pitt town public school annual report · the annual report for 2015 is provided to the community of...

Pitt Town Public School Annual Report

2884

2015

Introduction

The Annual Report for 2015 is provided to the community of Pitt Town Public School as an account of the school’s operations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities for all students, as set out in the school plan. It outlines the findings from self-assessment that reflect the impact of key school strategies for improved learning and the benefit to all students from the expenditure of resources, including equity funding.

School contact details:

Pitt Town Public School

17 Buckingham St

Pitt Town, 2756

http://www.pitttown-p.schools.nsw.edu.au

[email protected]

4572 3126

Message from the Principal

It is with great pleasure that I present the 2015 Annual School Report for Pitt Town Public School.

Our school prides itself on delivering a curriculum focused on meeting the needs of all students whilst providing our students with a variety of outstanding opportunities. Our highly qualified, professional staff, strive to achieve the best for our students by providing an engaging, quality learning environment. Specialist support programs ensure students experiencing difficulty receive appropriate support. Gifted and Talented programs cater for the diverse learning needs of our high achieving students by embedding effective differentiation strategies in every classroom.

Throughout 2015 our school provided its students with extensive opportunities to develop socially, physically and culturally. Pitt Town Public School has a proud history of sporting success, supported by skilled and dedicated staff.

This year our teachers participated in a range of high quality professional learning activities supporting the introduction of the new Australian Curriculum. This promoted collaboration amongst staff, both in curriculum content and pedagogy.

Once again the staff and parents worked closely together throughout 2015 for the benefit of the school and the children. The vast majority of our parents assist the school in a wide range of roles in and out of the classroom, throughout the year. The P&C Association continued to work in collaboration with the school to provide invaluable support for students across the school.

The Annual School Report provides a summary of our achievements in 2015 and gives a structure to communicate our priorities and the focus of our learning in 2016. Ongoing evaluation is an important feature of our school with a commitment and a desire for continual improvement.

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

Anthony Moran

Relieving Principal

School background

School vision statement

At Pitt Town Public School we provide a supportive, stimulating 21st century educational environment, where students are encouraged to embrace skills such as collaboration, communication, creativity and critical thinking.

We believe that by providing a well-balanced, quality education that focuses on enquiry based learning, we encourage our students to become self-motivated learners who display empathy, resilience and self-belief.

Our core values of Respect, Responsibility and Excellence are embedded in our school ethos, as we strive to educate our students to be safe, respectful, responsible learners who strive to do their personal best.

Our vision at Pitt Town Public School is to empower students to acquire, demonstrate, articulate and value knowledge and skills that will support them, as life-long learners, to participate in and contribute to the global world in which we live.

School context

Pitt Town Public School is characterised by motivated and enthusiastic students, highly qualified and dedicated staff, as well as fantastic parental and community support. We aim to offer the best education possible by providing a quality, comprehensive education in a caring environment, as we strive to educate the whole child.

The school continues to deliver quality teaching and learning programs in a 21st century environment, in order to improve student outcomes in literacy, numeracy and engagement. We also provide a broad range of activities from performing arts, cultural, leadership, sporting, environmental and academic pursuits.

Our students demonstrate positive values relating to their education, themselves and others. We encourage all students to strive for success. Students are supported through positive, effective student welfare systems that reward their excellent behaviour.

We maximise parent participation in the general life and management of the school. We also built links and promote partnerships within the wider school community. This enables links to be strengthened and increases support and communication. Parents and community members are encouraged to help in the classrooms and assist with sporting events, dance and music productions, as well as community events that not only promote public education, but also promote a positive image of the school

Our staff are extremely professional and dynamic with high expectations. We are committed to providing quality educational programs to support each child to reach his or her full potential.

Self-assessment and school achievements

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self-assessment using the School Excellence Framework, our school achievements and the next steps to be pursued. The Framework supports public schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practice across the three domains of Learning, Teaching and Leading.

This year, our school undertook self-assessment using the elements of the School Excellence Framework. Together, staff reflected on programs and procedures across the school using the expectations outlined in the Framework to inform their judgements. Each element across the three domains in the Framework was evaluated and evidence supporting these judgements was identified and collated where required.

In the domain of Learning, our efforts have been focused upon wellbeing, learning culture and curriculum and learning. Through the implementation of school wide PBL programs, we are working to develop consistent expectations for student behaviour and attitudes which are explicitly taught. Teachers have

engaged in professional learning in the area of curriculum differentiation and this is evident in teaching and learning programs delivered across the school.

Our major focus in the domain of teaching has been on learning and development for staff members. Teachers have participated in professional learning targeted to school priorities as outlined in the school plan. Effective processes to monitor teachers’ performance and development have been implemented through the Performance and Development Framework. Newly appointed and early career teachers are also provided with targeted support, specific to their individual areas of need.

In the domain of Leading, our school priorities have been to progress leadership and school planning implementation and support. Our school is committed to developing leadership skills in staff and students and this is evident in staff performance and development plans. During 2015, Pitt Town Public School spent significant time developing a school plan that is responsive to student and staff needs. Annual iterations of this plan have been further developed and the school plan aligns to local and system priorities, ensuring responsiveness to individual needs.

Our self-assessment process will further assist the school to refine the strategic priorities in our school plan leading to further improvements in the delivery of education to our students.

Strategic Direction 1

Quality Learning

Purpose

Our students need to be learning in an environment, which explicitly teaches critical thinking and resilience, fosters deep, logical thought and engages students as creative, innovative and resourceful 21st century learners.

It is important to actively engage all students in meaningful and challenging 21st century learning experiences through personalised and differentiated learning opportunities, in order to create independent, confident, self-regulated learners, who are able to function successfully in the global environment in which we live.

Overall summary of progress

Throughout 2015, a focus has been maintained on 21st century learning. A 21st century learning committee was formed which undertook the investigation of best practice in 21st century learning initiatives. A 21st century learning curriculum was developed and trialled across the school. Further reflections and refinements were made based upon feedback from the teaching staff.

In catering for students’ individual difference, staff developed individual education plans for students, in consultation with parents and the students themselves. These plans focused on differentiating the curriculum in literacy and numeracy, ensuring students’ specific needs were met.

Progress towards achieving improvement measures Resources (annual)

Improvement measure (to be achieved over 3 years)

Progress achieved this year

100% of students from Years 3 and 5 exhibit positive growth in the value added component of NAPLAN

Differentiated mathematics groups implemented across 3-6 focusing on developing fundamental numeracy skills

All classes K-6 supplied with bank of iPads supporting differentiated literacy and numeracy instruction.

$21,200

At least 90% of all students achieving cluster markers relative to their grade at each stage of their progress.

All classes K-2 tracking student progress using the literacy and numeracy continuums.

All classes undertook consistent teacher judgment practices to standardize student assessment.

$2,200

Next steps

Increased focus on collaborative practice, including programming, assessment and curriculum delivery

Continued focus on the implementation of the literacy and numeracy continuums K-6, all students to be tracked across all aspects of the curriculum.

Increased focus on the development of fundamental literacy skills through the implementation of Mini-lit and Multi-lit programs.


Quality Teaching

Purpose

To create skilled facilitators of learning by promoting, building and sustaining the professional learning of all staff members, and by creating systems for teachers and leaders to evaluate and provide feedback on current performances to improve the quality of teaching.

Teachers will complete professional training and development, so that they can deliver programs that reflect current educational research of best practice, meet BOSTES requirements and deliver a quality education to their students, resulting in improved learning outcomes.


All K-2 teachers have been trained in an early years numeracy initiative, Targeting Early Numeracy (TEN). A significant proportion of funding was used to purchase resources for K-2 classes to facilitate this initiative. In its first year of implementation, this initiative is having a significant impact on student learning in the early years of school.

A whole school procedure for using PLAN software was developed in consultation with all executive staff. All staff received training in data entry for PLAN software. This has resulted in increasing consistency of teacher judgement. It is evident that PLAN data is increasingly being used to inform the development of teaching and learning programs and differentiate the curriculum for students.




Every staff member has a Performance and Development Plan that is aligned with the Australian Teaching Standards (BOSTES) syllabus and supports the development of their teaching practice.

All teachers seeking accreditation are supported in engaging with the Professional Teaching Standards (BOSTES).

All teachers K-6 developed a Performance and Development plan aligned with the Professional teaching standards

$1,500

Data informed, differentiated and personalised learning experiences are highly evident in all staff teaching and learning programs, which reflect key elements of 21st century learning.

95% of K-2 students meet TEN targets by end of 2015.

TEN training delivered to all K-2 staff.

Resources in all classes K-2 supporting TEN implementation

Staff undertook professional learning in Quality Teaching Rounds

$7,500

Next steps

Engage staff K-6 in consistent data collection and the use of PLAN software as a tracking tool.

Further analysis of PLAN data to inform teaching/learning programs and to inform the effectiveness of whole school programs.

Maintenance of TEN program, continued TPL and data analysis.

Training of all staff across K-2 in the implementation of the TEN program.


Quality Relationships

Purpose

To build, maintain and further develop quality relationships with all stakeholders within the school and in the wider educational community to enhance student learning and wellbeing.

Staff will build inclusive, collaborative teams and school networks through quality school community partnerships, which contribute to effective collaboration that promotes positivity and a quality education, which has students’ engagement, learning and wellbeing as a central focus.


During 2015, Pitt Town Public School formed a committee to oversee the implementation of Positive Behaviour for Learners across the school. The committee attended significant professional learning and met regularly to ensure the smooth transition to PBL. Data regarding student behaviours and expectations was collected and analysed and a series of proactive intervention strategies were developed.

Over the course of the year, a student representative council was developed. This provided all students across years 1-6 with an effective student voice and a forum for discussing current issues and initiatives.

In 2015, Pitt Town PS redeveloped school policies regarding learning support for students. Teacher Professional Learning in referral processes ensured that all staff were familiar with learning support procedures and could access appriopriate support for students. Teachers also undertook professional learning in making observations and recording adjustments required to meet students’ individual learning needs.




A percentage increase in the number of parents attending to support the P&C and other community events/fundraisers. Increased parental involvement in classroom based activities

6 parents trained in the implementation of the Multi-lit program across the school.

Successful support by P&C of whole school ‘Wheel a Thon’ event

Increased attendance at P&C meetings observed during 2015

$1,500

Student Welfare and anti-bullying policies aligned with PBL expectations, leading to a reduction in the number of welfare incidents related to peer conflict.

Whole school approach to PBL practices resulting in increased consistency in the application of behavior management strategies.

Teacher Professional Learning in the implementation of PBL across the school

$6,000

Next steps

Continued focus on PBL strategies.

Increased responsibility for the Student Representative Council.

Implementation of Mini-Lit including staff professional learning and parent training.

Further refinement of learning support practices in line with National Consistent Collection of Data

for Disabilities.

Next Steps

Next Steps

Key initiatives and other school focus areas

Key initiatives (annual) Impact achieved this year Resources (annual)

Aboriginal background funding No funding received in 2015

English language proficiency funding

No funding received in 2015

Targeted students support for refugees and new arrivals


Socio-economic funding


Students’ individual learning needs were met through the provision of IEPs, PLPs and through School Learning Support Officer assistance.

$14,496

Low level adjustment for disability funding


All students requiring adjustments and learning support are catered for through intensive, targeted and universal supports based on the response to intervention framework. 58 students (21%) K-6 received learning support throughout 2015.

School learning Support Officers were used to meet the individual needs of students through intensive intervention strategies.

$17, 074

Support for beginning teachers


Beginning teachers were provided with guidance and support structures through meetings with supervisors each week.

Beginning teachers had the opportunity to view professional practice outside the school through visits to other schools.

Beginning teachers were provided with extra support and release time to participate in consistent teacher judgment (CTJ) activities and for reporting to parents.

$8,040

Other school focus areas Impact achieved this year Resources (annual)

Other, including Early Action for Success


Student information

It is a requirement that the reporting of information for all students be consistent with privacy and personal information policies.

Student enrolment profile

Student attendance profile

Year 2010 2011 2012 2013 2014 2015

Sch

oo

l

K 93.4 97.6 95.4 96.8 96.4 94.1

1 93.8 94.8 96.3 96.3 96.0 93.0

2 92.3 95.4 94.7 96.6 96.9 91.3

3 94.7 94.2 96.1 93.8 96.0 93.3

4 94.3 95.8 91.1 95.6 96.9 93.6

5 94.6 96.4 95.1 92.3 94.8 93.4

6 93.8 94.3 92.0 95.0 93.8 91.1

Total 93.8 95.6 94.6 95.4 96.0 92.9

Stat

e D

oE

K 94.7 94.7 94.3 95.0 95.2 94.4

1 94.2 94.2 93.9 94.5 94.7 93.8

2 94.4 94.2 94.2 94.7 94.9 94.0

3 94.5 94.4 94.4 94.8 95.0 94.1

4 94.5 94.3 94.3 94.7 94.9 94.0

5 94.4 94.2 94.2 94.5 94.8 94.0

6 94 93.8 93.8 94.1 94.2 93.5

Total 94.4 94.3 94.2 94.7 94.8 94.0

Workforce information

Reporting of information for all staff must be consistent with privacy policies.

Teacher qualifications

All teaching staff meet the professional requirements for teaching in NSW public schools.

Qualifications % of staff

Undergraduate degree or diploma 82

Postgraduate degree 18

Workforce composition

Position Number

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 2

Classroom Teacher(s) 8

Teacher of Reading Recovery 0.5

Learning and Support Teacher(s) 0.7

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0

School Administrative & Support Staff 2.322

Other positions 0.82

Total 15.942

The Australian Education Regulation, 2014 requires schools to report on Aboriginal composition of their workforce. Pitt Town Public School has no Aboriginal teachers.

Professional learning and teacher accreditation

The impact of ongoing quality teacher professional learning upon students’ learning outcomes and school improvement is significant. The school values and encourages active participation in professional learning. To this end significant funds were expended in this area and a quality professional learning program was implemented across the school for all staff.

Individual plans for training and development are negotiated with supervisors each year as part of the PDP process, the annual review of the performance and development of teachers.

In 2015, a school priority was to further embed 21st century learning into classroom practice. Teachers participated in extensive professional learning around students learning styles and the application of technology in support of this.

Financial information

Financial summary

This summary covers funds for operating costs and does not involve expenditure areas such as permanent salaries, building and major maintenance.

A full copy of the school’s 2015 financial statement is tabled at the annual general meetings of the parent and/or community groups. Further details concerning the statement can be obtained by contacting the school.

Date of financial summary 30/11/2015

Income $

Balance brought forward 167465.67

Global funds 155406.82

Tied funds 251709.54

School & community sources 151758

Interest 5163.28

Trust receipts 8157

Canteen 0.00

Total income 739660.31

Expenditure

Teaching & learning

Key learning areas 59118.59

Excursions 47034.49

Extracurricular dissections 8741.86

Library 2483.47

Training & development 134.20

Tied funds 205634.34

Casual relief teachers 56390.33

Administration & office 41640.73

School-operated canteen 0.00

Utilities 29763.76

Maintenance 99130.22

Trust accounts 10217.00

Capital programs 49030.01

Total expenditure 609319.00

Balance carried forward 130341.31

School performance

NAPLAN

In the National Assessment Program, the results across the Years 3, 5, 7 and 9 literacy and numeracy assessments are reported on a scale from Band 1 to Band 10. The achievement scale represents increasing levels of skills and understandings demonstrated in these assessments.

The My School website provides detailed information and data for national literacy and numeracy testing. Click on the link My School and insert the school name in the Find a school and select GO to access the school data.

Parent/caregiver, student, teacher satisfaction

Each year schools are required to seek the opinions of parents, students and teachers about the school.

In 2015, Pitt Town Public School surveyed the community regarding their satisfaction across a diverse range of areas. Parents overwhelmingly indicated they were satisfied with Pitt Town Public School, however several areas for improvement were highlighted.

Communication was identified as an area for ongoing improvement, with members of the community making reference to the importance of timely communication through the Pitt Town Public School Facebook page. Parents also made reference to the importance of detailed information regarding whole school events. These issues will be addressed during a review of school communication practices during 2016.

The other area which featured in the responses collated was regarding student wellbeing and the school’s awards system. Concerns regarding consistency in the delivery of student awards were raised. This will be addressed during a review of the Pitt Town Public School Student Welfare policy in 2016.

http://www.myschool.edu.au/

Policy requirements

Aboriginal education

Pitt Town Public School is committed to promoting and celebrating Aboriginal achievement in all areas of the curriculum. Throughout the year, students learned about Aboriginal history and culture by studying ‘Sorry Day’, Aboriginal art, and Aboriginal men and women in the armed services.

At Pitt Town, our NAIDOC week assembly taught students about the Acknowledgement of Country and Welcome to Country practices as well as reflecting on the experiences of local indigenous people throughout the years. Students visited Brewongle Environmental Education Centre, focusing on local indigenous history and culture.

Multicultural Education and Anti-racism

Multicultural education influences all areas of the curriculum, as it builds the knowledge, skills and attitudes required for our culturally diverse society. Students learn about other cultures and celebrations around the world, developing an understanding and respect for others’ values. Whole school activities including Harmony Day and the Multicultural Public Speaking competition ensured authentic student engagement.

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