2017 kooringal public school annual report...• increase implementation of parent focus groups...

Kooringal Public SchoolAnnual Report

2017

4173

Printed on: 12 April, 2018 of 17 Kooringal Public School 4173 (2017)

Introduction

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

Grant Beard

Principal

School contact details

Kooringal Public SchoolLake Albert RdWagga Wagga, 2650www.kooringal-p.schools.nsw.edu.aukooringal-p.School@det.nsw.edu.au6922 6443


School background

School vision statement

Encourage staff, parents, carers and the broader community to hold high expectations for student educational outcomeswithin a culture of excellence.

School context

Kooringal Public School is located in Wagga Wagga in the Riverina region. It provides learning opportunities forapproximately 450 students. The school includes an IO/IS support class, 50 students who have parents in the DefenceServices and 54 Aboriginal students.

We have a relentless focus on the improvement of Literacy, Numeracy, the incorporation of 21st Century Learning andthe seamless integration of technology with learning.

A strong community focus is the development of the Kooringal Public School Performance Band. The PerformanceBand involves collaboration with the Riverina Conservatorium of Music and a strong commitment from the Friends of theBand Committee.

As a school we continually strive to provide challenging and inspiring 21st Century learning with a strong focus ondeveloping successful, confident and responsible students who strive to be creative and resilient.

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.

Learning

In the domain of Learning, our collective responsibility have focused on student learning with structures in place includinga Learning and Support Team and Well Being Team supporting classroom teachers to maximize the learning for allstudents. A focus on 21st Century Learning has been introduced with the adoption of Science, Technology, Engineeringand Mathematics (STEM) pedagogy aligned with project based learning.

There is a culture of developing and maintaining positive relationships with students, parents and the wider community toensure that student learning is strengthened and engagement is at the optimum level. In 2017 well–being practices werereviewed with the implementation of Positive Behaviour for Learning (PBL) in line with the Well–being Framework. Theschool provides curriculum delivery that integrates technology and information services. The understanding thatKooringal Public School can benefit from alliances with other schools was demonstrated in 2017 with linkages to WaggaWagga Community of Public Schools (WWCoPS). While school assessment and monitoring practices are collegiallydesigned, improving our data collection and specifically analysis of the data collected will continue to be a focus for 2018.

Teaching

In the domain of Teaching a focus has been on teachers regularly reviewing concepts covered in previous lessons toactivate prior knowledge and introduce new content. Warm ups are used to facilitate the transfer of learning from shortterm to long term memory. This has been particularly evident in mathematics where students can consolidate countingskills and number and table facts. Our beginning teachers received extra support in the form of a mentor program, andteachers have participated in classroom observations, reflections and feedback with a focus on improving practice.Teachers have engaged in collaborative programming sessions to facilitate consistency and sharing of ideas. Allteachers are involved in discussions and analysis of data during stage based meetings which then inform classroompractice and strategic planning. All professional development is aligned with school priorities and targets. All teachersdevelop Performance and Development Plans and beginning and early career teachers are provided with guidance andadditional support. Teachers regularly share their professional knowledge with other staff.


Leading

In the domain of Leading there has been a priority on ensuring staff all know the priorities and directions from thestrategic plan. School leaders have worked effectively with all staff to ensure a safe learning environment exists foreveryone. The school is responsive to community feedback and this is evidenced through positive community surveysand our growing reputation in the wider community. Strategic partnerships are in place with outside agencies in order toprovide resources and expertise so that we can provide improved learning opportunities for students and staff. Schoolresources are used effectively and innovatively. A Speech Pathologist and up–skilled School Learning Support Officerhave been employed to provide an intervention program for students who have been identified with significant speechproblems. All staff are members of curriculum and management committees which directly inform the school strategicdirections and targets through careful analysis and evaluations. Processes are in place for regular student input throughthe Student Representative Council and for parents through the P&C. Generating a wider understanding of the school’sstrategic directions and purposes for engaging with each will be a continued focus in 2018. Resource managementensured that the full curriculum requirements were met, though longer term financial management is essential in order tomaximise learning.

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery 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


Strategic Direction 1

Enhancing community engagement and participation.

Purpose

To build stronger, positive relationships as an educational community, inspiring a culture of collaboration, engagedcommunication, empowered leadership and organisational practices to ensure our student's learning outcomes will beachieved.

Overall summary of progress

The school was successful in implementing the TiqBiz phone application, upgrading the school’s website and emailingthe newsletterto parents to ensure multiple access points for communication dissemination.In Term 2 a group of parents and the Sports committee established a working party to collectively refine a policy andprocedures document that outlines the steps for selection processes for the different sporting activities across the school.In Term 3 parents were introduced to our 21st Century learning approaches through an introduction to STEM evening forStage 2 and Stage 3 parents. Over 80 families were present and at the culmination of the evening 100% of parents inattendance agreed that STEM and Project Based learning are important components in meeting our students needs forthe future.We continued our Kindergarten transition program that invited parents in for informal gatherings to get to know teachersand the students to familiarise themselves with our school and their new peers. This was highly successful with a 92%attendance rate for our 2018 kindergarten students. This moved into six intensive morning sessions in Term 4 whichallowed teachers to become familiar with students academic and social needs, and students to become familiar withseparating from their parents and begin to learn about school expectations.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Consistently build communityinvolvement in the school as alearning environment to achievepositive learning outcomes for allstudents.

Low Level Adjustment forDisability– $20 000

Establish extension Stage 3 mathematics with afocus group attending lessons at Kooringal HighSchool.

STEM parent information evening.

Kurrajong Early Intervention Speech pathologistsand Occupational Therapists attend school tosupport identified students for in–class programs,plus the employment of a private speechpathologist to support identified students

In Stage 1. Stage 2 & 3 timetabling mathematicsgroups five times a week to cater for student abilityand to promote improvement.

To improve parent participation inour school–home partnerships bya 20% increase in parentattendance at all events.

Community consultationfunding: $1000

The introduction of the GOT IT program run bymental health clinicians consisting of multi–group,attachment based interventions for children andtheir parent/carer. This Supported parentingpractices and strengthens family units to improvesocial skills, emotional resilience and self–esteemin children.

Variety of communication processes widely utilisedto enable all parents to receive relevant informationeg TiqBiz, regarding activities at school, thecoordination of special events (Easter Hat Parade,Kindergarten orientation, ANZAC service, TeacherParent Interviews) to encourage parent attendanceand parent information evenings.

Updated weekly school newsletter distributed to all






To improve parent participation inour school–home partnerships bya 20% increase in parentattendance at all events.

parents, via email or in paper form.

The regular updating of the school facebook pagewith regular positive updates has been highlysuccessful.

Next Steps

• Increase implementation of parent focus groups including showcasing student work in Term 3 through STEM andProject Based Learning showcases.

• Invite students to parent information sessions and promote the activities through the students. Teachers runseparate activities at the parent information evening so that parents have time to engage in the informationsessions run for them regarding the schools current and future directions.Create and maintain flexiblecommunication processes that support active, frequent collaboration between school and community.

• Parent workshops including building confidence and self–esteem, maths and literacy curriculums. • Increased inter–school events involving schools in WWCoPS with particular reference to professional

development. • Build proactive learning transitions that promote successful transition to Wagga Wagga Schools Network,

local high schools and preschools.



Creating a dynamic learning school.

Purpose

To develop competent, creative and lifelong learners through the delivery of a diverse and dynamic curriculum withliteracy, numeracy and ICT at its foundations.


Introduction of professional development in STEM pedagogy through Sydney University. Students undertaking highlyengaging and successful STEM projects in Terms 3 and 4.

Explicit ongoing training provided for teaching in literacy and numeracy incorporating ICT and building best practice. Thisis mapped and assessed against internal and external school performance data to enhance individual student learningoutcomes.

Differentiation in programming is growing with collaborative planning and monitoring.

Students gaining selection as State finalists in the Litlle Big Ideas national science program. Students were alsoselected as finalists in the State wide Paper Planes competion and the future schools program.





Comprehensive professionallearning program designed toenhance teaching practiceevaluated against studentachievement on the continuumsand sustain all student growth inNAPLAN by over 40%

Socio economic funding$25 000

Introduction of STEM pedagogy to Stage 2 and 3teachers.Explicit ongoing training provided forteachers in literacy and numeracy and building bestpractice. This is mapped against internal andexternal school performance data to enhanceindividual student learning outcomes.

Professional development hasimproved teaching practice andskills across all stages in writingand embedding numeracy skillsacross the curriculum.

Socio economic funding$4500.

QTSS funding $80 000.00

Differentiation in programming is growing withcollaborative planning and monitoring.

The schools focus on lesson observations has alsoassisted the school gain improvement indifferentiating learning through daily lessons andteachers programming.

Increase the proportion ofstudents in the top two NAPLANbands by 8%.

QTSS funding $1000 Intensive targeted literacy and numeracy programsimplemented in that tracked students that were justbelow the top two bands.

Build an environment ofcollaborative planning anddifferentiation in programmingthat is underpinned by anextensive use of technology toreach and sustain 80% of studentgrowth.

Socio economic funding$36 000.

Termly stage collaborative planning days thatreviewed data and targeted individuals to movethem along both the literacy and numeracycontinuums. Collaborative teaching ideasexchanged and implemented into classroompractice.

Next Steps

• Embed Science, Technology, Engineering, Arts and Mathematics (STEAM) into Stage 2 and 3 through a grantreceived from Sydney University. Continue parent information session model that was highly successful in


exhibiting student projects. • Incorporate Project Based Learning activities for Early stage 1 and Stage 1 teachers to enhance 21st Century

learning pedagogy and support STEAM approaches in stages 2 and 3. • Valid teacher marking and analysis of writing samples. • Continuation of the Oral Language and Speech Program. Evaluate in terms of NDIS scheme and parents opting

for external speech and OT programs through direct use of NDIS funds (ie: Kurrajong Early Intervention Schemedirect involvement with school).

• Track student growth across the clusters in literacy and numeracy and target identified groups.



Wellbeing for all.

Purpose

To support the social, emotional, cultural and physical wellbeing of all students, staff and community.


All staff have been in serviced in the Well Being Framework and how to navigate and utilise the Well Being Web site.

The Student Representative Council and student Leadership group have been assigned peer mentoring leadership rolesthroughout the school. Buddy Bench program has been implemented.

School wide expectations targeting minor and major classification of behaviours have been established ready for furtherimplementation in 2018.





School engagement data fromthe "Tell Them From Me" surveywill equal or exceed state norms.

Tell Them From Me survey completed by studentsin Years 4 and 6 indicated slightly below state insense of belonging and positive relationships withabove state norms in participation in sports andclubs. Institutional engagement had students abovestate norms in positive school behaviour whileIntellectual engagement was slightly below. Expectations for success was above state norms.

RISC data will reflect a reductionin the incidents of undesiredstudent behaviour.

Data review has allowed for more targeted teachingof identified areas of concern. Including classrooms,timings and playground areas.

Surveys will demonstrate anincrease in student satisfactionand engagement.

Socio–economic $500.00 Students awareness of expected behaviours in allthe areas around the school has shownimprovement and further explicit teaching will occurin line with "teachable behaviors" on a daily basis.

Absentee data will show anincrease in student’s attendanceand there will be an observableincrease in student engagementof students ‘at risk’.

Fortnightly monitoring of absentee data through theWell–Being team has allowed for quick follow upwith parents, students, teachers and Home SchoolLiaison Officer where necessary. However will be acontinued focus for 2018.

The ongoing support from Red Cross to fund thebreakfast club has assisted in providing students atrisks with breakfast and some with lunch on a dailybasis.

Next Steps

• Establish a structured approach for teachers to respond to PBL data well in a supportive non judgementalapproach.

• Implement daily 5 minute PBL "teachable moments" in response to PBL data. • Establish a school wide PBL scope and sequence to guide teachers in programming lessons if required. • Establish PBL signage across all settings. • Establish regular consistent PBL fortnightly meetings and implement 2018 PBL action plan.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $51 000.00 All Aboriginal students have an IndividualisedLearning Pathways and are regularly plottedagainst the continuums in literacy andnumeracy. Identified students are receiving inschool speech therapy lessons and SLSOsupport. Aboriginal students have participatedin Reading Recovery and Buddy ReadingProgram as required to meet identified needs.Aboriginal perspectives have beenincorporated into teaching units anda NAIDOC celebration held.

English language proficiency English LanguageProficiency $6 500.00

Support for student learning provided throughthe employment of a teacher. Studentsparticipated in small group withdrawalprograms as well as team teaching activitiesin classrooms.

Low level adjustment for disability Low Level Adjustment $144000.00

School Learning Support Officers areengaged to work in classrooms alongsidetargeted students requiring additionalguidance and learning support. Teachersreceive training in the formation of learningadjustments and participate in the NationalConsistent Collection of data on schoolstudents with disabilities.

Quality Teaching, SuccessfulStudents (QTSS)

QTSS $85 000.00 Implementation of lesson observations, teamteaching and lesson demonstrations were akey focus. Colleagues met regularly todiscuss learning intentions, participate inclassroom observations and gain feedback toimprove practice. Teachers also collaboratedwith planning and team teaching to enhanceteaching practice as well as the learningopportunities for the students.

Socio–economic background Socio EconomicBackground $35 000.00

Enhancing student access to a wide range ofeducational experiences. Extra assistancewas also provided in the class learningenvironment through Learning SupportOfficers. This resulted in increased studentparticipation and engagement leading to animprovement in learning outcomes.

Support for beginning teachers Beginning Teachers $6000.00

Beginning teachers demonstrate professionalknowledge, practice and engagement in linewith the Australian Standards for Teachersand are supported by mentors in theachievement of professional accreditationwith the Board of Studies Teaching andEducational Standards.

Targeted student support forrefugees and new arrivals

Students were supported in the classroom bya Learning Support Officer and a teacher on adaily basis to assist with developing theirEnglish and building basic foundations withliteracy and numeracy.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 216 232 224 243

Girls 233 224 220 226

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.8 95.1 95.4 94.9

1 94.1 95 93.4 92.8

2 94.1 94 95.1 93.7

3 94.5 94.8 92 94.2

4 96.2 96 93.3 92.2

5 92.3 95.3 93.3 93.5

6 91.7 91.3 92.7 91.9

All Years 94.1 94.5 93.5 93.3

State DoE

Year 2014 2015 2016 2017

K 95.2 94.4 94.4 94.4

1 94.7 93.8 93.9 93.8

2 94.9 94 94.1 94

3 95 94.1 94.2 94.1

4 94.9 94 93.9 93.9

5 94.8 94 93.9 93.8

6 94.2 93.5 93.4 93.3

All Years 94.8 94 94 93.9

Management of non-attendance

The Wellbeing team monitor attendance rates on afortnightly basis and regular follow up with all studentsand parents is tracked. The Home School LiaisonOfficer and Aboriginal Liaison Officer attend regularmeetings at the school to follow up on high absencesand conduct meetings with parents and put in placesupport networks to assist the parents/guardians ingetting students to school daily.

Kooringal Public School in conjunction with our localRed Cross organisation, run a breakfast program thatsupports on average 15–20 students daily with cereal,toast and fruit. In addition to this learning supportofficers, on a needs basis, made lunches for

targeted families. This has had a positive impact onstudent behaviour in the classroom.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 5

Head Teacher(s) 0

Classroom Teacher(s) 19.11

Teacher of Reading Recovery 0.53

Learning & Support Teacher(s) 1.1

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1.5

School Administration & SupportStaff

4.29

Other Positions 0

*Full Time Equivalent

In 2017, three members of the workforce identify asbeing of Aboriginal or Torres Islander descent.

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 0

Professional learning and teacher accreditation

The teaching staff at Kooringal Public Schoolparticipated in a number of professional learningactivities designed to build the capacity of staff toachieve the key priorities from our Strategic Plan. Aswell staff have been involved in professional learningprograms that have built the capability of early careerteachers, current teachers and aspiring and currentschool leaders.

Kooringal PS has temporary new scheme teachersworking towards Board of Studies Teaching and


Education Standards (BoSTES) accreditation. Seven ofour new scheme teachers are maintaining accreditationat Proficient Level.

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

Receipts $

Balance brought forward 593,775

Global funds 200,451

Tied funds 221,099

School & community sources 74,418

Interest 3,383

Trust receipts 1,172

Canteen 0

Total Receipts 500,522

Payments

Teaching & learning

Key Learning Areas 36,217

Excursions 7,497

Extracurricular dissections 25,792

Library 2,631

Training & Development 21,849

Tied Funds Payments 328,289

Short Term Relief 53,625

Administration & Office 39,327

Canteen Payments 0

Utilities 36,414

Maintenance 13,297

Trust Payments 3,081

Capital Programs 66,344

Total Payments 634,363

Balance carried forward 459,934

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

The information provided in the financial summaryincludes reporting from 1 January 2017 to 31December 2017.


2017 Actual ($)

Opening Balance 0

Revenue 919,779

Appropriation 834,822

Sale of Goods and Services 0

Grants and Contributions 84,557

Gain and Loss 0

Other Revenue 0

Investment Income 400

Expenses -486,418

Recurrent Expenses -486,418

Employee Related -239,226

Operating Expenses -247,192

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

433,361

Balance Carried Forward 433,361

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

Financial summary equity funding

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

2017 Actual ($)

Base Total 2,992,554

Base Per Capita 68,643

Base Location 3,554

Other Base 2,920,356

Equity Total 332,423

Equity Aboriginal 51,429

Equity Socio economic 129,704

Equity Language 6,875

Equity Disability 144,415

Targeted Total 257,728

Other Total 592,128

Grand Total 4,174,832

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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 skillsand understandings demonstrated in theseassessments.

NAPLAN item analysis in reading for Year 3 studentsidentified that an area of strength was their ability to linkinformation across sentences in an information text. Year 3 reading data showed 46% of students in Year 3were at proficiency, 11% above results from 2016.

In writing 43% of students in Year 3 are in the top twobands. item analysis highlighted sentence punctuationas a strength.

A focus in 2018 will be spelling with item analysishighlighted concentrating on spelling simple/commonwords as a focus.

Growth was above state average between Years 3 and5 in Spelling, Grammar and Punctuation and in Writing.


NAPLAN Numeracy data showed that 36% of Year 3and 25% of Year 5 gained the top two bands.

74.5% of Year 5 students achieved greater than orequal to expected growth from Year 3 to Year 5 whichwas above state average.

Individual item analysis highlighted interpreting the


mass of an object and utilisng a scale to read the massof two weights as a strength, whilst students ability tointerpret money and count a small collection of notes isa focus in 2018.

in regards to the Premier's Priorities: Improvingeducation results and State Priorities: Better services –

Improving Aboriginal education outcomes for studentsin the top two NAPLAN bands.

An increase of 25% of aboriginal students attained atop two band result in Year 3 Writing, 37% of studentsin Spelling, 25% of students in Grammar andPunctuation and 12.5% in numeracy.

An increase of 10% of students attained a top two bandresult in Year 5 Spelling.

Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school.Parents support the direction of the school in focusingupon 21st Century Learning and the continued focus onScience, Technology, Engineering and Mathematics(STEM) project based learning. 100% of surveyedparents support the continued approaches to STEMand project based learning.A large majority of surveyedstaff and parents believed that recognition is given toindividuals or groups involved in activities that promoteleadership and responsibility. Over 95% of staffindicated that consultation and collaboration are evidentin the practices of the school. Over 85% of parentssurveyed have confidence in the school and theteachers. Feedback from a range of students indicatesthat they enjoy their schooling and are proud of theirachievements. There was a strong indication fromparents and staff that the school’s shared purposes andgoals are continually evaluated in response to thechanging educational and social context. Parents ofKindergarten children were very supportive of theschool’s Intensive Orientation Program and of theinitiatives in place to assist their children to assimilateto formal schooling.

Policy requirements

Aboriginal education

Our school has established an Aboriginal Educationteam that meets regularly and has at least oneexecutive member on the team and includes membersfrom the Aboriginal community. Members of thecommittee represent the school at regional AboriginalEducation Community Group (AECG) meetings twice aterm.

NAIDOC Week was recognised by each teacherselecting Indigenous literature that became the focusfor a variety of activities throughout the week. Studentsparticipated in a NAIDOC week excursion celebratingindigenous culture. Students were introduced to the"Wiradjuri" language by an elder of the localcommunity.

Aboriginal students from Stage 3 were involved in anAboriginal Public Speaking competition between theschools in the Wagga Wagga network.

Aboriginal students were involved in the "Proud andDeadly" awards ceremony from the Wagga Wagga


network of schools.

Multicultural and anti-racism education

The role of the Anti–Racism Contact Officer (ARCO) inschools is to be the contact between students,staff,parents and community members who wish tomake a complaint regarding racism.

In line with the Strategic Plan, the school has reviewedits teaching and learning programs to ensure thatculturally inclusive classroom and school practices areembedded. Programs foster students’ understandingsof culture, cultural diversity, racism and activecitizenship within a multicultural society.

Kooringal PS participated in the MulticulturalPerspectives Public Speaking Competition (MCPPS)which enhanced students’ awareness of multiculturalissues whilst fostering their skills and interest in publicspeaking. The school entered two students from Stage2 and two students from Stage 3 into the regional finalof the competition.

Harmony Day was celebrated with students dressing inorange accessories. Students learnt about tolerance,differences and similarities of different cultures, andabout life in different countries. Students in each classundertook a different activity to celebrate the day. Awhole school assembly allowed students,staff and thecommunity to come together to celebrate the diversitywithin our school.


2017 kooringal public school annual report...• increase implementation of parent focus groups...

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