Taree Public School 2019 Annual Report 3167 Page 1 of 16 Taree Public School 3167 (2019) Printed on: 8 April, 2020 Introduction The Annual Report for 2019 is provided to the community of Taree Public School as an account of the school's operations and achievements throughout the year. It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding. School contact details Taree Public School Albert St Taree, 2430 www.taree-p.schools.nsw.edu.au [email protected] 6552 1233 Message from the principal I am proud of the achievements of our teachers and students and the progress made towards achieving our school strategic directions. Taree Public School (TPS) delivers high quality teaching learning experiences underpinned by supportive welfare programs and practices. TPS is committed to providing a learning environment that nurtures, guides, inspires and challenges students. We work in partnership with parents and encourage them to be active participants in their child's education. We are proud of the high levels of engagement from our community, evidenced with over 70% of parents and carers attending the Personalised Learning Plan (PLP) BBQ afternoon, along with numerous community events throughout the year. The engagement of members of the school community and partnerships with external agencies support the monitoring of student progress and wellbeing. TPS has implemented evidence based approaches to teaching and learning through Visible Learning – professional development that builds teacher and leader capacity to create innovation in the learning environment. This is supported through the implementation of the Early Action for Success (EAfS) strategy and extensive instructional coaching and support for all staff. Collective Efficacy is enhanced through strategic collaboration throughout the school and a detailed focus on the analysis and review of student data in order to inform future practices. In conjunction, the implementation of evidence based Wellbeing practices supports student Social and Emotional Learning and the development of life skills and social capital. Optimum conditions for student learning across the whole school are supported through clearly articulated behaviour management practices and expectations that promote positive respectful relationships between all members of the school community. All student learning is supported through a culture of high expectations and clear and transparent reporting procedures. Across the domains of Learning, Teaching and Leading we are delivering high quality, robust and relevant experiences for students, staff and the broader community. I certify that the information in this report is a result of a rigorous self–evaluation process and is a balanced and genuine account of the school's achievements and areas for Page 2 of 16 Taree Public School 3167 (2019) Printed on: 8 April, 2020 School background School vision statement Our vision is to inspire children to be happy, healthy and creative students in an environment that features an involved and connected school learning community. All students have access to quality teaching and culturally appropriate learning experiences. We promote the core values of respect, responsibility and acceptance. Motivated students do their best, fully explore their learning potential and become engaged citizens in our local and global communities. Taree Public School is a place where teachers, parents, community members and students work collaboratively to develop and provide processes, structures, and resources that equip our learners with the necessary skills for tomorrow's future, today. Our plan is under–pinned by the Connected Communities key deliverables and three strategic directions : • Fostering Quality Teaching and Learning • Wellbeing for Students and Teachers, and • Effective Communication – this has moved into maintenance mode. School context Our school is situated in the coastal town of Taree on the mid–north coast of New South Wales. The population of Taree is approximately 18 000. The school is centrally located being only one block from the Central Business District. Taree Public School has an enrolment of 71 students with 54% identifying as being of Aboriginal descent. The school has a Family Occupation and Educational Index (FOEI) of 209 and as a result attracts significant funds. The school also attracts significant funding to support student learning. The school benefits from professional learning through the National Partnership on Low Socio Economic Status schools initiative. This is supported through the implementation of the Early Action for Success (EAfS) strategy and extensive instructional coaching and support for all staff. The school is identified as the educational partner to Taree High School under the umbrella of the Connected Communities Initiative. Both schools continue to work closely together to ensure that the Connected Community Key Deliverables underpin teaching and learning. Explicit teaching and high quality teacher delivery of literacy, numeracy and a positive behaviour system incorporating elements of Aussie Fair Rules continue to be focus areas. The school is well supported by its local community and has strong programs in Aboriginal Education to ensure every student is known, valued and cared for. The school has positive partnerships with external agencies with three playgroups in operation within the school's grounds – Biripi Health with "Young Mums and Bubs", Uniting Burnside with the Hippy Group and Mission Australia with Communities for Children. In partnership with Biripi Health, a Connected Beginnings program has been established. Page 3 of 16 Taree Public School 3167 (2019) Printed on: 8 April, 2020 Self-assessment and school achievement This section of the annual report outlines the findings from self–assessment using the School Excellence Framework, school achievements and the next steps to be pursued. This year, our school undertook self–assessment using the School Excellence Framework. The Framework is a statement of what is valued as excellence for NSW public schools, both now and into the future. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading. Each year, we assess our practice against the Framework to inform our school plan and annual report. 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/school–excellence Self-assessment using the School Excellence Framework Elements 2019 School Assessment LEARNING: Learning Culture Sustaining and Growing LEARNING: Wellbeing Sustaining and Growing LEARNING: Curriculum Sustaining and Growing LEARNING: Assessment Delivering LEARNING: Reporting Sustaining and Growing LEARNING: Student performance measures Delivering TEACHING: Effective classroom practice Sustaining and Growing TEACHING: Data skills and use Delivering TEACHING: Professional standards Sustaining and Growing TEACHING: Learning and development Sustaining and Growing LEADING: Educational leadership Sustaining and Growing LEADING: School planning, implementation and Sustaining and Growing reporting LEADING: School resources Sustaining and Growing LEADING: Management practices and processes Sustaining and Growing The results of this process indicate that Taree Public School has been identified as sustaining and growing in eleven of fourteen elements across the domains of Learning, Teaching, and Leading. Page 4 of 16 Taree Public School 3167 (2019) Printed on: 8 April, 2020 Strategic Direction 1 Fostering Quality Teaching and Learning Purpose Every student deserves a great teacher not by chance, but by design" John Hattie, Nancy Frey, Douglas Fisher. To ensure high quality teaching and learning is occurring in every classroom. Individual learning needs of students are met using evidenced based learning and instructional pedagogy to deliver an effective and differentiated curriculum. Our purpose is underpinned by the following quote "Every teacher, every leader and every school improves every year". (Goal 3 Department of Education Strategic Plan 2018 –2022). Improvement Measures Staff indicate enhanced teaching practice as a direct result from deliberate and targeted professional learning aligned to the Strategic School Plan. 100% of staff show improvement in self–assessed matrix. Show transformational growth through the improved literacy and numeracy performance of at least 25% of students in the top 2 bands of NAPLAN. 10% increase of Aboriginal students in the top 3 bands in NAPLAN (Read/Num) from (Premier's Priority 5% to 15%) 100% of teachers differentiate their programs to accommodate students' needs. A 40 % increase in the number of students who can articulate what they are learning and why when compared to base line data. Sustained growth from Yr 3 to Yr 5 is equal to or better than state average as reflected in a decrease in the percentage of students in the bottom 2