmental project. All Year 6 attended the GRIP Leadership Conference.

Positive student, staff and parent The satisfaction levels within school learning, satisfaction levels with school culture and environment continue to reflect positive learning, culture and environment feedback from students, staff and parents at 94%. is greater than 85%. These were obtained through surveys and interviews from the school and the Director.

Next Steps

In 2018 student leaders will continue their active role in the school through the SRC, leadership workshops and camps. Workshops for parents to support their children's learning in Literacy and Numeracy will again be offered with parents selecting suitable times and venues.

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Key Initiatives Resources (annual) Impact achieved this year

Low level adjustment for disability Staffing allocation of 0.1 = Professional Learning Plans are in place for half a day per week was targeted students with programs tailored and used to employ a casual differentiated by the student's teacher teacher to support targeted according to the individual student's needs. students. Flexible Funding These were delivered by the School Learning of $1405.00 was utilised for Support Officer (SLSO) with ongoing a School Learning Support monitoring and analysis of data to Officer to implement a implement adjustments throughout the year. support program. The Assistant Principal Learning and Support provided external support to these programs. Low level adjustment for All students progressed on the learning disability funds ($10157.00) continuum.

Socio–economic background School Learning Support Students were supported with reading fluency Officer employed to assist utilising the SLSO with improved targeted students with benchmarking levels. Literacy and Numeracy.

Socio–economic background ($3952.00)

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Student information published in the school newsletter during the year. In the case of non–attendance a series of steps are undertaken. Student enrolment profile Parents and caregivers are encouraged to contact the Enrolments school if a child is absent for more than two days. Where no contact has been made the school Students 2014 2015 2016 2017 endeavours to make phone contact with the family. Boys 9 7 6 6 On return to school, if a verbal reason for an absence Girls 13 11 11 10 has not been recorded via telephone, students need to bring a note to explain absences. Where no explanation has been given after four weeks a formal letter is sent This year Carinda Public School has continued as TP1 to families requesting an explanation. Should school with one full–time Teaching Principal Relieving. unexplained absences or non–attendance continue the school follows Departmental guidelines including During the year there was one Kindergarten enrolment involvement of the Home School Liaison Officer. with one Year 5 student and five Year 6 students transitioning to boarding and/or high school at the end An influenza outbreak caused significant absences of 2017. during winter and early spring. Due to our isolation, when students are representing the school and region In 2018 there are two anticipated enrolments in at venues requiring extensive travel and overnight Kindergarten with a student population of eleven. stays, whole families are absent. In this situation students are recorded as being on school business.

Student attendance profile Workforce information School Year 2014 2015 2016 2017 Workforce composition K 96.6 88 89.3 88.1 Position FTE* 1 95.2 95.5 92.9 94 Principal 1 2 95.2 91.2 92 88.1 Deputy Principal(s) 0 3 95.5 89.2 83.3 92.9 Assistant Principal(s) 0 4 92.8 95.6 90.9 89.3 Head Teacher(s) 0 5 98.8 96.4 94.2 89.3 Classroom Teacher(s) 0.14 6 95.2 95.2 95.2 95.2 Teacher of Reading Recovery 0 All Years 95.6 93.5 91.9 92.3 Learning & Support Teacher(s) 0.1 State DoE Teacher Librarian 0.08 Year 2014 2015 2016 2017 Teacher of ESL 0 K 95.2 94.4 94.4 94.4 School Counsellor 0 1 94.7 93.8 93.9 93.8 School Administration & Support 0.71 Staff 2 94.9 94 94.1 94 Other Positions 0 3 95 94.1 94.2 94.1 4 94.9 94 93.9 93.9 *Full Time Equivalent 5 94.8 94 93.9 93.8 6 94.2 93.5 93.4 93.3 Carinda Public School has a team of experienced and dedicated staff who are committed to developing the All Years 94.8 94 94 93.9 individual success of every student.

In 2017 staff included a Teaching Principal Relieving of Years 5–6 (3 days per week) and Years K–6 (2 days Management of non-attendance per week); one part–time teacher of K–4 (3 days per week) including Library and RFF; one School Learning At Carinda Public School every effort is made to Support Officer (SLSO) (4 mornings per week for support and encourage student attendance. Information literacy sessions with and additional 3 days per on the Department's attendance requirements is

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fortnight as second adult on site); one part–time School Financial information (for schools Administration Manager (5 days per fortnight) and one part–time General Assistant. using both OASIS and SAP/SALM)

There are no Aboriginal staff members at Carinda Financial information Public School. The three financial summary tables cover 13 months (from 1 December 2016 to 31 December 2017).

Teacher qualifications The financial summary consists of school income All teaching staff meet the professional requirements broken down by funding source and is derived from the school Annual Financial Statement. for teaching in NSW public schools.

Teacher qualifications Figures presented in this report may be subject to Qualifications % of staff rounding so may not reconcile exactly with the bottom line totals, which are calculated without any rounding. Undergraduate degree or diploma 100 The information provided in the financial summary Postgraduate degree 0 includes reporting from 1 January 2017 to 31 December 2017.

Professional learning and teacher accreditation 2017 Actual ($) It is essential that opportunities for professional learning are ongoing within our school to enhance existing Opening Balance 0 teaching practices and to keep abreast of new skills, Revenue 106,529 knowledge and understanding that directly impact on teaching and learning outcomes for all students as well Appropriation 105,284 as management of the school. Sale of Goods and Services 0 Quality Teaching Professional Learning was Grants and Contributions 1,245 undertaken in Literacy for improved student outcomes and to support students with disabilities. The Principal Gain and Loss 0 Relieving also attended mandatory Principal/Director Network Meetings, which included professional Other Revenue 0 learning, LMBR training in preparation for the transition Investment Income 0 to the Department of Education's new systems, Learning and Support Network Meetings as well as Expenses -15,037 meeting with our Hub, the neighbouring small school principals from Marra Creek and Public Recurrent Expenses -15,037 Schools, on teaching and learning, wellbeing and Employee Related -14,212 planning. Operating Expenses -825 Staff also updated skills in first aid with School Development Days used as professional learning Capital Expenses 0 opportunities in Occupational Health and Safety (OHS), Employee Related 0 annual Department of Education updates in Child Protection and Code of Conduct, sharing of external Operating Expenses 0 professional learning and data analysis. SURPLUS / DEFICIT FOR THE 91,492 The Principal Relieving is a pre 2004 teacher and YEAR maintaining accreditation at Proficient level of the Balance Carried Forward 91,492 Australian Professional Standards for Teachers while the temporary/casual teacher will complete the Proficient level in 2018. The Opening balance for the 2017 school financial year Total school expenditure for 2017 on professional is displayed in the OASIS table as Balance brought learning (PL) was $7819.98 of which $4462.30 forward. The financial summary table for the year comprised tied PL funds and $3357.68 were additional ended 31 December 2017 shows the Opening balance funds sourced from the school's global allocation. as $0.00 because the Opening balance for the 2017 school financial year is reported in the OASIS table (as Balance brought forward).

The amount displayed in the Appropriation category of the financial summary table is drawn from the Balance

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carried forward shown in the OASIS table and includes Literacy any financial transactions in SAP the school has undertaken since migration from OASIS to SAP/SALM. Year 3 For this reason the amount shown for Appropriation will not equal the OASIS Balance carried forward amount. As only four Year 3 students sat for Literacy, specific data cannot be reported for 2017 results as it may identify a student.

Year 5 Financial summary equity funding

The equity funding data is the main component of the With only three Year 5 students, Literacy specific data 'Appropriation' section of the financial summary above. cannot be reported. Trend data for within school matched students displayed significantly greater averaged scaled score growth in Reading and in Grammar and Punctuation. In Spelling Carinda 2017 Actual ($) students' average growth was above the state. In 2017 Base Total 272,748 writing is an area for continued improvement.

Base Per Capita 2,598 When growth data is averaged over 5 years Carinda students in Year 5 have displayed better growth than Base Location 20,507 state data in Reading and Spelling. Writing and Other Base 249,643 Grammar and Punctuation are continuing areas for improvement. Equity Total 15,515 Equity Aboriginal 0 Equity Socio economic 3,952 Numeracy

Equity Language 0 Year 3

Equity Disability 11,562 With only 4 students sitting for numeracy specific data Targeted Total 0 cannot be reported for 2017 results as it may identify a student. Other Total 1,429 Year 5 Grand Total 289,691

With three students sitting for numeracy, specific data cannot be reported for 2107 results. Growth data Figures presented in this report may be subject to averaged over 5 years has Carinda students continuing rounding so may not reconcile exactly with the bottom to exceed the average growth for students across the line totals, which are calculated without any rounding. state.

A full copy of the school’s financial statement is tabled Multi–step problem solving is an area for improvement at the annual general meetings of the parent and/or particularly when transforming to an appropriate community groups. Further details concerning the strategy and applying processing skills. statement can be obtained by contacting the school.

School performance The My School website provides detailed information and data for national literacy and numeracy NAPLAN testing. Go to http://www.myschool.edu.au to access the school data. In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and In accordance with the Premier's Priorities: Improving numeracy assessments are reported on a scale from education results to increase the proportion of students Band 1 to Band 10. The achievement scale in the top two NAPLAN bands by 8%: In Year 3, 75% represents increasing levels of skills were in the top two bands in Grammar and and understandings demonstrated in these Punctuation; 50% in Reading, Spelling and Writing and assessments. 25% in Numeracy.

In small schools reporting of information must be In Year 5, 50% were in the top two bands in Reading, consistent with privacy and personal information Grammar and Punctuation and Numeracy. policies. As Carinda Public School had fewer than ten students sit for both Literacy and Numeracy at the Year 3 and Year 5 level, information cannot be issued that could lead to identification of individuals. For this reason only a brief summary can be provided.

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Parent/caregiver, student, teacher knowledge, skills and attitudes required for a culturally diverse society. Students have continued lessons in satisfaction Languages Other Than English (LOTE) French and studied units of work with multicultural themes within History and English. Harmony Day was celebrated at Carinda Public School sought the opinions of parents, the school, recognising the diversity of our multicultural community, students and teachers of our school. This society and sharing the message that, 'Everyone was conducted through focus groups including phone Belongs' in our school community. calls, P&C meetings, community events, staff meetings and classrooms. The responses were very favourable When families have international visitors they are and positive about our school with the majority invited to the school to talk to students about their believing that Carinda Public School cares about the countries and culture. wellbeing of students and provides a range of learning opportunities. It was indicated that the teachers and All staff have an understanding of the anti–racism Principal are approachable, friendly and know their policy while the Principal Relieving has previously been students well. trained as the Anti–Racism Contact Officer (ARCO).

Carinda Public School is community–focused, well–resourced and supported by an active and enthusiastic P&C.

Policy requirements

Aboriginal education

The school's program aims to educate all students about Aboriginal history, culture and contemporary Aboriginal Australia. Aboriginal perspectives are taught across all grades K–6, predominately through the History syllabus and are included in relevant assessment tasks. As a part of Celebrations and Commemorations, students also participated in cultural events including Harmony Day and NAIDOC.

The Acknowledgement of Country is an important part of our assemblies and formal occasions and serves to further promote the recognition of Aboriginal cultures and custodianship of our country.

Multicultural and anti-racism education

Multicultural perspectives are incorporated into the school's educational programs across the Key Learning Areas (KLAs) through literacy themes, History and the Creative and Performing Arts to develop the

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