2018 wirreanda public school annual report · the annual report for 2018 is provided to the...

Wirreanda Public SchoolAnnual Report

2018

4564

Printed on: 30 April, 2019 of 13 Wirreanda Public School 4564 (2018)

Introduction

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

Philippa Young

Principal

School contact details

Wirreanda Public School43 Brocklesby RoadMedowie, 2318www.wirreanda-p.schools.nsw.edu.auwirreanda-p.school@det.nsw.edu.au4982 8707

Message from the Principal

I am proud to present the 2018 Annual School Report for Wirreanda Public School.In presenting this report, I would liketo recognise and celebrate the commitment and effort of the Wirreanda Public School Staff both teaching andadministrative, for their endeavours this year. I am fortunate to have such professional colleagues to work side by sidewith each day. At Wirreanda we value effective, quality learning for all.The school continues to provide students withoutstanding opportunities to develop excellence in the academics, the arts, sport, leadership and citizenship.The parentcommunity is supportive of the school and its programs. Their attendance in the classrooms, at various school eventsand Parents and Citizens Meetings is evidence of this much–appreciated support.Together we have developed strongpartnerships which will continue to enhance our school environment.This report recognises our celebrated achievements.I thank all involved with the school in 2018 for the efforts that brought about our success.

Our achievements include:

*Academic,cultural and sporting success.

*Project based learning.

*Inclusion of speech therapists on staff

*Tiered Intervention models

*Leveled Literacy Programs

*Flexible learning spaces

*External grounds enhancements

Congratulations to all students and staff who have contributed to the many successes our school has enjoyed in the2018 school year.

I certify that the information in this report is the result of a rigorous school self evaluation process and is a balanced andgenuine account of the school's achievements and areas for development.

Philippa Young


School background

School vision statement

Excellence and Opportunity in an Innovative and Supportive Learning Environment

School context

Wirreanda Public School emphasises quality student outcomes, equity, and the development of a sense of personalworth, mutual respect and responsibility. At the core of our beliefs is that the school must be a safe and happyenvironment to encourage and facilitate student learning and achievement.Wirreanda Public School students areenthusiastic learners who personify our motto “Growing in Harmony”. The school promotes academic excellence throughbest practice including an inclusive, balanced quality educational curriculum in each of the key learning areas.

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.

Wirreanda Public School has undertaken internal reviews using the SEF. In 2018 we maintained our growth atSustaining and growing over all, moving to excelling in School planning, implementation and reporting. StudentPerformance measures moved to delivering as we negotiate a new assessment and data tracking system.

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

Quality Teaching; Learning Excellence

Purpose

• To promote learning excellence, engaging students in rich learning experiences in a culture of high expectations.

Overall summary of progress

In 2018 the leadership team restructured our CLTs, aligning to the new school plan and strategic directions. Weintroduced a successful Instructional leader for numeracy model which assisted in building staff capacity but also ingathering and using data to inform teaching.

The SEF was used to undertake internal analysis of processes and achievement with feedback used to set directions inthe 2019 milestones.

WPS successfully developed rich learning projects and flexible learning spaces moving towards a future focussedpedagogy based school.

The school was highly successful in focussing on the classroom for all PL this year, with collaborative practice, explicitinstruction and quality feedback being the target areas.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

>90% of CTs provide positivefeedback on the school's explicitcollaborative structures andpractices that facilitate schoolwide improvement (SEFSaS).

Combined for all 3Improvement measures:

$305000

Equity; QTSS; PL;

WPS successfully developed rich learning projectsand flexible learning spaces moving towards afuture focussed pedagogy based school.

The school was highly successful in focussing onthe classroom for all PL this year, with collaborativepractice, explicit instruction and quality feedbackbeing the target areas.

>80% of students demonstrategrowth in literacy and numeracy(SCOUT).

100% year 5 Numeracy showed positive growth

96% year 5 Reading showed positive growth

96% year 5 spelling showed positive growth

90% of students identify theirlearning as engaging, challengingand relevant (TTFM).

TTFM Survey data showed that the followingindicated they are interested and motivated /relevant:

Y4:81% / 84%

Y5:72% / 77%

Y6:55% / 73%

Next Steps

Increase access to STEM

Further enhance flexible learning spaces and PL in pedagogy to capitalise on the FF vision

Continue to increase in the number of students interested and motivated in their learning


Continue to expand upon research / evidenced based best practice for student and teacher growth.



Excellence in School Performance

Purpose

• High level, consistent school–wide practices for student assessment data that identify achievements and progressto reflect and inform teaching practice and school directions.


Consistent monitoring of student progress and using this information to inform teaching was a strong aspect of the workundertaken in the SD in 2018. Teachers have engaged in shared professional practice with opportunities to observequality classroom practice within the school context.

Whole school involvement in Project and challenge based learning led to higher levels of engagement and motivation aswell as student belonging.

PLAT continued with the addition of Reading and Viewing

Future focused learning implemented as part of the enrichment program

Excellent student growth was achieved as measured through NAPLAN.





10% increase in top 2 bands inNAPLAN for reading andnumeracy for matched cohorts

$11,200 PL

QTSS Time

10% increase in • year 3 Numeracy Naplan

100% of students show positivegrowth on BAS and PAT

$11,200 PL

QTSS Time

There was an increase in teachers identifying thestudents who performed in the zone of highperformance. PALT has been discontinued as wemove into learning markers.

80% of students meet BAS andSWST benchmarks

Next Steps

PL in data analysis to assist teachers to better understand and use data.

Increase diagnostic analysis in literacy

Refinement of PLAT to learning markers



Engaged Quality Relationships

Purpose

• Enhance and build quality school community relationships and partnerships that are focused on student learningand school directions.


The Well–Being Team has delivered a sustainable and consistent LST process that supports a collective responsibilityand approach to students requiring Learning and Support. The team successfully developed and promoted the schoolvalues and engaging with the wider school community. Most parents and all students can recite our values and examplesof these in context.

Our welcome BBQ coupled with the PT night was very successful for community engagement,

The refining of the development of the IEP process with more collaboration with parents and professionals has occurredthroughout 2018 with some additional refinements for 2019.





Increased percentage of studentsreporting a positive sense ofbelonging and advocacy atschool (TTFM)

$85000 ( Additional SupportStaff)

$40000 ( two speechtherapists)

Project based learning and Wellbeing initiativeshave increased community engagement, howeverthis remains a focus for 2019.

Reduction in the number ofnegative behaviours (SENTRAL)

$85000 ( Additional SupportStaff)

$40000 ( two speechtherapists)

Positive feedback from parents re the processesthrough Individual support meetings; focus groups;P&C; and evaluation surveys.

Increased number of studentsattending positive reward daysand leadership events

Next Steps

Enhance student wellbeing through our Every Child is Known valued and cared for initiatives.

Finalise the IEP process

Continue to build community partnerships


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Aboriginal backgroundloading ($ 30832.00) • Aboriginal backgroundloading ($30 832.00)

Employed tutor for ATSI students 2x a weekto work on LLI and intervention.

Low level adjustment for disability Low level adjustment fordisability ($ 58217.00) • Low level adjustment fordisability ($58 217.00)

Enhanced support for students withdisabilities by SLSOs and Interventionteachers.

Quality Teaching, SuccessfulStudents (QTSS)

Staffing allocation 1.042 • Quality Teaching,Successful Students(QTSS) ($ 0.00) • Quality Teaching,Successful Students(QTSS) ($0.00)

Enabled the implementation of QTR; Walkthrus; observational rounds and executivementoring

Socio–economic background Socio–economicbackground ($ 165958.00) • Socio–economicbackground ($165 958.00)

Employed SLSOs and two speech therapiststo support early years learning and languageacquisition.

Speech Therapists provided PL to kinderstaff; screens all kinder students;

A total of 34 students were seen forintervention in terms 2 and 3.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 282 294 322 314

Girls 273 286 288 303

The school has an enrolment of 617 students.Approximately 5% identify as Aboriginal. Students fromDefence Force families make up approximately 25% ofthe school population.

Student attendance profile

School

Year 2015 2016 2017 2018

K 95.6 94.7 95.8 95.2

1 95.3 95.2 94.7 94

2 94.5 94.5 94.7 94.9

3 94.7 94.3 94.6 94.9

4 95.7 94.1 93.7 93.8

5 94.6 94.9 94.6 92.4

6 94.2 94.9 94.7 94.6

All Years 95 94.6 94.7 94.3

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

School and Home Liaison Officer monitors students'attendance and punctuality on a termly basis.Theschool has high expectations for attendance. Theschool data shows the average attendance rate of95%.This reflects the overall value that the majority ofthe school community places on school attendance.

Student attendance is monitored by teachers, SASSstaff and the principal. Attendance is regularly audited

by audited by the Home School Liaison Officer. Dailyabsences are sent to parents via SMS. When noresponse is received after 2 days, a letter is senthome,with a follow up phone call. Where concern israised by irregular attendance patterns parents arecontacted directly or by letter to determine whethersupport is required to ensure a student attends as

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Deputy Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 23.12

Teacher of Reading Recovery 0.84

Learning and Support Teacher(s) 1

Teacher Librarian 1.2

School Counsellor 1

School Administration and SupportStaff

4.06

*Full Time Equivalent

Wirreanda Public School has one staff memberidentifying 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 15

Professional learning and teacher accreditation

Staff at Wirreanda participated in Professional Learningon a weekly basis. The PL was aligned with theschool's strategic directions and curriculumrequirements. A tiered PL schedule was developed tosupport collaborative planning and reflection andencompassed whole school and stage based learning.Staff participated in professional learning in QualityTeaching Rounds, Observations, Learning Walkthrusand peer to peer observations and feedback. Theexecutive continued the Leadership modules as acollaborative learning process. Through the


collaborative learning teams, staff also engaged inworkshops for the EDI and quality feedbackprocedures. Dr Michael Carr–Gregg ran a one dayworkshop with staff on Student mental health andwellbeing. Compliance Training requirements wereaddressed in Terms 1 and 4 .In 2018 2 NST achievedtheir accreditation at Proficient. All pre2004 staff havemet the requirements for accreditation and have begunlogging hours towards their maintenance. .

Financial information

Financial summary

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

2018 Actual ($)

Opening Balance 516,458

Revenue 5,639,552

Appropriation 5,192,390

Sale of Goods and Services 103,834

Grants and Contributions 338,063

Gain and Loss 0

Other Revenue 100

Investment Income 5,164

Expenses -5,450,142

Recurrent Expenses -5,450,142

Employee Related -4,737,400

Operating Expenses -712,742

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

189,410

Balance Carried Forward 705,868

The school employed a business manager in 2018 toassist in consolidating and refining financial practices.

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 4,093,634

Base Per Capita 117,955

Base Location 10,427

Other Base 3,965,252

Equity Total 359,120

Equity Aboriginal 30,832

Equity Socio economic 165,958

Equity Language 0

Equity Disability 162,330

Targeted Total 170,503

Other Total 304,468

Grand Total 4,927,725

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.

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.

In 2018 Wirreanda PS undertook the Year 5 Naplanonline in Literacy. In Year 3 all papers except writingwere undertaken online. This presented both positivesand challenges. Results are to be interpreted withcaution due to comparability concerns.

In 2018 Wirreanda PS undertook the Year 3 & 5 Naplanonline in Numeracy. This presented both positives and


challenges. Results are to be interpreted with cautiondue to comparability concerns.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken whenconsidering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

Parent/caregiver, student, teachersatisfaction

Parent voice, focus groups, P&C surveys and writtenfeedback were sought at the end of 2018 .Thefeedback has been used in the planning ofthe2018–2020 school plan.

TTFM was not undertaken with parents this year asonly 9% of parents responded the previous year,despite significant promotion and time allocated to theprocess.

Teacher satisfaction was gauged through surveys andfocus groups and remains very high with a strongcollaborative culture in place.

Students undertook the TTFM survey showing WPSstudents had a the same or higher positive outcomes inAdvocacy at school; a sense of belonging andexpectations for success.

Policy requirements

Aboriginal education

In 2018 3 staff were training in Connecting to Country

supporting Aboriginal education for all students. Wecommenced our Junior AECG with our neighboringschool, Medowie PS.

All Aboriginal students have PLPs

Programs included: • Employment of a teacher 3x a week to work with

ATSI students on literacy skills • School Speech Therapist to support Language

development • Cultural activities and dance programs.

Multicultural and anti-racism education

The school has 2 ARCOs and embeds Multiculturaleducation throughout the Syllabus. Harmony day is acelebration of all our cultures in term 1.


2018 wirreanda public school annual report · the annual report for 2018 is provided to the...

Documents