2017 woodberry public school annual report · 2018-04-13 · introduction the annual report for...

Woodberry Public SchoolAnnual Report

2017

4459

Printed on: 13 April, 2018 of 15 Woodberry Public School 4459 (2017)

Introduction

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

Joanne Burrell

Principal

School contact details

Woodberry Public SchoolLawson AveWoodberry, 2322www.woodberry-p.schools.nsw.edu.auwoodberry-p.school@det.nsw.edu.au4966 2044


School background

School vision statement

At Woodberry Public School our community collaborates and supports each other to inspire students to becomeconfident, creative and innovative individuals. We create opportunities for students to become critical thinkers equippedfor the challenges of the 21st century. Our legacy will be building the capacity of our community to achieve a productive,happy and fulfilling future.

School context

Woodberry Public School is a community focused school which has a clear mission to ensure all students reach thehighest possible outcomes in all aspects of their education. It is a school which values the contributions of allstakeholders and is recognised for its strong standards and ability to adapt to current community needs and adopt thelatest in technology and educational trends. Woodberry Public School is proud of its strong and supportive relationshipwith the local Maitland AECG. Woodberry is a PBL school with the values of commitment, respect and responsibility.

Woodberry Public School has 204 students of which 55% are boys and 44% girls. A significant number of our studentscome from families with a low socio economic background and approximately 30% of our students identify as Aboriginalor Torres Strait Islanders. Woodberry Public School prides itself on being an inclusive and supportive learningenvironment. Our students experience quality literacy and numeracy programs from Kindergarten to Year 6.

Woodberry Public School is proud of its outstanding teachers, support personal and administrative staff who work closelywith parents and the wider community to offer the best education to our students. Teachers work collaboratively in aschool culture of continuous professional and performance development.

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.

The results of the self–assessment are as follows:–

Learning

The school's on–balance judgement for the elements of:

Learning Culture, Wellbeing, Curriculum and Learning and Assessment and Reporting is DELIVERING.

Student Performance Measures is WORKING TOWARDS DELIVERING.

Teaching


Effective Classroom Practice, Collaborative Practice, Learning and Development and Professional Standards isSUSTAINING AND GROWING.

Data Skills and Use is DELIVERING.

Leading


Leadership and School Resources is SUSTAINING AND GROWING.


School planning, Implementation and Reporting and Management Practices and Processes is DELIVERING.

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

21st Century teachers, leaders and learners.

Purpose

To create effective teachers who develop and expand their knowledge, skills and values for initiating learning andresponding to the needs of students within all learning environments.

Overall summary of progress

K–6 staff have a collective practice which is supported by the Instructional Leader (IL), Interventionist and AssistantPrincipals.

All teachers have PDPs that are individualised within the context of the schools directions and linked to the teachingstandards. All teachers feel that the goals in their PDP are working towards being reached or have been reached. Someteachers chose to write additional goals once current goals were met.

Teacher surveys indicate that everyone feels they have benefited from target PD through collaboration. Observationsand timely feedback processes have been evaluated and it has been established that clear processes and practicesneed to be established for 2018 and beyond.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All teachers map teaching andlearning against the teachingstandards. PDP’s to driveindividual learning goals.

$10 000 towards havingone AP off class to supportteachers individually.

$10 000 towards havingteachers off class to meetwith executive twice aterm.

100% of teachers wrote and action PDPs incollaboration with supervisors, resulting in targetedprofessional learning, developing knowledge andskills towards achievement of goals with somegoals being achieved.

All teaching staff, throughobservation and mentoring haveimproved pedagogy and at pointof need teaching.

$50 000 towards having APoff class to support theteaching and learning.

All staff involved in regular formal and informalobservations. K–2 processes worked betterbecause of EAfS policies and procedures. Improvement on 3–6 processes from 2016. K–2staff participate in five weekly data meetings toensure point of need teaching. 3–6 staff engage incollaboration sessions to establish CTJ acrossKLAs and to inform focus and directions for learningsprints and future teaching/learning.

Surveys indicate that staff haveincreased knowledge ofcurriculum, PLAN and data toinform practice.

$10 000 for AP to be offclass to support datameetings andcollaboration.

$50 000 to have teachersoff class to be involved incollaboration.

100% of staff indicated that they have increasedknowledge of curriculum (Literacy), PLAN anddata. 80% of staff indicate they are more thenproficient in using PLAN and data to informpractice.

Next Steps

As a result of reflection and self assessment:

2018 teachers will use the AITSL teacher self–assessment tool to better track their teaching and learning against thestandards. Teachers will use the findings to plan their PDPs. Regular discussions in fortnightly mentoring time withexecutive staff will be used to monitor and evaluate goals.


Fortnightly mentoring time given to all teaching staff. PDPs will become a working document with regular evaluation.

Collaborative digital space, Google drive established to share mentor, observations, collaboration and data meetingnotes, KLA resources and where to next goals.



Learners of the future

Purpose

To promote opportunity for all students to be creative, innovative, resourceful and resilient so they are inspired, valued,hopeful and intellectually curious.


K–2 staff teach at individual point of need. All K–2 staff trained in L3 Kinder or L3 Stage 1. 3–6 staff use studentsindividual data to inform where to next teaching. 3–6 staff use focused literacy targets for individualised teaching in theirclassrooms to ensure learning is personalised. Students are becoming better at self motivating and regulating theirlearning. 3–6 staff focus on writing through LMG initiative –PLAN Champions. Staff are now more confident in usingdata to inform their teaching and learning cycle. K–2 staff confidently use PLAN to map learning. 3–6 staff use it forthree aspects of the Literacy and Numeracy continuum.

Processes have been enhanced to monitor and plan student progress in Literacy and Numeracy. This has enabled us toimprove early identification and intervention to provide stronger, more focused support to individual students.

Teaching staff have a better understanding of learning intentions, success criteria and one year of learning for one yearof teaching through targeted PD by Simon Breakspear and John Hattie.





Students will at least one clustermark, or better, on all aspects ofthe Literacy and Numeracycontinuums.

$25 000 for executive staffto be involved in SimonBreakspear PD.

$50 000 for AP to beinvolved in collaboration.

Learning Sprints (Simon Breakspear) allowed forteacher growth in the area of data informed practiceto ensure they were working towards havingstudents move at least one cluster mark or better.

Premier targets are met. $20 000 to have staffsupport teaching andlearning

$100 000 to have SLSOssupport teaching andlearning.

Working towards meeting Premiers targets.

Students confidently engaging intheir learning, evidenced throughknowing what and why they arelearning (learning intention) andknowing when they haveachieved it (success criteria).

N/A All classes use learning intentions and successcriteria for Learning Sprint groups. K–2 classes alluse learning intentions and success criteria forLiteracy and Numeracy. 3–6 staff use these for atleast one lesson/session per day.

Next Steps

As a result of reflection and self assessment:

Continue to use Learning Sprints for target intervention to support meeting Premier targets.

Whole school PD focus using What Works Best Document to refine high impact strategies.



Strengthening community partnerships

Purpose

To build collaborative teams, school networks and quality community partnerships that initiate school improvementthrough DoE reforms that enable innovation and change; which has students' engagement, learning and wellbeing as acentral focus.


PBL changes made however an Informal review in Term 4 indicated that PBL and LST processes and practices neededto re established. Time was spent evaluating current practices and changes made to be implementing day 1, 2018.

PLAN Champions continued through the LMG with the establishment of writing samples and rubrics for a consistentapproach to marking and plotting on the continuum. Speech therapy continued this year with many of our Kindergartenstudents.

Student wellbeing data peaked in the middle of the year. Making changes throughout the year and ensuring highexpectations were in place for every student, leading to a decrease in negative data being entered on SENTRAL.





Students become more resilient,resourceful, reflective, reciprocaland responsible, resulting inself–directed satisfied learners.

$20 000 to have teacherswork with small groups forwelfare purposes.

$5 000 to support positivechanges to PBL

Positive behaviours celebrated on a regular basis.

Tier Two students have developed the skills andstrategies to become more reflective andresponsible. Students are becoming self directed.

Mindfulness instruction introduced in Years 3–6with 6 staff members completing an 8 week learningmodule, Mindful Teachers.

Sustain high level of positivestudent, staff and parentsatisfaction with school learningculture and environment.

$20 000 AEO

$20 000 Garden facilitator

The majority of students and families are satisfiedwith the whole school.

Next Steps

Zones of Regulation established to support PBL.

Inclusive community team made bigger in the school by having parents, students and community members involved. SaCC facilitator to be the link between community and school. AEO role made more relevant and student focused. Establishment of Jnr AECG.


Key Initiatives Resources (annual) Impact achieved this year

Quality Teaching, SuccessfulStudents (QTSS)

$13 000 Staff were able to have AP and IL worktogether to create and implement focused andpurposeful collaboration sessions.

Socio–economic background 1. $133 000 – Staffing

2. $54 000 – SASS support

3. $2 600 – Speech

4. $8 000 – T&D

5. $10 000 – Technology

6. $1 100 – StudentAssistance

7. $20 000 – Classroomresources

8. $7 000 – StudentPrograms

1. AP off class to work along side IL forcollaboration and in class support for 3–6teachers. 3–6 teachers having the same orsimilar learning to K–2 to ensure flow on oflearning from infants to primary. Additionalintervention support given to targetedstudents in 3–6 to match the K–2 modelthrough additional staffing. Employment ofInterventionist 3 days a week to support IL.

2. Additional SASS staffing to support implementation of LMBR and to increasecommunication to families by improvingnewsletter, Facebook and website structures.

3. Support given to target students identifiedthrough speech screening of Kindergartenstudents through LMG initiative.

4. Training and development for executive inLearning Sprints with Simon Breakspear.

5. Installation of Prowise in Kindergartenroom and purchasing of additional laptopsand chrome books for collaborative learning.

6. Student assistance to support families. Support to purchase uniforms and cover thecost of excursions.

7. Resources purchased for literacy andnumeracy to support teaching and learningprograms. Major focus on quality books for3–6.

8. Programs to support students learning andwelfare.

Aboriginal background loading $60 000

$12 000

Employment of AEO, Aboriginal SLSO andschool gardener to provide programs andsupport to all students but in particular ourAboriginal students. Students were given theopportunity to be supported in classrooms, onthe playground, culturally and emotionally. Spaces and human resources were providedto create safe and happy places for students. Families are also supported based onindividual needs.

English language proficiency $600 SLSO support for the student in Term 1 tohelp settle them into a new school.

Low level adjustment for disability $37 000 Employment of SLSOs to support the social,emotional and learning needs of all ourstudents.

Early Action for Success $155 000 Money for employment of IL.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 109 102 99 104

Girls 100 89 88 86

Student attendance profile

School

Year 2014 2015 2016 2017

K 93.6 92 91.9 91.2

1 94.3 92.3 89.9 89.2

2 90 92.5 90.3 93.3

3 95.8 90.4 91.3 88.3

4 91 94.9 85.6 88.4

5 91.8 86.3 88 84.7

6 90.8 86.9 82.5 88.3

All Years 92.5 91 88.8 89

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

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 2

Head Teacher(s) 0

Classroom Teacher(s) 7.07

Teacher of Reading Recovery 0.32

Learning & Support Teacher(s) 0.9

Teacher Librarian 0.4

Teacher of ESL 0

School Counsellor 2

School Administration & SupportStaff

2.02

Other Positions 0

*Full Time Equivalent

Woodberry Public School employed one AboriginalEducation Worker and an Aboriginal SLSO to supportcultural initiatives, students in class, students emotionalwellbeing as well as supporting parents and families.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 90

Postgraduate degree 10

Professional learning and teacher accreditation

L3 Kindergarten – Two staff members participated in2nd year training.

L3 Stage 1 – One staff member participated in 2nd yeartraining.

TEN – 2 staff members completed training.

Principal completed Leadership Credential throughNSW PPA.

All class room teachers participated in fortnightlycollaboration sessions.

9 staff participated in Connecting to Country.


Executive staff trained with Simon Breakspear inlearning Sprints. All staff benefited from this training.

Two staff members completed universal training.

One teacher accredited as proficient and twocompleted their first cycle of maintenance.

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 425,213

Global funds 111,229

Tied funds 315,405

School & community sources 21,007

Interest 4,182

Trust receipts 28,204

Canteen 5,309

Total Receipts 485,336

Payments

Teaching & learning

Key Learning Areas 0

Excursions 5,464

Extracurricular dissections 6,516

Library 0

Training & Development 0

Tied Funds Payments 418,808

Short Term Relief 31,885

Administration & Office 38,147

Canteen Payments 11,352

Utilities 29,659

Maintenance 15,710

Trust Payments 6,421

Capital Programs 0

Total Payments 563,962

Balance carried forward 346,588

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 742,987

Appropriation 711,238

Sale of Goods and Services 9,431

Grants and Contributions 22,092

Gain and Loss 0

Other Revenue 0

Investment Income 226

Expenses -377,632

Recurrent Expenses -377,632

Employee Related -246,668

Operating Expenses -130,964

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

365,355

Balance Carried Forward 365,355

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 1,465,155

Base Per Capita 28,579

Base Location 0

Other Base 1,436,576

Equity Total 557,570

Equity Aboriginal 72,882

Equity Socio economic 355,449

Equity Language 616

Equity Disability 128,622

Targeted Total 33,680

Other Total 552,452

Grand Total 2,608,857

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 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

Student Survey

72% said they liked school.

80% said the teachers are helpful.

79% said their learning was interesting.

92% said they could talk to the teachers aboutanything.

65% said they were happy at school.

82% said they has friends at school.

Parent Survey

100% of parents said they were satisfied with how theschool teachers their chil/ren.

98% of parents were satisfied with the communicationof their child/ren learning and wellbeing.

96% of parents said they were happy with thecommunication about their child/ren behaviour.

100% of parents said the school was learning focused.

Policy requirements

Aboriginal education

All students have Individual Learning Plans (ILP's) andare making progress across Literacy and Numeracycontinuums. Aboriginal students are achieving similarlyto those students who are non–Aboriginal and in somecases better.

RAM funding enabled targeted Year 4 and 6 studentsindividual and small group intervention with all showinggreater confidence in their abilities and all haveimproved their learning outcomes.

Aboriginal Education Officer (AEO) and an AboriginalSLSO employed to work with students in class, withcommunity in school and to engage with families abouttheir child’s education resulting in greater interactionwith families and the school. AEO assisted with ILPprocess. SLSO assisted in classooms and establishedcultural programs.

Teachers engaged in Connecting to Countryprofessional learning. Staff have a greaterunderstanding of local Aboriginal culture and implementthis within teaching and learning programs.

Community garden continued with the emphasis ofengaging local Aboriginal elders to assist and educatethe students.

Multicultural and anti-racism education

Our school recognises and strives to promote values intoday’s multicultural society. Through the key learningarea of HSIE, students become aware of cultures andreligions at a global level. Multicultural perspectiveswere again implemented across the curriculum to ourstudents in primary.Through this combination ofcurriculum implementation and the celebration ofspecial days, the multicultural educational needs of ourstudents have been met.

The school has a trained Anti–Racism Contact officer(ARCO). There where no formal complaints in 2016but the ARCO supported some students to develop adeeper understanding of their words and actions.


2017 woodberry public school annual report · 2018-04-13 · introduction the annual report for...

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