2016 merimbula public school annual report...the annual report for€2016 is provided to the...

Merimbula Public SchoolAnnual Report

2016

2526

Printed on: 5 May, 2017 of 20 Merimbula Public School 2526 (2016)

Introduction

The Annual Report for 2016 is provided to the community of Merimbula Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Michelle Hulme

Principal

School contact details

Merimbula Public School47-55 Main StreetMerimbula, 2548www.merimbula-p.schools.nsw.edu.aumerimbula-p.school@det.nsw.edu.au6495 1266

Message from the Principal

Merimbula Public School continued to provide innovative opportunities and quality teaching and learning programs forstudents throughout 2016.

Our staff and community volunteers also offered a range of sporting opportunities. One of the highlights of our sportingprogram included the Primary School Sports Association (PSSA) Tennis Team winning the State PSSA Championshipfor the second year in a row.

Performing Arts programs were again a highlight. Visual arts and music programs were offered and the range of musictutorial groups expanded. Students attended the Festival Of Instrumental Music at the Opera House, the Sapphire CoastLearning Community (SCLC) Performing Arts Festival and the SCLC Music Camp. We also showcased the qualitymusical ‘Pirates of the Curry Bean’.

Another exciting development was forming our third support class. We were able to advertise for an additional AssistantPrincipal and appoint another School Learning Support Officer. We also introduced a Languages Other Than Englishprogram, with all classes learning Japanese.

Our school grew from 360 students to 385 during 2016, and we are preparing to have over 415 students in 2017.

Throughout 2016 the support offered through the Parent and Citizen Association (P&C) continued to be invaluable. TheP&C supported the school in providing Merit Selection Panel Members when positions were advertised. They supportedtransition initiatives, special day coordination and a range of fundraising events. They also collaborated with the school toimprove policies and processes.

Having an eventful and successful year cannot happen without the enthusiasm, dedication and additional timevolunteered by staff, students, parents, caregivers, P&C and the community. We are very fortunate to live in such asupportive community where everyone collaborates to ensure our school is the best that it can be. Thank you toeveryone who has supported our school in 2016.

Michelle Hulme


School background

School vision statement

Merimbula Public School aims to provide an environment where achieving one’s best is inevitable.

Our staff members work collaboratively with parents, caregivers, school networks and the community to educate andempower our children to be committed learners who develop resilience, creativity, literacy and numeracy skills,leadership and learning ability for life.

Our school values: Responsibility – Doing the right thing at the right time; Respect – Treating others how you wouldlike to be treated; Resilience – Dealing with life’s challenges and staying positive.

Understanding social complexities, equity, democracy, respect and environmental issues are of importance wheneducating and engaging children as well as when developing learners who embrace opportunities, make rationaldecisions and accept responsibility.

Changes in international mobility, the influences of Asian Nations together with globalisation and technologicalenhancements are all having an impact on people, children, learning and future opportunities/employment, as outlinedinthe Melbourne Declaration. It is through this School Plan that Merimbula Public School will strive to achieve the goalsof the Melbourne Declaration: Promoting equity and excellence; and Ensuring learners become successful, confident,creative and actively informed in their education.

School context

Merimbula Public School is situated in the heart of Merimbula, the coastal tourism capital of the Sapphire Coast on theFar South Coast of NSW. The school’s enrolment is 385 students. Enrolments include mainstream students, gifted andtalented students, Aboriginal students (9%), students who are from non–English speaking backgrounds (5%) as well asstudents with learning disabilities, some of whom access additional support whilst working within one of our school’s twosupport classes.

The school has embraced innovative technology, has first class facilities and award winning staff and programs. Staffhave been recognised for their outstanding efforts in embracing public education and the school itself has beenrecognised for Excellence In Teaching and Learning as a result of implementing its whole–school synthetic phonicsprogram.

Merimbula Public School continues to be committed to excellence, opportunity and success (the school motto). Theschool provides a caring, friendly environment in which students experience a variety of academic and extra–curricularactivities designed to cater for their individual needs. Our students reach the highest level in a range of sporting,performing arts and academic ventures.

The school continues to foster a productive partnership between the community, parents, students and staff in a climatecharacterised by flexibility, commitment and teamwork. Merimbula Public School is a proud member of the SapphireCoast Learning Community (SCLC) and Far South Coast Network.


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 supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Our school further developed opportunities for students by offering targeted programs to improve learning culture,disability support and wellbeing. Processes for staff self and peer–evaluations on performance were improved to supportmore effective classroom practice. Staff collaborated more when analysing data to make informed data–based decisionswhen improving teaching and learning programs.

Leadership development was enhanced through coaching practices and related professional learning. School planningand asset management was addressed collaboratively to improve communication, commitment and managementpractices. Coaching will be utilised into the future to support improved practice in all areas.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.

For more information about the School Excellence Framework:

http://www.dec.nsw.gov.au/about–the–department/our–reforms/school–excellence–framework


Strategic Direction 1

Effective and Equitable Literacy and Numeracy Practices

Purpose

To ensure access to exemplary literacy and numeracy programs is equitable and consistent for all students and thatprograms are delivered at a high standard by all staff and community members who ensure learning is personalised,purposeful, engaging and developmentally appropriate.

Overall summary of progress

Overall, good gains have been made in literacy and numeracy performance. Reduced attendance could have impactedon some students who did not achieve minimum national standard as measured by NAPLAN.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Progress achieved this year Funds Expended(Resources)

By the end of 2017, 50% of Year3 students and 40% of Year 5students (2015–2017 average)will be proficient in reading,spelling, grammar andpunctuation as identified inNAPLAN, and Aboriginal studentswill be recognised in the proficientcohort.

Through collaborative programming, assessmentand data–analysis staff supported students inachieving personal learning goals. Students inYears 3 and 5, on average, have also continued toimprove in reading, spelling, grammar andpunctuation as measured by NAPLAN.

By the end of 2017 we hope that (on average) 50%of Year 3 students achieve proficient results inreading. In 2016 49.1% of Year 3 students did, animprovement on the 40.3% of students in 2015.

Whilst 50% of Year 3 students are yet to beproficient in spelling, 40% of students have been in2015 and 2016.

In 2015 40.4% of students in Year 3 were proficientin grammar and punctuation whilst in 2016 55%were, bringing our school closer to its three–yearperformance measure goals.

We have aimed for 40% of our Year 5 students toachieve proficient results in NAPLAN. 35.7% did inreading, 23.8% did in spelling and 35.7% ingrammar and punctuations. All improvements on2015 where proficient results in reading were32.2%, spelling 22% and grammar and punctuation23.8%.

In 2016, $40,808 ofReading Recovery fundswere used to supportimproved synthetic phonicsteaching in Stage 1, throughthe employment ofadditional reading supportteacher time and teacherprofessional learning. Theschool's LearningAssistance and SupportTeacher (LAST) alsofocused most of their timeon reading support.

The school funded theReading Eggs program, at acost of $3,500 as well astrialled the Soundwavesspelling program for$336. The school funded 12children to take part in FastForWord at a cost of $3,120to support literacy.

All teaching staffparticipated in the OnlineTraining for IndividualisedLearning and Differentiationcourse, mostly on staffdevelopment days but alsothrough some relief dayswhich, with course costs,totalled $26,800.

Staff worked collaborativelyto improve teaching andlearning programs andactivities to differentiatemore effectively. This wasso that students could meetindividualised learninggoals and address PersonalLearning Plans.





By the end of 2017, 40% of Year3 students (on average from2015–2017) will be proficient innumeracy as identified inNAPLAN. Aboriginal students willbe recognised in the proficientcohorts in both Year 3 and 5 andYear 5 students will meet orexceed the state average (DECschools) by the end of 2017.

By the end of 2017 we have aimed for 40% of Year3 students to be proficient in numeracy asmeasured by NAPLAN (average for 2015–2017). In2015 40.3% of students were proficient and in 201622.8% of students were. Giving an average of 32%.We will continue to support teacher professionallearning and collaborative programming andassessment to work towards this goal.

The school funded theMathletics programs, at acost of $4,000. The schoolfunded 12 children to takepart in Fast ForWord at acost of $3,120 to supportnumeracy learning.

Less than 10% of students will beat or below minimum standards inreading in Years 3 and 5 by theend of 2017.

Whilst our goal of having fewer than 10% ofstudents below national minimum standard has notbeen achieved in reading, 14.3% of Year 5 studentswere below the standard in 2016 compared with27.1% in 2015. This may be a result of increasedreading professional learning and support in theprimary years.

With focused support, equity funding and PersonalLearning Plans for Aboriginal students. it is hopedthat they will achieve proficient results in NAPLAN.As in some years in the past Aboriginal studentshave not. In 2015, an Aboriginal students achievedproficient in reading, spelling, grammar andpunctuation.

$2390 of Norta Nortafunding was used to supportadditional SLSO time forAboriginal students togetherwith $10,000 of AboriginalEquity Funding to engagean Aboriginal SLSO.

Next Steps

In 2017, teachers will continue to program, assess and evaluate collaboratively to further improve teaching and learningprograms and student performance. Through differentiation and targeted learning and support programs, the school willsupport the learning needs of all students.

Additional equity funding in 2017 will support the employment of School Learning Support Officers to assist teachers inclassrooms to meet student needs. The school Learning and Support Team will review the role of the LAST, as well asits policy and procedures to better meet the needs of students with learning difficulties and those who are talented orrequire extension.

New teachers to the school will receive professional learning in programs such as Taking Off With Numeracy (TOWN),Targeting Early Numeracy (TEN), synthetic phonics teaching, Mathletics and Soundwaves as the implementation ofthese programs by 2015 and 2016 teachers has supported students to improve their results.



Confidence, Creativity and Resilience

Purpose

To provide an environment where achieving one's best is inevitable so that children are empowered to be committedlearners who develop confidence, creativity and leadership skills for life as well as a sense of self–worth,self–awareness, empathy and respect.


Overall, in 2016 suspensions have decreased and wellbeing and welfare programs have improved. Further resourcingand commitment to this strategic direction will support future improvement and equity.




Student attendance will increasefrom 94% (2014) to 96% average(from 2015 to 2017) for thosewho aren’t exempt fromattending.

In 2015 our student attendance rate was 93.2% andin 2016 it was 91.7%. This has shown a decrease.

Additional support from anon–teaching AssistantPrincipal has been targetedfor 2017 to further improvestudent attendance.

100% of staff implement PositiveBehaviour for Learning (PBL) andKids Matter initiatives within theirclassroom and other schoolsettings as evidenced in teachingand learning programs.

In 2016 100% of staff were implementing PBL andKids Matter within their classrooms and otherschool settings. This was recognised as all staffwere seen to refer to and report on the schoolvalues as well as use assessment and reportingsystems to record positive and negative behavioursagainst the PBL values and behaviour expectations.

In 2016, $4270 of equityfunding was used to fundprofessional learning forstaff leading the PBLprogram.

$7500 of classroomresource funding was usedto support the delivery ofPBL and Kids Matter acrossthe school. This fundedresources being purchased,like the 'You Can Do It'wellbeing program, awards,planning time for programadministrators, signage aswell as professionallearning.

Whole school evaluationson PBL and the relatedschool values saw theschool values change from'Respect, Responsibility,Care and Fairness' to'Respect, Responsibilityand Resilience'.

Reduced suspensions formainstream students from2015–2017 compared with a2012–2014 total of 32.

From 2012–2014, 32 suspensions of mainstreamstudents were recorded. In 2015 there were 3suspensions and in 2016 10 suspensions. Overall atotal of 13 suspensions for students in mainstreamclasses. This total is already less than half of thatrecorded in the previous three years.

Additional support from anon–teaching AssistantPrincipal has again hastargeted in this area for2017. This support shouldassist the reduction insuspensions and facilitateadditional student welfaresupport and enhancedwellbeing for all.





Survey data indicates 100% ofstaff understand and have theconfidence to implement theEvery Student Every Schoolreform and National DisabilityData Collection (NDDC).

Whilst all staff are implementing the Every StudentEvery School reform, additional support is still beingprovided for staff when the National Disability DataCollection takes place. Teacher mentors have beenworking alongside their colleagues to enter thedata.

$2000 in teacher releasewas provided in 2016 tosupport mentoring in thisarea.

Next Steps

Whole school wellbeing and welfare programs will continue to have importance in the school, with additional programsand support measures put in place for children experiencing anxiety and mental health needs. The school's newlyappointed School Counsellor will deliver mental health and trauma training and resources for staff as well as provideconnections to further training and agency support. The counsellor will also be offering more small–group workshops forstudents experiencing anxiety in 2017. This should support increases in student attendance rates.

The Learning Assistance and Support Teacher will also focus more on welfare, wellbeing and behaviour support in 2017.School Learning Support Officers will be employed to assist in the delivery of reading programs so that the LAST canfocus more on these other duties and support mental health and attendance.

With the school value of 'resilience' being introduced, the school logos, awards, rules and signage for PBL will all beupdated in 2017 (unless already updated towards the end of 2016). The Discipline Policy and Anti–Bullying Policy, thatare updated each year, will be updated to reflect the values change too.

Additional learning support, welfare, disability and wellbeing professional learning for staff will support the Every StudentEvery School reform as well as support staff in becoming more confident in assessing students in accord with the NDDC.Entry support from mentoring colleagues will also be available in 2017 as confidence increases.



Informed Leaders and Active Community Partnerships

Purpose

To develop strong, successful partnerships with parents, caregivers, community, support personnel and partner schoolsto ensure effective and consistent educational delivery, shared expertise and professional practice.


Systems leadership practices have improved through embracing coaching, new performance and development programsand through engagement with the Australian Teaching and Principal Standards.




Staff attainment of professionallearning goals and teachingrequirements, as measured intheir Professional Learning andPerformance Development Plans.

All teaching staff at Merimbula Public School hadPerformance Development Plans in 2016. Teacherswho finished the year at the school (those who didnot leave or retire) achieved their professionallearning goals.

School Administration and Support Staff (SASS)also took part in the SASS Performance andDevelopment Framework trial. The school wassuccessful in the trial, with all SASS achieving theirgoals. The School Administration Manager, anSLSO and the Principal attended the DepartmentBuilding in Sydney as a case study for the trial,showcasing the school's achievements to a rangeof personnel.

$6000 in GROWTHCoaching ProfessionalLearning and Department ofEducation support throughthe Performance andDevelopment trial for SASSfacilitated improvements inprofessional learning andself–evaluation.

Teachers observed eachother's lessons, orprofessional learning theydelivered, and gavefeedback to support themimproving future practice.

80% of staff have participated ina GROW(TH) CoachingWorkshop.

The school Principal, all Executive, LearningAssistance and Support Teachers, teachers whorelieve as Assistant Principals and a support classteacher (12 teaching staff) have all completed atleast a two or three day GROWTH Coachingcourse. All SAOs and SLSOs have completed a2–hour GROWTH Coaching Taster course.

The Administration Manager has completed a fulltwo–day coaching course and an SLSO receivedcoaching professional learning as part of thePerformance and Development Trial. 55% ofteachers and 83% of non–teaching staff haveparticipated in a GROWTH Coaching workshop.

In 2016, $4800 of schoolfunding was spent oncoaching professionallearning to supportimproved management,mentoring and collaborativeleadership across theschool.

Staff attend each P&C, SCLC,Network, COS, PrimaryPrincipal’s Association (PPA) andAECG Meeting.

Staff attended all P&C, Network and COSMeetings. Staff have attended PPA Meetings andAECG Meetings when able, or have kept abreast ofnew information through reading the minutes orliaising with a participant.

$5000 was spent onmeeting attendance.Non–attendance to somemeetings andconferences allowedaround $10,000 to beredirected to coaching andleadership professionallearning for middleexecutive as well asadditional administrationstaff time as required.


Next Steps

All school staff will continue to be supported in setting and meeting performance and development goals. Leaders andsupervisors will use coaching practices to support staff in identifying and meeting their goals.

With some retirements of staff in the leadership team, additional coaching professional learning funds will be allocated in2017.


Key Initiatives Impact achieved this year Resources (annual)

Aboriginal background loading The Aboriginal community and studentsembraced having an Aboriginal SLSOemployed at the school. Unfortunately, thestaff member could not continue beyond Term1.

Aboriginal background funding supported allAboriginal students in attending the NAIDOCWeek Jigamy Farm excursion. It also fundeda NAIDOC Week performance at the school.

$16,259 of Aboriginalbackground equity fundingwas received by the schoolin 2016. Of the funds,$14,759 employed anAboriginal SLSO to supportAboriginal student welfareand $1500 supportedNAIDOC week excursionsand activities.

Low level adjustment for disability The LAST worked with children from thelowest reading group in each class throughout2016, supporting them in achieving gains intheir reading results and school–basedsynthetic phonics program.

SLSOs were employed to support studentsindividually, as well as small groups withinclasses, to improve literacy and numeracyresults through delivering activities teachershad programmed when differentiating theirteaching and learning programs. SomeSLSOs implemented the MultiLit and/orMiniLit reading intervention programs.

Students in Support Classes and studentsreceiving Integration Funding Support mettheir Individual Education Plan (IEP) andPersonal Learning Plan (PLP) goals throughtargeted support.

$173,540 of disabilityfunding was received by theschool in 2016. Of thesefunds, $101,574 funded aLearning Assistance andSupport Teacher and$71,966 funded SchoolLearning and SupportOfficers. Of the SLSOfunds, $43,701 was flexiblefunding which assistedindividual students andsmall groups of students inliteracy and numeracylessons. This support wasallocated by the SchoolLearning and SupportTeam as a result of teacherand parent referrals andrequests. This was inaddition to the studentswho already receive SLSOsupport through individualIntegration Funding Supportor Support Class access.

Quality Teaching, SuccessfulStudents (QTSS)

Through staff consultation, all QTSS fundswere used to release the Assistant Principalsso that they could receive 'ExecutiveRelease'. This supported consistency inclassrooms, with the teacher replacing themtaking their class at a regular time as to notunsettle classes.

The additional planning and meeting timesupported the Executive in improvingleadership, management and communicationpractices.

$31,894 of QTSS fundingwas received in 2016. Allfunds were used to employa temporary teacher toprovide release fromface–to–face teaching forthe Assistant Principals.

Socio–economic background Socio–economic funding supported studentsin attending excursions and wearing uniforms,as it subsidised the cost of items. Studentswho attended school without lunch weresupported in receiving lunch. Someparents/carers asked for this support, whereas at times the child did.

The Jackson Cup sausage sizzle wassubsidised so no child would miss out. This isalso why additional iPads were purchased, inaddition to those funded by the P&C, so aBring Your Own Device (BYOD) programwould not have to be initiated. Many studentsdo not have access to iPads/devices.

$25,632 of socio–economicbackground funding wasreceived in 2016. Fundswere allocated to thefollowing: studentassistance for uniforms$4000, iPads for studentuse $13,400, lunches$1632, Jackson Cupcatering $1000 andexcursion support $5800.


Support for beginning teachers Beginning teacher funding supportedall seven beginning teachers in receiving 2hours of additional release from face–to–faceteaching each week, with a mentor whoreceived an additional hour. Beginningteachers worked with their mentors toimprove their programming and assessment,understanding of school programs andcurriculum as well as support them inengaging with student reporting processesand the learning continuums.

$43,964 of beginningteacher funding wasreceived in 2016.


Student information

Student enrolment profile

Enrolments

Students 2013 2014 2015 2016

Boys 218 203 188 226

Girls 195 181 171 186

As previously mentioned, the school’s enrolment in2016 was 385 students on census day. This increasedto 412 students by the end of the year.

Enrolments at Merimbula Public School in 2016included mainstream students, gifted and talentedstudents, Aboriginal students (9%), students who arefrom non–English speaking backgrounds (6%) as wellas students with learning disabilities, some of whomaccess additional support whilst working within one ofour school’s two support classes.

2016 saw an increase in student numbers as we gained50 kindergarten students, as well as 20 additionalenrolments throughout the year. Our 2015 enrolmentwas 360 students.

Our school's support classes are recognised as being aquality resource within our school for students whorequire additional support. Our school consulted withregional staff throughout the year to have a thirdsupport class allocated. Whilst this did not happen in2016, the third support class has been funded tocommence from Day 1 in 2017. An additional AssistantPrincipal and School Learning Support Officer willsupport the students in this class.

Our school continues to grow. Over 415 studentenrolments are anticipated for 2017, resulting in theschool having 3 support classes and 16 mainstreamclasses. This will result in the school having to install ademountable classroom.

Student attendance profile

School

Year 2013 2014 2015 2016

K 92.8 77 94.4 92.8

1 94.7 93.3 91.6 92

2 94 94.8 93.1 91.4

3 94.6 93.9 93.1 93

4 94.4 93.7 92.2 91.7

5 94.3 95.1 94 91.8

6 92.1 91.8 93.3 89.9

All Years 93.8 91.7 93.2 91.7

State DoE

Year 2013 2014 2015 2016

K 95 95.2 94.4 94.4

1 94.5 94.7 93.8 93.9

2 94.7 94.9 94 94.1

3 94.8 95 94.1 94.2

4 94.7 94.9 94 93.9

5 94.5 94.8 94 93.9

6 94.1 94.2 93.5 93.4

All Years 94.7 94.8 94 94

Management of non-attendance

Our school's attendance rates are not being met. Livingin a coastal, tourist area, many families are forced totake holidays during the school term asparents/caregivers are unable to take leave during thebusy school holiday periods. These carers meet withthe Principal to gain approved exemption from schoolfor their child, provide itinerary information orholiday booking confirmations and usually collect workto take for their child to complete. Unfortunately theirchild's approved leave is still recorded in this annualreport data.

Non–attendance that is not approved is recorded by theschool. Parents/carers are contacted by phone in thefirst instance, then in writing, if absences are notexplained or justified. habitual non–attendance isreported to the Home School Liaison Officer (HSLO)and in extreme cases Family and Community Services(FACS).

Additional welfare and wellbeing programs are beingput in place to support an increase in studentattendance.

The non–teaching Assistant Principal role in 2017,managing welfare and wellbeing as well as supportingimproved communication, will support studentattendance improvement.


Workforce information

Workforce composition

Position FTE*

Principal 1

Assistant Principal(s) 3

Classroom Teacher(s) 16.54

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 1.2

Teacher Librarian 0.8

School Counsellor 1

School Administration & SupportStaff

5.17

Other Positions 0.14

*Full Time Equivalent

There was one Aboriginal School Learning SupportOfficer working at the school in Term 1, part–time to fulltime as a temporary engagement. Whilst the employeecould not continue for the remainder of the year, theyreturned to represent the Aboriginal Community onmerit selection panels for job interviews.

An Aboriginal person who is a casual employee alsoworked at the school at times when a representativewas required on interview panels.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 35

Professional learning and teacher accreditation

Professional learning funds were used in a range ofways to support the improvement of teaching, learningand leadership across the school.

Staff improved teaching practices through participatingin professional learning on technology and theAustralian curriculum. They also worked collaborativelyto develop teaching notebooks, differentiated teachingand learning programs and individual learning plans forstudents.

Staff participated in professional learning to improvetheir understanding of: high school transitionprocesses, developing related Stage 3/4 programs incollaboration with high school staff; new Departmentand Network policy and initiatives; disability, welfareand mental health needs and strategies to supportchildren.

Leadership skills were developed by staff throughparticipation in professional learning on: coaching,SASS initiatives and role–related learning (throughattendance at the SASS Conference) and throughattendance at professional networks.

Two beginning teachers achieved Accreditation atProfessional Competence in 2016. Beginning teachersattended professional learning, network meetings andmentoring sessions about accreditation processes.

Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

The information provided in the financial summaryincludes reporting from 1 January to 31 December2016.

2016 Actual ($)

Opening Balance 153 195.86

Revenue 3 705 501.30

(2a) Appropriation 3 516 483.62

(2b) Sale of Goods andServices

71 150.47

(2c) Grants and Contributions 115 982.44

(2e) Gain and Loss 0.00

(2f) Other Revenue 0.00

(2d) Investment Income 1 884.77

Expenses -3 656 692.37

Recurrent Expenses -3 656 692.37

(3a) Employee Related -3 363 435.05

(3b) Operating Expenses -293 257.32

Capital Expenses 0.00

(3c) Employee Related 0.00

(3d) Operating Expenses 0.00

SURPLUS / DEFICIT FOR THEYEAR

48 808.93

Balance Carried Forward 202 004.79

The Merimbula Public School's Executive Team workscollaboratively to assign funding to each of the school'sthree strategic directions, educational delivery


initiatives, administration needs and additional staffingrequirements. The Assistant Principalssubmit budgeting requests, sought by their teams andcommittees for consideration, to the Principal whoassigns funding and then is supported by the SchoolAdministration Manager to electronically enter thefunding amounts into the school's LearningManagement and Business Reform electronic financetool.

Budget amounts are reviewed each term, or asrequired, to allow programs and initiatives, includingadditional staffing needs, to be resourced.

Additional funds are allocated from the school's overallbudget to short term casual relief. With additionalstaffing requirements, and longer wait times for medicalsupport due to being in a rural area, an additional$40,000 in short term casual relief is usually allocatedeach year to ensure teachers and support staff areallocated to classes when staff take leave. This resultsin around $100,000 of causal relief being funded eachyear.

The balance carried forward each year at timesincludes reimbursements for sick leave. Further to this,funding is put aside each year to accommodate thereplacement of technology as required. The school hasinteractive whiteboards (IWB) in each classroom, thelibrary and other learning spaces. Should an IWB needto be replaced, it may cost around $9000. The schoolanticipates that around five IWBs may need replacing inany given year, therefore retains funding as a result.

In 2016 the school also retained some funds ready torefurbish the school's two kitchen areas, and adjoinedwet areas and craft facilities. This was quoted to be at acost of around $46,000 and works are planned to takeplace in early 2017.

In 2017, around $70,000 of funds will be allocated tostrategic direction initiatives, programs and staffing, inaddition to the employee–related staffing and on costsset aside for teachers and support staff by theDepartment. Over $170,000 is allocated to disabilityfunding, for teacher and learning support officerfunding. The school also pays around $50,000 perannum for utilities and other fees.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2016 Actual ($)

Base Total 2 669 600.88

Base Per Capita 19 597.50

Base Location 56 890.90

Other Base 2 593 112.49

Equity Total 216 913.28

Equity Aboriginal 16 258.89

Equity Socio economic 25 632.16

Equity Language 1 482.71

Equity Disability 173 539.51

Targeted Total 423 668.57

Other Total 163 541.57

Grand Total 3 473 724.30

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy andnumeracy assessments are reported on a scale fromBand 1 to Band 10. The achievement scalerepresents increasing levels of skills and understandings demonstrated in these assessments.

As mentioned previously, the school had achievedsound results in literacy as measured by NAPLAN.Year 3 and 5 students have improved in reading,spelling, grammar and punctuation compared with 2015results. Year 3 spelling results have remainedconsistent.

In 2016, 49.1% os students in Year 3 were proficient inreading, compared with 40.3% in 2015. 40% of Year 3students were proficient in spelling, compared to 40.3%in 2015. 55% of students were proficient in grammarand punctuation in 2016, compared with 40.4% in 2015.

In 2016, 35.7% of students in Year 5 were proficient inreading, 23.8% in spelling and 35.7% in grammar andpunctuation compared with 32.2%, 22% and 23.8% in2015.

Year 3 student results in writing improved in 2016.37.3% of Year 3 students achieved proficiency inwriting, compared with 32.3% in 2015. Year 5 results inwriting remainder consistent, with 17% and 17.1% ofstudents demonstrating proficiency in writing in 2015and 2016 respectively. A focus on writing, through staffprofessional learning and moderation tasks, will takeplace in 2017 to support further improvement.


In 2016, 22.8% of students achieved proficiency innumeracy compared with 40.3% in 2015. Whilstdifferent cohorts of students sat the assessments andattendance rates have dropped, further focus in thisarea will take place in 2017. The average of studentsachieving proficiency in numeracy in 2015 and 2016 is38.7%, similar to the state average of 40%.

Numeracy results for Year 5 students in 2016 showedthat 17.1% of students were proficient in numeracy,compared with 19% in 2015. 30.6% of Year 5 studentsacross the state, on average, achieved proficiency innumeracy as demonstrated by NAPLAN results.Further investigation into these results, andimprovements that can be made, will take place in2017.

In accordance with our school working towards meetingthe Premier's Priorities: Improving education results,our school set targets to have Aboriginal studentsrepresented in the highest two bands of NAPLAN,showing that they are proficient.

With only 2 Aboriginal students participating in theNAPLAN reading assessment in Year 3, reporting ontheir achievement may be inconsistent. Unfortunately,no Year 5 Aboriginal students achieved proficiency inreading during 2016, as measured by NAPLAN. 63% ofAboriginal students met national minimum standards.

In 2016, only two Aboriginal students participated in theNAPLAN numeracy assessment. Therefore, reportingon their achievement in NAPLAN may be inconsistent.14% of Aboriginal students in Year 5 achievedproficiency in numeracy.

To support student outcome achievement, andincreased reading and numeracy results, additionalSLSO support will be provided for Aboriginal studentsin 2017. This resource supported improved outcomes in2015.


Parent/caregiver, student, teachersatisfaction

Evaluations on assessment and reporting, homework,the arts, languages other than English (LOTE),environmental education, communityconnections, wellbeing and behaviour took place.

Between 47 and 49 parents were phoned. Between 9and 11 staff and 40 and 42 students were surveyed.Results included: • 22% of parents found Planning Literacy and

Numeracy (PLAN) reports of little or no value.62% did not use the recommendations to helptheir child improve his/her learning.

• 86% of parents attend parent–teacher interviews.82% of them value having them twice a year.

• 60% valued homework. 77% would like dailyreading homework, 85% would like aterm–project, 61% news items and 71% mathshomework. The majority of the 64 commentsshared homework should begin in Year 3.

• 82% valued the school's music program and 90%having a music teacher. Having a specialisedmusic teacher was most important, followed by aLOTE teacher, art teacher, science teacher,librarian and technology teacher.

• Parents reported 62% of children speakingJapanese, or talking about lessons, at home. 77%of parents wanted LOTE to continue.

• Most wanted more gardening lessons and studentaccess to the garden.

• 89% are aware of behavioural expectations beingexplicitly taught.

• Most wanted the school newsletter to return,paper format, twice a term.

Policy requirements

Aboriginal education

Aboriginal Education continued to be a priority atMerimbula Public School in 2016. Aboriginalperspectives were again embedded in all teaching andlearning units, special days and a number ofwhole–school assemblies and events that were fundedfor all children to attend. This ensured that all childrenwere educated about Aboriginal history, culture andcontemporary Aboriginal Australia.

Targeted learning support and improved communityconnections enabled Aboriginal students to access toan Aboriginal SLSO for additional support. Aboriginalstudents and their families were also invited to attendthe Jigamy Farm Cultural Centre during NAIDOC WeekCelebrations again. They also led NAIDOC celebrationsat the school.In 2017, with a number of new staff anticipated, theAboriginal Education Policy and related practices willbe addressed at the school through professionallearning and staff meetings.

Multicultural and anti-racism education

All students at Merimbula Public School continue toparticipate in quality teaching and learning programs todevelop knowledge, skills, values and positive attitudesregarding multiculturalism. These programs support theimplementation of our Anti–Racism Policy,Anti–Bullying Policy and embed the cross–curricularperspectives of the new Australian Curriculum, as wellas other curriculum outcomes.

In 2016, the school introduced Japanese as aLanguage Other Than English (LOTE) program. Eachclass attended a Japanese lesson, with Sensei Fowler,for 30 minutes each week. This new initiative waspositively embraced by the school community.Japanese lessons immersed children in multiculturaleducation whilst addressing Human Society and ItsEnvironment curriculum outcomes.

The Principal and an Assistant Principal completed newAnti–Racism Contact Officer professional learning in2016, to support students and families should theyneed additional assistance to develop appropriateattitudes around acceptance and diversity.


Other school programs

Sports Programs:

Congratulations Merimbula Public School for anotheroutstanding year of participation and achievement inSport! The inclusiveness of our Sport program isevidenced by the Annual Jackson Cup which was heldin Term 4, with an emphasis on fair play and doing yourbest regardless of your sporting ability. We continue toregard this wonderful legacy of Mr Percy Jackson as ahighlight in our annual school calendar.

Merimbula Public School students were given anopportunity to compete in no less than ten PSSA StateKnockout competitions in 2017, including; Boys andGirls Basketball, Boys and Girls Soccer, Tennis,Softball, Cricket, Rugby League, Australian RulesFootball and Netball.

Our ability to participate at a competitive level wasdemonstrated by five of our knockout teams reachingRound 4 of the competition, including our basketballteams, boys soccer, tennis and girls softball teams. Thehighlight of our success in the knockout competitionwas our tennis team, consisting of Logan Staight, MakaOfati, Calissa Badullovich and Hollie Staight winningthe state title.

There were many individual successes throughout2016, with over 20 students participating at regionallevel or higher for team sports, athletics, swimmingand/or cross country. Five of our students had thehonour of achieving state representation: Maka Ofati,Logan Staight and Hollie Staight for tennis and CalissaBadullovich for touch football and Jem Ryan for cricket.

Our sport programs, whether individual, class, schoolbased or at a representative standard, have given ourstudents a wonderful opportunity to practice our coreschool values of Respect, Responsibility andResilience.

A feature of our students’ participation has been thepraise received from opponents, referees, umpires andteam convenors.

Thank you to the local sporting clubs and organisationsfor implementing skill development programs with ourstudents. Thank you also to our parents and carers whohave given up their time to transport students andassist with carnivals and teams. We are veryappreciative of the support from students of EdenMarine High School who have assisted with carnivalsand the Jackson Cup. Finally, thank you to ourcommitted staff who have given up an enormousamount of their own time to coach, transport andsupervise our students in order to give them everyopportunity to participate and compete.

Merimbula Public School students have consistentlybeen commended for the outstanding way in which theyparticipate in sport. This is real measure of oursuccess, to compete with respect for each other andour opponents, to take personal responsibility for theattitude in which we compete and to be resilient

regardless of the final score; representing ourselves,our families and our school with a balance of humilityand pride. Well done, Merimbula Public School for afantastic year of participation and competition!


2016 merimbula public school annual report...the annual report for€2016 is provided to the...

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