2018 north haven public school annual report...north haven public school, in partnership with our...

North Haven Public SchoolAnnual Report

2018

4149

Printed on: 2 May, 2019 of 15 North Haven Public School 4149 (2018)

Introduction

The Annual Report for 2018 is provided to the community of North Haven 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.

Christine Wild

Principal

School contact details

North Haven Public SchoolOcean DriveNorth Haven, 2443www.northhaven-p.schools.nsw.edu.aunorthhaven-p.school@det.nsw.edu.au6559 9261


School background

School vision statement

North Haven Public School, in partnership with our community, promotes and provides a dynamic, future–focusedlearning environment fostering equity and excellence.

Our school will deliver opportunities for every student to become a successful learner and a caring, confident, creativeindividual.

School context

North Haven Public School is located in the Camden Haven area 30km south of Port Macquarie. The school has a proudtradition of delivering outstanding academic, sporting and performing arts programs with students achieving highstandards across all three domains. The school community is very supportive and has high expectations.

There are approximately 170 families with a total of 250 students enrolled for 2018.

10% of students identify as Aboriginal. The school's Family Occupation and Education Index (FOEI) is 105 which isslightly above the state average (100).

In 2018 we have 10 classes. The school has a well–resourced library, a dedicated technology room, large hall andextensive under–cover play area. Outdoor facilities also include a large sporting field and a playground area that hasbeen redeveloped by our P & C.

Staff consists of a non–teaching Principal, 3 Assistant Principals, 10 classroom teachers, part–time Learning andSupport Teacher (4 days per week), Teacher Librarian (3 days per week).

Our dedicated staff offers high quality extra–curricular programs including senior & junior bands, dance, drama and choirgroups, robotics team, together with training and management of many sporting teams across a variety of codes.

Our student body has an active Student Representative Council, an Environment Team (e–Team) and Kindergartenmentor program. Our school organises and delivers a 3 day band camp every year for our community of schoolsenabling students from local primary schools and high school to form a combined band which performs at our local artsfestival every year. Our staff coordinate and tutor a combined mass choir which also performs at the annual festival.

Our school is a proud and proactive member of Camden Haven Community of 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

Our progress indicates we are providing a curriculum which is driven by evidence–based teaching practices where allstudents are able to increase their knowledge, understanding and skills in all Key Learning Areas. We have implementedsystems and monitoring protocols to meet the changing requirements of all students. Our teaching and learningprograms describe what students are expected to know against syllabus standards and capture their progress throughformative and summative assessment procedures. Differentiation of program delivery occurs both within classroomprograms and through support programs. Families are advised, consulted and included through strong Learning andSupport Team protocols and Family Conferences, held twice yearly. There is a demonstrated commitment within theschool community that all students make learning progress. Our partnerships with parents and students through FamilyConferences support clear improvement aims and planning for future learning. Students are beginning to articulate theirlearning goals and needs through Personalised Learning Plans. Visible Learning strategies and learning intentions willbe a focus for 2019.

Teaching

Through fortnightly collegial planning sessions teachers are regularly reviewing and revising lesson plans, ensuringcontent is based on syllabus expectations and teaching practices are effective. Explicit teaching is the primary practiceand student progress and achievement inform future planning completing the teaching/learning cycle. Teachers areengaging in professional discussions, feedback and collaboration to improve teaching and learning in their classroomsthrough Quality Teaching Rounds, collaborative planning and regular professional learning sessions. Systems andprotocols have been instigated to provide a variety of student data sources to build teacher capacity and confidence ininterpreting and analysing student achievement to drive programming. Our focus for 2019 will include consolidation andgrowth in these skills, together with, developing stronger feedback strategies for students.

Leading

The executive team has taken ownership of strategic direction projects which includes planning, implementing,monitoring and evaluation milestones. They have lead the inclusion of the wider school community stakeholders focusingon staff in this process. Our school plan, milestones and annual report are clearly linked and focused on continuousimprovement measures identified through the self–assessment process against the School Excellence Framework. Ouraim for 2019 is to broaden the stakeholder group to be more effectively inclusive of our parent body and to include staffon project teams.

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

Equity and Excellence in Learning

Purpose

To ensure every student has their learning needs met inspiring them to become successful learners, caring,confident and creative individuals who strive for excellence.

Overall summary of progress

All students, in consultation with their teacher and family developed, at least 3 learning goals through the PersonalisedLearning Plan. These were discussed at Family Conferences during Term 1. 100% of families were involved inconferences term 1 and 74% followed up in Term 3. Teachers reflected and reported on student progress in Semester 1& 2 reports. Students have deepen their understanding and confidence in taking ownership of their learning. Productivepartnerships are strengthening between teachers, students and families.

Supervision of teaching and learning programs indicated evidence of differentiation, to meet individual student needs,focusing on English and Maths, in all class programs. Learning Support Team protocols and processes strengthened andconsolidated. As a result, students have learning needs identified and catered for within classroom programs whereappropriate or have access to additional support programs and staff.

All K–2 students are assessed against the school sight word and phonics checklist. Their progress is tracked andmonitored. All students K–6 are assessed against reading benchmarks. Their progress is tracked and monitored.Executive staff trained in Learning Progressions. All staff were exposed to Learning Progressions. Students have theirprogress mapped and individual learning needs identified and addressed through differentiated programs and learningsupport processes.

All staff completed scheduled professional learning to build an initial understanding of the concept of visual learning.(learning intentions/success criteria). Stage teams engaged in collaborative planning of writing units. Stage 2 and Stage1 scope and sequenced Maths units of work. Staff capacity is building in designing Writing and Maths units of work,incorporating consistency of teacher judgement in assessing and identifying learning intentions for lesson and unit work.Further development of these skills will be a focus for 2019.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• To increase the % of studentsdemonstrating growth against thelearning progressions to match orexceed syllabus standards inWriting and Maths • The school will demonstrateimprovement in the % of studentswho are tracked achieving in thetop 2 bands in NAPLAN • The school is able to evidencegrowth from delivering tosustaining and growing in theSchool Excellence Frameworkdomain of Learning focusing onthe elements of Curriculum,Assessment, StudentPerformance Measures andLearning Culture.

Funds expended againstthis strategic direction areoutlined in key initiativearea of this report.

All students achieved growth as evidenced incomparison of achievement levels in PLAN 1starting data Term 1 2018 and Term 4 2018 . InYear 3 NAPLAN Writing 37.9% students are in thetop 2 band exceeding SSSG of 35.7%. In Year 3Numeracy we have 31% of our students who haveachieved top 2 bands compared to Stateachievement of 40.8%. In Year 5 we have 5.3% ofstudents in top 2 bands for Writing compared to 9%for SSSG. Numeracy results for Year 5 are 26.3%of students in top 2 bands compared with 30.2% forState. Self–assessment against School ExcellenceFramework for 2018 indicates we have, on balanceof judgement, achieved sustaining and growing inthe elements of Student Performance Measuresand Learning Culture. We have made progress inmoving from delivering towards sustaining andgrowing for the elements of Assessment andCurriculum.


Next Steps

Refinement of PLP will continue in 2019 and form the basis of visual learning protocols.

All stages will plan Writing and Maths units of work collegially in 2019. This will include further development of criteriamarking of writing and design of rich assessment tasks for Maths units. PLAN 2 data tool will be used to track andmonitor students progress in Writing and Maths.

Staff capacity is building in designing Writing and Maths units of work, incorporating consistency of teacher judgement inassessing and identifying learning intentions for lesson and unit work. Further development of these skills will be a focusfor 2019.



Collaborative, Explicit, Evidence–based Teaching

Purpose

To enhance the capacity of all staff to identify, understand and implement the most effective explicit teachingmethods, with the highest priority given to evidence–based teaching strategies. Explicit systems forcollaboration and feedback are developed to sustain quality teaching practice.


Stage teams are released fortnightly to collegially plan and engage in PL. This includes: English Units, Spelling, Maths,PDHPE and HSIE. A consistent whole school approach to writing and numeracy is developing. All teachers havesuccessfully participated in Quality Teaching Rounds which have formed the basis of classroom observations and theirProfessional Development Plans. Revisiting and renewing teacher understanding of the Quality Teaching Frameworkunderpinned this project. As a result teachers are competently and confidently engaged in constructive feedbackprocesses designed to strengthen quality teaching practice and support the achievement of our strategic directions.Further development of these skills and capabilities will continue to be the focus for 2019.

3 staff participated in Quality Teaching professional learning. QTR leadership team developed the implementationprotocol and in–serviced the staff. QTR formed the basis of one classroom observation to support PDPs for all teachers.All staff have an understanding and confidence to participate in collegial mentoring processes.

Staff updated PLAN data which was triangulated against student achievement levels in semester reports, NAPLANresults and internal data. Comparison of data indicated accurate assessment and reporting on student achievement.





The school is able to evidencegrowth from delivering tosustaining and growing in thedomain of Teaching focusing onthe elements of EffectiveClassroom Practice, Data Skillsand Use, Learning andDevelopment.

All teachers demonstrateproficiency or above in thedomains of ProfessionalKnowledge, Practice andProfessional Engagement againstAustralian Teaching Standards.


Strong evidence, collected through the milestoningprocess, of growth in the elements of EffectiveClassroom Practice, Data Skills and Use, Learningand Development have been collected andreviewed.

Our Professional Development processes haveindicated that all staff successfully achieved theirgoals and are meeting or exceeding the proficiencydescriptors of Professional Knowledge, Practiceand Professional Engagement within the AustralianTeaching Standards.

Next Steps

Teachers are competently and confidently engaged in constructive feedback processes designed to strengthen qualityteaching practice and support the achievement of our strategic directions. Further development of these skills andcapabilities will continue to be the focus for 2019.

Staff training in SCOUT tool will be a focus for 2019 together with using PLAN 2 as a tool to track and monitor Writingand Maths.



Proactive, Productive, Professional Partnerships

Purpose

To promote and strengthen partnerships within and between our whole school community members ensuringour students are empowered to reach their full potential.


Staff engaged in workshops to increase knowledge and understanding of: links between SEF, strategic directions andthe purpose of the school planning process; practices, products, people & processes; quality improvement & evaluationmeasures; milestones and their function. All staff showed increased knowledge & understanding as evidenced inself–evaluation of school planning workshops, linked to this school priority. All staff successfully achieved professionalgoals that were aligned with school plan priorities. Teams will be formed to drive projects, lead by executive in 2019.





The school is able to evidencegrowth from delivering tosustaining and growing in thedomain of Leading focusing onthe element of School Planning,Implementation and Reporting.

All teaching staff achieveprofessional goals linked toschool priorities and teachingstandards.


Strong evidence, collected through the milestoningprocess, of growth in the elements of SchoolPlanning, Implementation and Reporting have beencollected and reviewed.

Our PDP process has indicated that all staffsuccessfully achieved their goals and arecontributing to achievement of our school priorities.

Next Steps

Teams will be formed to drive projects, lead by executive in 2019.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading SLSO employmentAccess to AECGprofessional learning • Aboriginal backgroundloading ($ 30 000.00) • Aboriginal backgroundloading ($30 000.00)

Targeted students received additional supportin reading, phonemic awareness andphonological knowledge to address individuallearning needs. This support was alsoprovided in social settings. Our Aboriginalstudents are increasing achievement levelstowards matching or surpassing those of thebroader student population. Identified staffsuccessfully participated in Connect ToCountry program continuing to ensure ourstaff are culturally competent and our schoolis culturally responsive.

English language proficiency Employment SLSO • English languageproficiency ($ 5 000.00) • English languageproficiency ($5 000.00)

Identified students received individual andsmall group tuition to meet their Englishlanguage learning needs. Internalassessments indicate considerable growth inknowledge of phonological knowledge,phonemic awareness and reading benchmarklevels.

Low level adjustment for disability Employment additionalteacher timeRelease for LSTcoordinatorEmployment SLSOStrategic timetabling • Low level adjustment fordisability ($ 25 000.00) • Low level adjustment fordisability ($25 000.00)

Strong processes implemented throughLearning Support Team, employment ofLearning and Support teachers and supportofficers targeting student needs in literacy andnumeracy resulted in students increasingachievement levels in both focus areas.

Quality Teaching, SuccessfulStudents (QTSS)

0.446 Staffing Entiltlement • Quality Teaching,Successful Students(QTSS) ($ 0.00) • Quality Teaching,Successful Students(QTSS) ($0.00)

Executive team lead projects to supportimplementation of our school plan andstrategic directions. All annual milestoneswere met. PDP processes were strengthenedthrough the introduction of Quality TeachingRounds.

Socio–economic background Employment temporaryteachersStrategic timetabling • Socio–economicbackground ($ 96 000.00) • Socio–economicbackground ($96 000.00)

Staff released to collegially plan focussing onMathematics, Assessment and Writing.Additional professional learning in stageteams focussing on strategic directionpractices and products. Family Conferencestwice per year including student PersonalisedLearning Plan negotiation and monitoring.Stage teams released to strengthenconsistent teacher judgement in assessmentcreation and implementation focussing onMathematics and Writing. Stage planningdays focussing on unit development, writingand assessment.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 173 152 139 125

Girls 148 143 131 115

Declining enrolments as a consequence of Lake CathiePS opening in 2017.

Student attendance profile

School

Year 2015 2016 2017 2018

K 91.8 95.9 95 92.8

1 91.1 91.5 92 93.6

2 91.2 92.5 89.9 92.7

3 92.5 92.8 92.2 90.6

4 91.1 93.3 92.7 91.7

5 92.2 92.4 90.4 90.3

6 91.8 92.5 89.6 92.3

All Years 91.7 92.9 91.4 91.9

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

North Haven Public School encourages high levels ofattendance and is proactive in contacting families in theinstance of an unexplained absence. Students who areabsent for more than 2 days are contacted by theprincipal or their delegate. Absences are monitoreddaily by the principal. With the support of the HSLOregular attendance is monitored and students andfamilies given strategies to improve attendance when itfalls below 85%. Communication through the schoolnewsletter of our school and DoE expectations aroundattendance have increased the number of families

informing the school of an absence within a 7 dayperiod. Teachers monitor late arrivals and habitualabsences and work with the student to identify anyways to support an increase in attendance.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 3

Classroom Teacher(s) 8.87

Teacher of Reading Recovery 0.32

Learning and Support Teacher(s) 0.8

Teacher Librarian 0.6

School Counsellor 1

School Administration and SupportStaff

2.82

*Full Time Equivalent

One staff member identifies as Aboriginal.

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

All staff completed Professional Development Plans(PDP) and linked personal learning goals to our schoolstrategic plan for at least two of their three goals. Thisallowed for a whole school focus on writing and visiblelearning. Teachers were timetabled with an extra fortyfive minutes per week of professional learning time tofocus on negotiated topics at a deeper level.Reflections and progress were captured in logs whichwere shared with executives each term. Individualprofessional learning needs were also accommodatedwhere available and applicable, attracting expenditureof funds and access to resources. All professionallearning goals were mapped against teachingstandards and these standards were used as referencecriteria for formal observations and individual reflection.


Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 179,009

Revenue 2,888,773

Appropriation 2,729,064

Sale of Goods and Services 1,509

Grants and Contributions 156,090

Gain and Loss 0

Other Revenue 0

Investment Income 2,110

Expenses -2,785,335

Recurrent Expenses -2,785,335

Employee Related -2,506,181

Operating Expenses -279,154

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

103,438

Balance Carried Forward 282,447

• Our school's financial management processesand governance structures meet financial policyrequirements

Financial summary equity funding

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

2018 Actual ($)

Base Total 1,895,234

Base Per Capita 52,210

Base Location 6,375

Other Base 1,836,649

Equity Total 243,731

Equity Aboriginal 29,838

Equity Socio economic 96,081

Equity Language 5,168

Equity Disability 112,643

Targeted Total 217,806

Other Total 248,269

Grand Total 2,605,040

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 and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Strong performances identified in Year 3 and Year 5Spelling, Grammar & Punctuation. Year 3 Readingindicates significant percentage of students are in thetop 2 bands. Year 5 has no students in the bottom 2bands in Reading. As outline in our school plan2018–2020, improving student achievement in Writingis a priority and main focus for improvement.


Over 30% of our Year 3 students have achieved in theto 2 bands of Numeracy.

26.32% of our Year 5 students have achieved in the top2 bands of Numeracy.

There are no Year 5 students in the bottom 2 bands ofNumeracy.


The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata.

Premier's Priorities: Improving education results forstudents in the top two NAPLAN bands

Year 3 Numeracy 31.03%

Year 3 Reading 37.93%



State Priorities: Better services – Improving Aboriginaleducation outcomes for students in the top twoNAPLAN bands





Parent/caregiver, student, teachersatisfaction

Tell Them From Me surveys were issued to allstudents in Year 4–6. Questions focused oninvestigating student outcomes and school climatewhich were designed to provide insight and guideschool planning and improvement.

Areas where our students responded at or above thestate norms included: • High rates of participation in extracurricular

activities • Students have friends at school they trust and

who encourage them to make positive choices • Students try hard to succeed in their learning • Students believe important concepts are taught

well, class time is used efficiently and homeworkand evaluations support class objectives

• Students find classroom instruction relevant totheir everyday lives

• Students feel classroom instruction iswell–organised, with clear purpose, and withimmediate feedback that helps them learn

• Students feel they have someone at school whoconsistently provides encouragement and can beturned to for advice

• Students feel teachers are responsive to theirneeds and encourage independence with ademocratic approach

Areas where our students responded below the statenorms included: • Students feel accepted and valued by their peers

and by others at school • Students do homework for their classes with a

positive attitude and in a timely manner • Students who are subjected to bullying including

physical, social, verbal or over the internetThe 'Partners in Learning Survey' is based on acomprehensive questionnaire covering several aspectsof parents' perceptions of their children's experience athome and at school. In all areas our parents respondedpositively and above state norms including: • Parents feel welcome • Parents are informed • Parents support learning at home • School supports learning • School supports positive behaviour • Their children feel safe at school • Our school is inclusive • 71% of our parents found their child's Personal

Learning goals highly usefulThe 'Focus on Learning Survey" is a self–evaluationtool for teachers and schools. It considers eight driversof student learning and four dimensions of classroomand school practices.

Areas where our teachers responded at or above thestate norms included: • Leadership • Collaboration • Learning culture

• Challenging and visible goals • Planned learning opportunities • Inclusive school • Parent involvement • Overcoming obstacles to learning

Areas which will be addressed for future improvementinclude: • Data informing our practice • Increasing technology opportunities for students • providing quality feedback to students

Policy requirements

Aboriginal education

During 2018, the staff have continued to ensure that allstudents are educated about and have anunderstanding of Aboriginal and Torres Strait Islanderculture, traditions and beliefs in a respectful manner.This occurs by being embedded into teaching andlearning programs across all Key Learning Areas. Werecognise traditional custodians during our formalassemblies and during special events and meetingsthrough the Acknowledgement of Country delivered byIndigenous students. Teachers work in partnership withfamilies to develop meaningful Personalised LearningPlans (PLP) to ensure individual student strengths andareas for improvement are considered when developingthe student's learning goals. These learning goals arenegotiated and discussed during 3–way FamilyConferences held twice per year.

Identified staff members undertook professionallearning, participating in "Connecting to Country".

Our school celebrates NAIDOC Week with artinstallations being produced by each class as acelebration of ATSI culture. This year each classcreated combined artworks focusing on the Gathanglanguage and the concept and message of "Because ofHer".

Multicultural and anti-racism education

At North Haven Public School we promote socialharmony and an understanding of Australia's culturallydiverse society through teaching and learning programsthat celebrate our multicultural society and promoteanti–racism. Our ARCO participated in refreshertraining and as a result developed some resources onanti–racism that were shared with all the staff. Theseresources include teaching and learning informationand links to websites and further resources. Our schoolis a Kids Matter school and part of the multiculturalmessage that is promoted is "Every Face has a Place".Our strong values, culture and programs that areembedded in our day to day school life continue tosupport our students in being respectful, inclusive andtolerant citizens.


2018 north haven public school annual report...north haven public school, in partnership with our...

Documents