2017 walla walla public school annual report€¦ · numeracy by 2019. $1000.00 mini–lit readers...

Walla Walla Public SchoolAnnual Report

2017

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Printed on: 17 May, 2018 of 12 Walla Walla Public School 3352 (2017)

Introduction

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

Helen Duncan

Principal

School contact details

Walla Walla Public SchoolCommercial StWalla Walla, 2659www.wallawalla-p.schools.nsw.edu.auwallawalla-p.School@det.nsw.edu.au6029 2253

Message from the Principal

I proudly present the Annual Report for the community of Walla Walla Public School. This report summarises theachievements of the school during 2017, the final year of the School Plan 2015–2017. Outlined in this report are theprograms and processes implemented under the three Strategic Directions: Teaching and Learning, Teachers Leadingand Creating Leaders and Community Engagement.


School background

School vision statement

Walla Walla Public School supports students to develop academically, socially and emotionally. Students are equippedwith highly developed skills in Literacy and Numeracy as well as in Technology and Leadership. As a centre forexcellence, Walla Walla Public School continues to be the choice of school for its community.

School context

Walla Walla Public School is a vibrant small school that is located within 30 km of the regional centre of Albury. WallaWalla Public School prides itself on the ability to focus on K–6 students as individuals. The learning is tailored to eachstudent at their point of need and monitored at five weekly intervals. Leadership opportunities, wellbeing programs,sports coaching and excursions support students to progress across all areas of development. The modern facilities anda range of technology assist the experienced and dedicated teachers to implement a high quality educational program.Walla Walla Public School is well supported by the parents and wider community and collaborates with other smallschools in the network of Walbundrie Small Schools.

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: Student learning is monitored at Walla Walla Public school through the use of Curriculum outcomes andthe Literacy and Numeracy Continuums. Growth targets for individual students are identified and learning is tailored tomeet the students needs. The school has processes in place to identify and acknowledge student achievement.

The school is currently developing a whole school approach to student well–being and engagement through the PositiveBehaviour for Learning framework. The school is successfully delivering a safe and effective learning environment for allstudents, with teachers explicitly communicating expectations of behaviour across all school settings.

Teaching: Quality teaching and learning programs are delivered in each classroom, through the implementationof research–based pedagogies. Teacher's are building their capacity to use data to inform lesson planning. Student datais regularly used to inform key school decisions such as resource allocation, staffing allocation and training anddevelopment. Teachers reflect and plan for improvement of their teaching practise by regularly engaging with theAustralian Professional Standards. All teachers are accredited at Proficiency.

Leading: The school prides itself on setting and delivering high expectations for all students and staff. The schoolcommunity is an active participant in planning for the school's future through consultation processes. The School Plandrives financial decisions and resource allocation. Parents and community members have the opportunity to engage in arange of school –related activities which help to build the school as a cohesive educational community. The school'sphysical resources and facilities are well maintained and provide a safe and stimulating environment for learning. Theschool is striving in its delivery of a positive customer service ethic.

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

Teaching and Learning

Purpose

Every student, everyday will be engaged in meaningful learning experiences to develop broad 21st century educationalskills as well as high levels of Literacy and Numeracy to assist them to achieve their full potential as a learner, futureleader and an active citizen.

Overall summary of progress

Throughout 2017, staff have continued to undergo Professional Development in Visible Learning. Staff attended JohnHattie's 'Visible Learning Conference" to deepen their understanding and adopt practical strategies to support students'Literacy and Numeracy skills. The L3 program continued to develop literacy skills in the K–2 classroom, whilst newreaders were purchased in the 3–6 class to support the Focus on Reading Program. Staff attended training in thedelivery of the Mini–lit Program to assist student who were not reading at their expected stage level. All students'progress is being assessed, recorded and monitored using a Literacy Continuum Data Wall.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• 8% increase of all students inthe top two NAPLAN Bands forReading and Numeracy by 2019.

10 days of casual teachersalaries.

$1500.00 Mini–lit kit &training

$1000.00 L3 course fees

L3 and Focus on Reading programs continue to beimplemented in the K–2 and 3–6 classrooms daily.Mathematics lessons are explicitly taught daily inthe framework of the syllabus and TOWN.

• 30% increase in the percentageof Aboriginal students in the toptwo bands for Reading andNumeracy by 2019.

$1000.00 Mini–lit readers

$1000.00 Mathleticssubscription

$1000.00 Quality librarytexts

Aboriginal students are showing growth in Literacyand Numeracy continuum markers. Teacher aidesupport has been allocated to students requiringextra assistance.

• 100% of students achievestage appropriate, or bettercluster markers in Reading,Comprehension, Writing andNumeracy on the Continuums ofLearning.

$2,000.00 Training in theconcepts of English.

Teaching programs reflect concepts of English anddifferentiation for all students.

All students are able to articulatewhat they are learning throughreflection of personal goals,cluster placement and explicitsuccess criteria.

$1500.00 ProfessionalDevelopment

Students are setting personal learning goals basedon continuum markers and are able to discuss withstaff their achievement of these goals.

• Teaching and LearningPrograms show evidence of theuse of data, differentiation, 21stcentury learning practices, richassessment, Quality Teaching,NSW Syllabus Documents andthe incorporation of technology.

Nil Teaching programs are explicit and detailed.Staff collaborate on content, skills and resources.Teacher's are identifying learning intentions andsuccess criteria and are communicating this tostudents at the commencement of each lesson.


Next Steps

In 2018, the staff will collaborate with teacher's of the Walbundrie Small Schools' Network to develop skills andknowledge in Formative Assessment. Students will continue to set goals for their learning and deepen theirunderstanding of learning. Three–way interviews will be used to report achievement to parents during Term 3. Staff willbe introduced to the new Learning Progressions and will begin implementing these during 2018.



Teachers Lead, Create Leaders and Support the Wellbeing of Students

Purpose

To inspire a life long passion for learning through high educational standards, a challenging learning environment andleadership opportunities. Students must be supported in their development with sound wellbeing practices and programsto allow them to achieve in their learning and equip them with skills that can be relied on later in life.


During 2017, Walla Walla Public School began to train and implement Positive Behaviour for Learning. This will provide aframework to support all well–being and student behaviour policies within the school. All stakeholders were invited toparticipate in selecting the new school values caring, co–operative and resilient. The Premier's Sporting Challenge,Bluearth, PSSA Sporting Carnivals and Grip Leadership allowed students to develop skills and competencies in a rangeof areas, promoting well–being and leadership. All students participated in Mindfulness.





The school's Wellbeing Policyand systems will be underpinnedby the Positive Behaviour forLearning philosophy.

$2000.00 ongoing InternalCoach Training for PBL.

$500.00 Reload training fornew staff

A new school motto was developed along with newschool values.

A PBL committee of parents and staff was formedto create matrixes of expected behaviours for eachof the school settings.

Students will actively engage inwellbeing and leadershipprograms implemented in theschool.

$4,000.00 MindfulnessProgram

$6,000.00 BluearthProgram

$300.00 Grip LeadershipCourse Fees

All students from K–6 participated in a 10 weekintensive Mindfulness program and participated in acelebration at the conclusion.

The Bluearth program was implemented by anexternal coach with an emphasis on leadership,self–umpiring and teamwork.

All Year 6 students participated in Grip Leadershiptraining.

Attendance rates will be recordedat above 95% across all studentsby 2019.

Nil Student attendance continues to be a priority for theLearning Support Team. The vast majority ofstudents attaining an excellent rate of attendance.

Next Steps

In 2018, The PBL team will begin creating lessons to teach students the expected behaviours through the school values.Signage will be displayed throughout the school to remind students of these behaviours. Bluearth will continue and staffwill be trained in the Live Life Well program. The Healthy Canteen Strategy will be adopted along with a re–developmentof the vegetable gardens.



Community Engagement

Purpose

Walla Walla Public School services the citizens of a small, but progressive rural community outside the regional centre ofAlbury. The school benefits from the strong partnerships that currently exist between the school and its communitypartners. It is vital that the parents and wider community of Walla Walla feel confident in the school's ability to provide aquality local education for their students and continue to make Walla Walla Public School, their school of choice.


Walla Walla Public School is working closely with the community to promote the school as a provider of a high qualityeducation. The school has introduced a Facebook page and redesigned its newsletter to be easily accessedelectronically. The P&C and the school completed a re–development of the AFL goal area in the playground as part ofthe upgrades to learning environment.. Students participated in a range of community events and transitions programs.The P&C and the school hosted surrounding schools for a two day environmental excursion in partnership with theMurray Local Lands Service.





Students participate in a range ofcommunity events throughout theyear to showcase quality localpublic education.

$4,000.00 Students participated in community events, visitedthe local Pre–school and high schools and attendedmany learning opportunities with theWalbundrie Small Schools' Network.

The Gum Swamp Environmental Excursion wasvery successful with all students participating in arange of activities under the guidance of environmental experts.

The School playground is safelearning space that is engaging,caters for K–6 student interestsand is attractive and inviting.

$12,000.00 AFL posts and a safety net were constructed as amajor project with the NSW Assets Management.Funds for the project were raised by the P&C andthe school.

Parents receive regularcommunication about schoolevents, school and studentachievement and variousprograms via newsletters, theSchool Website, Facebook andthe School Stream App.

$600.00 School Stream and Facebook were established toinform parents of student and schoolachievements. The newsletter was re–designedand the school contributed regularly to the townnewsletter.

School enrolment numbers aremaintained or increase over aperiod of three years.

Nil Enrolments were slightly increased for 2017.

Next Steps

In 2018, the school will employ a Community Engagement Officer to produce promotional material for the school. Thevegetable garden area will be the focus of the playground upgrades with an opportunity for the community to makedonations towards the project. A community mural will also be created for the up–coming 150 year celebrations. Thelibrary will be upgraded with the addition of new furniture and shelving.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $3,655.00 Funding was used to support Aboriginalstudents in their learning with the appointmentof a School Learning Support Officer (SLSO) .

Minilit resources were purchased to supportstudents in Reading and comprehension.

Flag poles were purchased to display theAboriginal and Torres Strait Islander flags inthe school foyer.

Resources were purchased to support wholeschool celebration days for Reconciliation andNAIDOC week.

English language proficiency $822.00 Quality literacy texts were purchased forclassrooms.

Low level adjustment for disability $24,885.00 School Learning Support Officer (SLSO) wasemployed to assist students in class, in theplayground and on school excursions.

Quality Teaching, SuccessfulStudents (QTSS)

$3,250.00 Staff were able to attend the Visible LearningConference with Professor John Hattie.

Staff were released to collaborate on theimplementation of learning intentions andsuccess criteria.

Socio–economic background $9,581.00 All students K–6 participated in theMindfulness program and the Bluearth(sporting/ wellbeing) program.

Funds were used to support the Yr2–6Intensive Swimming Scheme andextra–curricular activities and excursions inwhich all students participated.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 20 16 12 18

Girls 24 26 31 28

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.4 87.3 93.5 89.9

1 93.6 93.5 89.9 89.7

2 94.9 93.8 90.2 92.1

3 96.2 94.5 93.9 93.5

4 96.3 96 95.7 96.2

5 88.9 96.7 95.3 91.9

6 91.1 91.5 92.4 97.2

All Years 93.8 92.9 92.8 93.4

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

Attendance is recorded electronically by teachers usingthe Student Administration and Learning Management(SALM) system. Attendance is monitored every 5weeks by the Learning Support Team and is reported tothe Home School Liaison Officer each term.

Class sizes

Class Total

K/1/2 16

3/4/5/6 27

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 0

Head Teacher(s) 0

Classroom Teacher(s) 1.28

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.2

Teacher Librarian 0.08

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

0.93

Other Positions 0

*Full Time Equivalent

Walla Walla Public School does not have any membersof staff who identify as Aboriginal or Torres StraitIslander.

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

Improving student achievement directly correlates tobuilding teacher capacity. Teacher's developed aProfessional Development Plan informed by the SchoolPlan, The School Excellence Framework, NationalStandards for Teachers and Principals. A significantamount of professional learning was undertaken byWalla Walla Public School staff in 2017. • All staff attended mandatory Child Protection

update training, CPR and Anaphylaxis training. • The principal completed professional

Development in LMBR, Evaluative Thinking,SCOUT and creating the School Plan 2018–2020.

• The principal participated in Principal Network


training meetings and meetings with theWalbundrie Small Schools' Principal Networkand the Principal for Learning Support.

• The Learning and Support Teacher attendedtraining in the Macquarie University's MinilitProgram.

• All staff completed training in Visible Learning andWhat Works Best. Two staff members attendedthe Visible Learning Conference with ProfessorJohn Hattie.

• The K–2 teacher completed L3 OPL Stage 1 (4days).

• All staff participated in the Positive Behaviour forLearning program, completing UniversalsTraining, internal and external Coach Trainingand Reload.

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 44,142

Global funds 51,063

Tied funds 31,587

School & community sources 12,482

Interest 376

Trust receipts 1,018

Canteen 0

Total Receipts 96,526

Payments

Teaching & learning

Key Learning Areas 20,793

Excursions 10,936

Extracurricular dissections 2,696

Library 641

Training & Development 3,615

Tied Funds Payments 27,126

Short Term Relief 1,981

Administration & Office 6,413

Canteen Payments 0

Utilities 3,064

Maintenance 4,092

Trust Payments 1,152

Capital Programs 0

Total Payments 82,509

Balance carried forward 58,159

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 141,457

Appropriation 126,897

Sale of Goods and Services 0

Grants and Contributions 14,364

Gain and Loss 0

Other Revenue 0

Investment Income 196

Expenses -113,163

Recurrent Expenses -113,163

Employee Related -78,977

Operating Expenses -34,186

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

28,294

Balance Carried Forward 28,294

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 436,114

Base Per Capita 6,572

Base Location 5,039

Other Base 424,504

Equity Total 38,944

Equity Aboriginal 3,655

Equity Socio economic 9,581

Equity Language 822

Equity Disability 24,885

Targeted Total 22,780

Other Total 3,397

Grand Total 501,234

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.

The number of students who sat the NAPLANassessments in 2017, for privacy reasons, is too smalla cohort to report on individually. Analysis of schooldata is unable to be drawn as the three ear trend datais unreliable, due to the small cohort sizes over thatperiod.

The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.


Parent/caregiver, student, teachersatisfaction

Parents, staff and students have responded to surveysfocussed on measuring the school's ability to meet theneeds of the students and the expectations of the localcommunity. The school's learning culture and thequality of resources and facilities was also reviewed.

85% of parent surveys were returned to the school. Theresponses were collated to set priorities for the school'sfuture direction. 93% of parents stated that their childwas demonstrating progress and 90% of surveys statedthat their child felt safe and happy at school. Somesuggestions were put forward around increasing theemphasis on technology and science in classroomsand further promoting the school in the community.

The Tell Them From Me student survey reported thatstudents had an average score of 8.8 out of 10 whenasked about the quality of instruction delivered by theirteachers. Students also had an average score of 8.1when asked about their teacher's high expectations fortheir learning. In summary, students are demonstratingthat they believe teacher's are effective in setting highexpectations and supporting this with quality learningresources and activities.

Furthermore, the students had an average score of 9.0out of 10 when they were asked to rate the positivenessof teacher–student relationships and rated the learningculture of the school as 7.7 out of 10.

Staff surveyed agreed that Walla Walla Public School isa quality school providing a positive learningexperience for all students and enjoyed working in thisschool, interacting with the students and their families.

Policy requirements

Aboriginal education

Walla Walla Public School is diligent in respectingand promoting Aboriginal and Torres Strait Islanderperspectives. The school is committed to teaching thehistories and culture of Aboriginal people and instilling asense of appreciation and respect in all students, bothAboriginal and non–Aboriginal. Resources are carefullychosen to reflect accuracy and sensitivity.

The school proudly acknowledges and pays respectto the Wiradjuri elders, past, present and future at thebeginning of all school events.

All students K–6 have participated in activities toexplore Aboriginal culture and art during their excursionto Gum Swamp. Significant calendar events such asReconciliation and NAIDOC have been celebrated withwhole school events. The K–6 students also completeda series of lessons to analyse the National Apology andit's impact on the Stolen Generation.

Multicultural and anti-racism education

Walla Walla Public School is committed to promotingequity and excellence. We provide learningexperiences and opportunities that enable all studentsto learn, appreciate and respect the cultural, religiousand social aspects of our rich and diverse nation.

Teaching and Learning activities have the AustralianCurriculum priorities embedded throughout. The use ofa diverse range of resources and content assiststudents to develop an appreciation of their ownculture, language, religion and values as well asdeveloping an understanding of the culture, language,religion and values of others. Students at Walla WallaPublic School are developing an understanding of thesignificant contribution of all Australians to ourever–changing society.

Our school values: Caring Co–operative and Resilientguide student interactions and thinking about peoplefrom different communities and nations. These valuesare displayed across the school environment and arereferred to regularly in assemblies, parent andcommunity events and teaching activities. Expectedbehaviour and attitudes are modelled from all staff.
