new 2017 figtree public school annual report - amazon s3 · 2018. 4. 6. · introduction the annual...

Figtree Public SchoolAnnual Report

2017

3964

Printed on: 6 April, 2018 of 16 Figtree Public School 3964 (2017)

Introduction

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

Melissa Harding

Principal

School contact details

Figtree Public SchoolGibsons RdFigtree, 2525www.figtree-p.schools.nsw.edu.aufigtree-p.School@det.nsw.edu.au4271 6888


Message from the Principal

2017 was a fabulous year of learning and growth for Figtree Public School.

Our comprehensive annual school self–evaluation process highlighted the wonderful progress we have made towardsthe strategic directions of our 2015–2017 School Plan and helped inform priorities for the new 2018–2020 School Plan.Importantly, our evaluation highlighted the high levels of satisfaction held across our school community from students,parents/carers and our staff. Our school continues to be recognised and appreciated as an excellent place for teachingand learning.

Academic performance strengthened in 2017 with some excellent results in many areas. Kindergarten, Year 1 and Year2 reading and writing results were outstanding as we continue to make L3 pedagogy a focus to meet the individuallearning needs of our students. Year 3 and Year 5 NAPLAN results also improved, especially in reading and numeracywhere our school performed above state averages in both aspects.

While academic performance continues to be very important, our most important work is focused on equipping everystudent with the tools to be successful, confident and creative individuals within our changing world. Our studentsregularly engage in learning about our values of Respect, Safety and Learning. Our classrooms are settled, productiveand engaging learning environments and our students have many opportunities to be involved in extra–curricularactivities. Features in 2017 included, but were not limited to, junior and senior choirs, our comprehensive sports program,public speaking, debating and environmental programs.

As always, the effort and enthusiasm of our fabulous staff team, in close collaboration with our supportive parent body,continues to provide a wonderful school environment.

Message from the school community

2017 was another busy and fulfilling year for the P&C Association of Figtree Public School, which with enthusiasticsupport from parents and staff, continued to work hard for the benefit of our children. The P&C was in a positive financialposition, and we are happy to report that at the February 2017 meeting, $30,000 was distributed between all stages ofthe school to purchase laptops, air–conditioning for Banksia, science kits, comfortable seating for the library, new fansfor the hall – as well as literacy and numeracy resources. The P&C was also pleased to fund the Year 6 Yearbook, whichis a wonderful memento for our school–leavers.

As always, we encourage new faces in the P&C Committee in the forthcoming year to provide new ideas, thoughts,suggestions and opinions. Heartfelt thanks must go to our hardworking and enthusiastic Principal, Melissa Harding andher team of both teaching and administration staff for their support and encouragement throughout the year. I also thankanyone who has volunteered their time in any way to the P&C, Parents’ Auxiliary, Canteen, School Council, and UniformShop – without these people none of the P&C’s efforts would come to fruition and our children would not benefit from thewonderful resources and facilities we are able to provide at FPS. A special thank you to my fellow P&C executives, MsEva Thompson (Secretary), Ms Alicia Williams (Vice President) and Mr Lincoln Turner (Treasurer) for all of their hardwork, commitment and dedication. The Committee also thanks Amanda Hubert, who moved on at the end of the year asher last child started high school and brought to an end to 12 years involvement with the P&C.

Arthur Castrissios, President


School background

School vision statement

To provide quality learning so that every student and teacher is actively engaged and enabled in their learning, achievessuccess, reaches their potential (and beyond – Hattie)

Figtree Public School is committed to the pursuit of continuous personal, social and intellectual growth in students andstaff through high quality teaching and learning.

Figtree Public School embraces diversity and fosters a strong sense of community with students and staff learning in asafe, caring and supportive environment.

Figtree Public School is the foundation for students as 21st Century and life–long learners. Students develop andexperience respect, confidence, personal growth and positive attitudes to learning. At Figtree Public School, we meet thechallenges of the Melbourne Declaration on Educational Goals for Young Australians by encouraging our students to be‘successful learners, confident and creative individuals; active and informed citizens’.

School context

Figtree Public School is located in the central suburbs of Wollongong, serving a diverse, multicultural populationrepresenting 30 countries. There are currently around 300 students in 11 K–6 mainstream classes and 3 support classesfor children with intellectual and physical disabilities.

Figtree Public School is proud of its social and academic reputation as a result of very supportive and caringrelationships between children, parents, staff and the wider community over many years. Our happy, vibrant, familyschool culture is built upon our Positive Behaviour for Learning (PBL) values of Respect, Safety, Learning which arestrongly aligned to the core words of our school song and school motto Caring, Sharing, Learning Together. Our corevalues and school motto are clearly embedded in everything that happens and is evident every day at Figtree PublicSchool.


Self-assessment and school achievement

Self-assessment using the School Excellence Framework

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

There is a demonstrated commitment within the school to strengthen and deliver on learning priorities. Positive,respectful relationships are evident among students and staff, promoting high levels of student well–being and ensuringgood conditions for student learning. Feedback through our annual survey clearly highlights this as a strength. Monitoringof student growth through the literacy and numeracy continuums continued to be a priority in 2017. Curriculum provisionis enhanced by learning alliances within the Figtree Community of Schools. We have established strong transitionprograms as students transition to Kindergarten and high school as well as out of our support unit. Our school's Learningand Support Team operates effectively to identify specific student learning needs and provides direction to cater forthose needs. In 2017, we also supported greater teacher collaboration and consistent teacher judgement practicesthrough planned collaboration time. Parents report high levels of satisfaction around reporting.

Teaching

Our classrooms are well–managed and annual survey feedback reflects high levels of satisfaction around our classroommanagement and student welfare practices. Teachers use a range of data to understand the learning needs of students.All teachers participated in professional learning that focused on identifying, understanding and implementingevidence–informed teaching practices. Explicit systems were introduced for teacher collaboration and feedback.

Teachers actively engage in professional learning opportunities to deepen their knowledge and understanding ofsyllabus requirements as well as effective pedagogy and practice. All staff members plan personalised Performance andDevelopment Plans (PDPs) that are aligned to the school strategic directions, Australian Professional Standards forTeachers, NSW Quality Teaching Framework and the Performance and Development Framework.

Leading

Developing effective leaders is one of the three strategic directions within the School Plan. Members of the schoolleadership team were provided with professional learning, mentoring and coaching. Student leadership was also apriority in 2017 with a revision of the operations of the Student Representative Council (SRC). Staff were involved inregular monitoring of the School Plan milestones and aligning our practice with the School Excellence Framework. Manymembers of staff have responsibilities in the management of school resources.

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

Ensuring Teacher Quality and Quality Teaching

Purpose

To provide a challenging and student centred curriculum that promotes creativity, innovation and engagement as 21stCentury learners.

Our aim is to inspire excellence in teaching and learning through focussed professional learning.

Overall summary of progress

School Learning Support processes and procedures were reviewed in 2017 with the increased identification andmonitoring of at risk students, leading to an improvement in growth rates. QTSS funding provided opportunities forteachers to engage in mentoring practices and lesson observations. Collegial feedback was a particular focus throughthese processes. Supporting professional development was differentiated for teachers according to their identified needs.In 2017, these needs were identified, developed and monitored through the Professional Development Plan process.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

All teachers have a PDP thatincludes relevant goals.

$20, 435 (TeacherProfessional LearningFunds)

All teachers completed the ProfessionalDevelopment Plan process in 2017. Theestablishment of teacher goals included a reflectionon their alignment to the Professional TeachingStandards and the elements of the NSW QualityTeaching Model.

80% of students achievinggreater than or expected growthin NAPLAN from Year 3 to Year 5in Literacy and Numeracy.

$7,961 (Literacy andNumeracy Funds)

See also, 'Key FundingInitiatives'– Equity Loadings

50% of students achieved greater than expectedNAPLAN growth in reading. 47% achieved greaterthan expected NAPLAN growth in Numeracy.

Next Steps

• All teachers will make learning intentions and success criteria clear, have high but appropriate expectations andimprove their methods of feedback.

• The use of data collection and evaluation will become more of an embedded practice to inform decisions,interventions and initiatives in literacy and numeracy.

• Professional learning of staff will be centrally focused on student learning. What do the students need to learnnext?

• Staff will be involved in productive and collaborative partnerships and learning alliances within the school as wellas with other schools and organisations.



Developing Successful Learners and Citizens

Purpose

To provide a safe, secure learning environment which fosters the development of the whole child to become aresponsible, successful and respectful citizen.

Our aim is for every student to be a confident, creative and analytical learner.


Staff have increased their understanding about the changing needs of learners for the 21st century. Teachers havefocused on ensuring that student centred learning and the individual needs and interests of their students are at theforefront of their minds when developing teaching and learning programs.

Students have been actively involved in the learning process and have been encouraged to utilise a repertoire oflearning habits and dispositions. They have an increased understanding of what they need to do next to grow andimprove. Through school–wide expectations, students have been supported to make choices that benefit themselves,other individuals and society as a whole.





Tell Them From Me and schoolbased data indicate studentengagement and satisfactionabove 80%.

$14,000 2017 School–based data indicates that 92% ofstudents are actively engaged in their learning.

Decrease in number of PBLincidents of inappropriatebehaviour

$5,000 Incidents of inappropriate behaviour declined by12% in 2017.

Next Steps

• Continued professional learning for teachers in dispositions and learning habits. Parents will be invited toparticipate in learning about effective habits, dispositions and mindsets. A learning habits and dispositions scopeand sequence (K–6) will be developed and utilised.

• A Thinking Tools Scope and Sequence will be developed and introduced K–6. • There will be a school–wide review of Positive Behaviour for Learning procedures, Anti–Bullying Plan and

school–wide expectations. • Flexible learning furniture will be introduced to encourage and facilitate collaboration and increased levels of

engagement. • All classes will become involved in a STEM/Inquiry focused RFF program in 2018. To support this program,

additional technology will be purchased as well as resources for the teaching of coding and robotics. • A Sensory Space will be developed in Banksia as well as a continued focus on developing Zones of Regulation

Toolboxes.



Developing Effective School Leaders

Purpose

To strengthen partnerships with all stakeholders, creating opportunities for effective communication and consultativedecision making.

Our aim is for leaders at all levels to be empowered to lead and engage in a culture of high expectations and a sharedsense of responsibility for student engagement, learning, development and success.


Our Student Representative Council (SRC) operated very effectively in 2017 and processes were adjusted with theestablishment of both a Semester 1 and Semester 2 SRC to enable more of the student body to experience thisleadership opportunity. The School Presidents and Mentors attended the GRIP Leadership Conference early in the yearto develop their leadership capacity and prepare them for their role. The development of the expanded staff LeadershipTeam provided additional staff, outside of the school's Executive Team, with opportunities to contribute to the leadershipof the school and promote their own leadership development and growth.





School self–evaluation datareflects 80% or higher satisfactionrate with school leadership andmanagement.

$9,000 (LeadershipProfessional Learning)

91% of parents and carers indicated that theschool's executive team provides effective schoolleadership.

All teachers clearly demonstratealignment to the ProfessionalTeaching Standards with schoolleaders aligning to HighlyAccomplished and Lead levels.

$20,000 (AdditionalProfessional LearningFunds)

All teachers used the Australian ProfessionalStandards for Teachers to establish goals, engagein effective teaching practices and provide collegialfeedback after lesson observations.

Next Steps

• It is important that leadership development continues to be a focus at all levels to build sustainability andsuccession planning.

• In 2018 we look forward to expanding the staff Leadership Team further. We will look to distribute leadership moreeffectively with the establishment of staff action teams across the school.

• Staff leaders will learn more about the Highly Accomplished and Lead levels within the Australian ProfessionalStandards for Teachers.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $7,218 Personalised Learning Pathways (PLPs) weredeveloped and implemented for all Aboriginalstudents. Parents/Carers were invited to bean integral part of the development,monitoring and evaluation of the plans.

Parents/Carers of Aboriginal students, as wellas local Elders and members of the NorthernIllawarra AECG were consulted to establishtheir views and hopes for their students andfor Aboriginal education across the school.This also helped to inform initiatives in the2018–2020 School Plan.

English language proficiency $40,076 Support for students from non–Englishspeaking backgrounds was delivered bystage based Learning Support teachers.Students were involved in additional supportand teaching within their classrooms and onsome occasions were withdrawn for moreintensive support. English languageprogression was very positive with allstudents achieving excellent progress.

Professional learning networks and localorganisations supported teacher developmentand knowledge.

Low level adjustment for disability $96,227 Low level adjustments for students with adisability were supported in various ways. OurLearning and Support Team met fortnightly todiscuss individual student needs and tomonitor progress and the success ofinterventions. Stage–based Learning Supportteachers were employed to work with specificstages, 3 days each week. These teachersassisted classroom teachers in planninginterventions and differentiation and workedshoulder to shoulder with them in the deliveryof high quality teaching practices. SchoolLearning Support Officers (SLSOs) were alsoengaged to work in classrooms to supportstudents.

Quality Teaching, SuccessfulStudents (QTSS)

0.259 staffing allocation inSemester 1

0.566 staffing allocation inSemester 2

Our QTSS allocation was used to supportboth formal and informal mentoring practicesbetween teachers. Teachers were providedwith a range of opportunities to improve theirpractice through demonstration lessons,lesson studies, observations and collaborativeplanning and evaluating.

Socio–economic background $35,668 An additional School Learning Support Officer(SLSO) supported targeted students in theirlearning.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 137 149 145 140

Girls 169 156 164 158

Student attendance profile

School

Year 2014 2015 2016 2017

K 95.2 94 94.9 95.9

1 95.2 90.5 94.8 93.9

2 93.5 95.3 93.9 92.9

3 92 94.9 95.4 92.8

4 95.2 92.4 93.3 94.6

5 92.7 94.6 93.6 94.3

6 94.9 94 94.5 94.6

All Years 94.1 93.8 94.3 94.1

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

Encouraging regular attendance is a core schoolresponsibility. Class rolls are marked daily andmonitored regularly by class teachers. The LearningSupport Team monitors the attendance of students. If aconcern is identified, the team works with the student,parent and class teacher to improve attendance.Parents are regularly contacted and informed of theirresponsibility to ensure children attend school regularly.The support of the Home School Liaison Officer issought when it is required.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 4

Head Teacher(s) 0

Classroom Teacher(s) 11.52

Teacher of Reading Recovery 0

Learning & Support Teacher(s) 0.7

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

5.57

Other Positions 0.4

*Full Time Equivalent

In 2017, the school staff included one Aboriginalteacher.

Teacher qualifications

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

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 75

Postgraduate degree 25


Financial information (for schoolsfully deployed to SAP/SALM)

Financial summary

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

2017 Actual ($)

Opening Balance 284,521

Revenue 2,883,292

Appropriation 2,817,541

Sale of Goods and Services -1,264

Grants and Contributions 62,591

Gain and Loss 0

Other Revenue 0

Investment Income 4,423

Expenses -2,933,784

Recurrent Expenses -2,933,784

Employee Related -2,648,465

Operating Expenses -285,318

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-50,492

Balance Carried Forward 234,029

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 1,955,215

Base Per Capita 50,115

Base Location 0

Other Base 1,905,101

Equity Total 179,189

Equity Aboriginal 7,218

Equity Socio economic 35,668

Equity Language 40,076

Equity Disability 96,227

Targeted Total 566,718

Other Total 72,045

Grand Total 2,773,167

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.

• Figtree Public School students scored well abovestate average in grammar and punctuation,reading, spelling and writing in the Year 3NAPLAN in 2017.

• Year 5 students scored above state average inreading and spelling.

Band 1 2 3 4 5 6

Percentage of students 3.3 6.7 3.3 10.0 36.7 40.0

School avg 2015-2017 3.6 3.8 6.7 13.7 25.1 47.0

Band 1 2 3 4 5 6


School avg 2015-2017 0.9 1.6 9.3 25.0 21.1 42.1


Band 1 2 3 4 5 6


School avg 2015-2017 2.0 1.6 14.2 21.1 26.0 35.1

Band 1 2 3 4 5 6


School avg 2015-2017 0.0 1.1 10.5 17.5 53.3 17.5

Band 3 4 5 6 7 8


School avg 2015-2017 5.4 12.2 20.0 27.4 18.4 16.5


Band 3 4 5 6 7 8


School avg 2015-2017 4.9 10.5 20.9 23.9 29.2 10.6

Band 3 4 5 6 7 8


School avg 2015-2017 3.5 8.1 15.4 33.2 27.3 12.6

Band 3 4 5 6 7 8


School avg 2015-2017 4.2 6.6 36.1 38.1 14.1 1.0

• Students in the top 2 NAPLAN bands inNumeracy in Year 5 has increased from under30% for the past four years to 51% in 2017.

• 75% of students are making expected growth innumeracy from Year 5 to Year 7. This is 32%increase from 2015 and a 55% increase from2014.

• Both Year 3 and Year 5 students scored abovestate average in Numeracy in 2017.


Band 1 2 3 4 5 6


School avg 2015-2017 0.7 8.1 15.0 23.8 15.7 36.6

Band 3 4 5 6 7 8


School avg 2015-2017 1.5 11.5 25.6 32.9 16.0 12.5

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

55 families completed surveys in 2017. • 98% of families are proud to be part of the FPS

Community • 96% of students like coming to school • 98% of parents are satisfied with progress of

students • Overall, 95% of parents believe the quality of

teaching at FPS is high.'I can't praise the teachers at Figtree Public Schoolenough! Very impressed and appreciate the care givento both my chldren'

'This is an amazing community to be part of.'

'So glad that our children are at FPS and werewelcomed with open arms and hearts by all. Thankyou.'

'We LOVE this school. I tell everyone who will listen!'

'Love this school, very happy here. The school is to behighly commended on the job it does for our kids.'

'Could not be prouder to be a part of FPS!'

'This is an amazing school and moving in wonderfuldirections.'

'As a new family to Figtree Public School we have beenmore than satisfied with every aspect of school life. Weknow that our child would not have been able toachieve what they have done in every school. It is thededication of the teachers, support staff and Principalthat have enabled our child to achieve what they haveachieved.'


Policy requirements

Aboriginal education

Figtree Public School values, respects and appreciatesAboriginal culture and student identity as an intrinsicpart of the school's culture. The Aboriginal flag is flowneach day and Acknowledgement of Country isperformed at every school assembly.

In 2017, our student body participated in a variety ofquality learning experiences to enhance theirunderstanding of Aboriginal education. Some of oursenior students competed in the NAIDOC publicspeaking competition. They also participated in theReconciliation Walk, an inclusive event held at BellambiPublic School each year.

In Term 2, all students participated in Aboriginal danceworkshops led by Abbie–Lee Lewis, a WAAPAgraduate and young Indigenous role model. Thechildren discovered the art of storytelling throughmovement and created a cultural performance to sharewith others.

Our Aboriginal students also had the opportunity toamend our current Acknowledgement of Country, withthe assistance of Julie Street–Smith, the NorthernIllawarra Aboriginal Education Consultative GroupPresident. The team worked collaboratively and wereproud to present their new Acknowledgement to theschool community.

Multicultural and anti-racism education

In 2017, 33% of Figtree Public School students spoke alanguage other than English and came from 30 differentlanguage backgrounds. We ensure students areengaged in inclusive teaching and learning practiceswhich recognise and value the diverse backgroundsand cultures of our students. Our school communitypromotes an open and tolerant attitude to differentcultures and religions.

In 2017, 24 Macedonian students were involved in theCommunity Languages Program with Mrs Nackovski.Students spent time weekly, learning and practisingMacedonian language and culture.

With a welcoming school community, quality staff andcaring students, Figtree Public School provides a safeand supportive learning environment for all students.We embrace many opportunities to celebrate and valueour diversity, promoting inclusivity and connection.


new 2017 figtree public school annual report - amazon s3 · 2018. 4. 6. · introduction the annual...

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