2017 Barraba Central School Annual Report€¦ · Introduction The Annual Report for€2017 is...

Barraba Central SchoolAnnual Report

2017

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Printed on: 26 April, 2018 of 24 Barraba Central School 1140 (2017)

Introduction

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

School is a detailed community all working together to ensure the best of educational and life experiences for thestudents from Kindergarten to Year 12. The beginning of the school experience is marked by Kindergarten Orientationand culminates in the Year 12 Farewell and as an adult I know that many of us reflect on our school experiences as agreat time of our life. Barraba Central is a great school and is an important centrepiece for the Barraba community. It isimportant to thank parents and carers for their contributions throughout the year together with our volunteer canteenworkers and many other volunteers around the school who generously donate their time. The P&C embodies this selflesscontribution facet and indeed many thanks to President Beck Groth and the rest of the P&C. The P&C helped us acquireour flashing 40 km signs outside the Primary – something that will make our students safer.

School provides students with the chance to express themselves academically and socially with the aim to develop intoworthwhile people. Our welfare system enables many of our students to undertake well deserved reward excursions asthe culmination of their endeavours. Our wellbeing system is constantly evolving and suffice to say it is a system thatrewards positive undertakings and endeavours.

Sportwise students have enjoyed such events as the swimming and athletics carnivals as well as the cross country.Splitrock House won the athletics carnival and the swimming carnival. A very successful sporting competition was theFriday night Rugby held in Tamworth and attended by many secondary students. Our senior boys made the grand finalbut unfortunately did not win it. This was a great sporting initiative and many thanks to the Barraba Rugby Club for theircontinued support.

2017 has seen what I would class as definite school appearance improvements.

The Susette Taylor Memorial Garden was opened this year and has as its highlight a lovely water feature and gardensetting funded in part by the secondary SRC in memory of Susette. The entrance to the secondary is now adorned by anew electronic sign and new flagpoles. The agricultural plot is being systematically improved and we are looking forwardto further enhancing this area in the future so that ultimately a school in an agricultural area increasingly reflects this fact.The infants play area (sandpit) has got a wonderful new fence around the area and a brand new blue shade covering forthe actual sandpit. The infants area near the Infants teaching block is also under a new shade covering. Given thetemperatures we endure in summer, these are useful additions to our school.

Beautification of the school is one thing that is an ongoing process but without doubt we have embarked on this journeywith pleasing results. The aim is to have a primary and secondary campuses for which students and the community canbe justly proud.

A couple of whole school initiatives that were outstanding successes were Harmony Day celebrating multiculturalism andNAIDOC Day, a celebration of Aboriginal and Torres Strait Islander peoples. On both occasions, students from acrossthe whole school got to enjoy a range of activities that highlighted the respective themes. What the days clearly showedwas the great potential and indeed success of whole school activities.

Students, Staff and Parents completed a survey about Barraba Central School. In analysing the key responses to "Whatare the school’s greatest strengths" – the most prevalent responses were the teachers; facilities and atmosphere. Inresponse to "What we can do better" – responses included communication; more community involvement and strongeruniforms. In response to "To make Barraba Central a great place" – ideas included improve communication; keepbeautifying the school; improve the agriculture plot; try PBL (Positive Behaviour for Learning). Core values advocatedwere respect; responsibility; pride and honesty.

2018 will see Barraba Central School begin to undertake its PBL journey and these surveys are a great initial start onthis journey.

Secondary schooling at Barraba presents diverse opportunities to not only enhance your education, but to also move inpositive directions that open up doors to career opportunities. As students get to the senior secondary they begin tohave more input into where they want their educational life to go. By late Stage 5 and in Stage 6 (years 10 to 12)students are often beginning to embrace VET(Vocational Education and Training) as a means of branching into possiblecareer pathways e.g. primary industries; construction; metals and engineering and hospitality. Some students alsoundertake SBATs (School based apprenticeship training) to further their career prospects. Indeed, Barraba Centraloffers many opportunities for students. Students need to embrace these opportunities and realise that indeed education


is preparing them for life after school, and also that as students they must grab the opportunities presented.

One of the great things about secondary education is its inherent diversity of subjects, a diversity that is made morepronounced by the opportunity to select 3 elective subjects in years 9 and 10 (Stage 5).

Primary and Infants schooling provides the platform from which students prepare themselves not only high school, butultimately life itself. In the primary and infants areas good gains have been made in several areas. Early Action forSuccess has elevated literacy results in the infants – we are looking forward to that trend in the primary.

The new curriculum has created new opportunities to study geography and history as separate subjects, while science ismore explicitly covered and students are learning how to think scientifically. The primary school is becoming moremindful of lesson breaks and utilising such features as brain gym and go noodle to keep students engaged.

The new school plan, 2018–2020, will doubtless build on the firm foundations that are already developing at the school.We look forward to the new school year with a high degree of confidence and a belief that we can make an already goodschool, great.

Robert Johnston

Acting Principal, 2017

School contact details

Barraba Central SchoolGotha StBarraba, 2347www.barraba-c.schools.nsw.edu.aubarraba-c.School@det.nsw.edu.au6782 1104


School background

School vision statement

Barraba Central School strives to create a fair and caring environment where all students participate actively and developtheir full potential both socially and academically. The school community works cooperatively to support the students todevelop into responsible and respectful individuals, who possess a high standard of integrity. We aim to foster a lifelonginterest in learning to ensure students become productive, confident and responsible with a strong sense of community.

School context

Barraba Central School is a split site central school located in the rural community of Barraba, 90 kilometres from themajor regional centre of Tamworth. Barraba is in an agricultural area that is dominated by cattle production and hashistorical connections to gold mining. The township of Barraba is located on the Fossickers Way. The school caters forstudents from K–12 and has a current enrolment of 195 students. It is staffed by 17 teachers and 6 administrative andsupport personnel. In 2015 the K–6 enrolments were 95 and 7–12 were 90. The school has 22 indigenous students. Theschool has a strong focus on quality teaching and learning and a consistent wellbeing system. Student performance instate assessment programs is generally below state average. The school relies on the strong participation of its parentorganisations to support the implementation of its quality programs.

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.

Each Strategic direction in our school Management plan has been mapped against the domains of the SchoolsExcellence Framework to assist our school in validating and monitoring our journey. In this way our school is alwaysstriving for excellence in all domains; time is dedicated to each whole school staff meeting as well as Staff Developmentdays to discuss the School Management plan, each strategic direction and ensuring we are meeting our milestonetargets using evidence and data.

The School Excellence Framework provides a scaffold and aspirational targets on what we hope to achieve as a schoolcommunity in each of the domains. In the domain of learning our focus has been clearly on wellbeing, curriculum andlearning. The new Wellbeing system has been established in an attempt to gain consistency across whole–school andhave the same system in our primary school continued into the secondary domain. This new approach has clearlydefined behavioural expectations and creates a positive teaching and learning environment within the whole school. Thenew Wellbeing system is always being refined and developed to encourage students to accept responsibility for their ownbehaviours and contribute to the wellbeing of others. The system has been developed based on Positive Behaviour forlearning (PBL) philosophies with all stake holders having input.This facet will be formally enhanced in the 2018–2020School Plan as one of the main tenets of this plan will be the formal introduction of PBL into all aspects of school life.Thisinnovation involves all staff in the incorporation of PBL philosophies and resultant practices that reflect this. We arecurrently attempting to foster a culture that student engagement and learning are linked and that school programsaddress the needs of identified student groups (eg: Aboriginal students, gifted students and students with disability)Nodoubt this easily dovetails into the introduction of PBL.

Teachers are learning how to differentiate curriculum to meet the needs of individual students and there are policies,programs and processes to identify and address student learning needs. Teachers are increasing the involving ofstudents in their own learning and including parents in this process so they have a greater understanding of how best toassist their child on their educational journey. In the domain of teaching our focus has been on Quality Teaching(Effective Classroom Practice), using data to inform their teaching and ensuring students' needs are being meet.

Teachers regularly use student performance data(e.g. NAPLAN) and other student feedback to evaluate theeffectiveness of their own teaching practices. Through the use of the Literacy and Numeracy continuums (PLAN) datainforms teacher where to next, through a particular focus on improved teaching methods in literacy and numeracy.


Teachers have been undertaking professional learning activities focused on building teachers ' understandings ofeffective teaching strategies in these areas. Teachers K–12 have been working together to improve teaching andlearning in their year groups, stages, faculties, or for particular student groups. Executive have been ensuring thatmanagement practices are in place that foster a collegal atmosphere in which teachers personal learning plans reflecton their own abilities and areas of strength and weaknesses.This builds the capacity of teachers and ensures qualityteaching is taking place in every classroom.

Through lesson feedback,effective monitoring of programs,lesson plans and lesson observations, teachers have beenable to reflect and evaluate on current practices.A variety of assessment strategies are used regularly to help monitorstudent learning progress and to identify skill gaps for improvement in our primary school. These skills are beingdeveloped as a major focus in our secondary.In the domain of leading, our focus has been to progress leadership andmanagement practices and processes, as well as school planning,implementation and reporting.Resources have beenallocated to allow physical learning spaces to be used more flexibly and technology,such as I–Pads and laptopsaccessible to staff and students.In the secondary the computer lab in G Block has been re–established so that inconjunction with the roll out laptops all students have more ready access to relevant computer technology.

Our school leadership team attempts to communicate transparently about the school prioities and practices withcommunity included, therein helping to foster understanding of policies,processes and procedures within community..Tothis end the relationship between P and C and leadership is very good thereby assisting the decision making processand relevant communications.An example of this successful joint endeavour is the successful application andimplementation of flashing 40s signs outside the primary site.

Staff, students, parents and the broader school community are encouraged and engaged,when possible,in thedevelopment of the vision, values and purpose for the school. The leadership team has attempted to develop the clearprocesses and timelines to ensure that milestones are reached and that the school is working towards theimplementation of the school plan.

Another focus has been to get positive messages out to the community on the great things that are happening within ourschool. Through our transparent processes and practices the community is kept up to date with their child's education aswell as current issues within the school.

Our self–assessment process will assist the school to refine the strategic priorities in our School Plan, leading to furtherimprovements in the delivery of education to our students.


Strategic Direction 1

Consistent, quality educational practices across the school

Purpose

To promote a culture of excellence by providing challenging, and stimulating learning experiences and opportunities sothat the motivated reach their full potential

Overall summary of progress

Strategic Direction 1 Consistent, quality educational practices across the school

PURPOSE:To promote a culture of excellence by providing challenging, and stimulating learning experiences andopportunities so that the motivated reach their full potential.

OVERALL SUMMARY OF PROGRESS

A consistent wellbeing system based informaly on PBL principles was accepted by all elements of the schoolcommunity.This led to small changes to the system with the implementation of a Platinum level and a reward excursionat the end of the year for those students on level 5 or higher.

During the 3 year plan,the ratio of green slips/red slips(positive/negative referrals)has varied anywhere from an initial 3:1in favour of positive slips to a ratio of 1:1. With the introduction of PBL, increased standardisation of teacher use of thesystem and expectations it is envisaged that the wellbeing system will have increased consistency of application.

The school is beginning to develop teacher and learning strategies that are measurable and centered about evidencebased strategies 'assessment for learning,' 'assessment as learning' and 'assessment of learning'

Common standardised assessments from K–12(PLAN,SA spelling test,PAT Maths,Comprehension and Spelling,BURTreading assessment) which forms the basis of assessment for learning. 100%staff professional learning plan(usingProfessional Development Framework) and are linked to the school's Management Plan and the Australian TeachingStandards. All teachers are now placing their plans on Google Apps for a more transparent and collegiate approach.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

• 100% of K – 8 studentsTracking and monitoring PLANand continually assessed. • Performance and DevelopmentFramework processes will beembedded with all staffcompleting a PDP. Staffachievement of goals will beanalysed and evaluated annuallyto inform future professionallearning and resourcing. • 100% of teaching programsK–10 incorporate the AustralianCurriculum and using the sametemplate with clearaccommodations andadjustments made for all students

• Staff release $2000 • Quality Teaching,Successful Students(QTSS) ($2000.00) • PAT test Teacher release • Aboriginal backgroundloading ($10000.00) • Socio–economicbackground ($5000.00) • Major end of yearexcursion for primary andsecondary • Socio–economicbackground ($10000.00)

PLAN is updated at regular intervals–primary(every5 weeks);secondary(every term)

teachers all meet with their supervisors to ascertainon going effectiveness and movement towardsgoals.

accommodations and adjustments are included inall programs,which are in turn checked bysupervisors.

Next Steps

On going implementation of curriculum changes and developments.For instance,adoption of a new raft of Stage 6syllabuses and accompanying changes in assessment structures and content basis,where applicable.In short the K–10curriculum now has a more expansive base,incorporating as it does the new Stage 6 accommodations and changes.


PLAN implementation to be superseded by PLAN 2. and the adoption of new learning progressions in theprimary.Assessment of PLAN(2) will obviously continue within the constraints of the new frameworks

Continued ongoing evaluation of the wellbeing system–to achieve consistency across the school and greaterunderstanding .in the wider community. Obviously,there will be changes in the welfare system, given the forthcomingadoption of 'formal' Positive Behaviour for Learning principles across K–12. This should be a worthwhile positive step inthe ongoing positive evolution of our wellbeing system.

Ensure the currency and effectiveness of our technology,its use and its role in enhancing the engagement of students.

Use technologies to further streamline communication and streamline communication and enhance attendance,wellbeing and reporting processes across the school.



Linking individual learning for all students in a secure, engaging and supportive way

Purpose

By establishing & providing stimulating learning experiences which are personalised we will increase engagement andconnectedness to develop a love of learning


PUPOSE

By establishing and providing stimulating learning experiences which are personalised we will increase engagement andconnectedness to develop a love of learning.

Successful implementation of the new wellbeing structure,although there are still flexible areas in the system that need tobe changed to more accurately reflect our school population. With that in mind this system will be intertwined with ournew PBL structures in 2018, which may of necessity result in some modifications to our existing wellbeing system.

Ongoing feedback through the TTFM survey to students Years 4–12.This has necessitated ongoing analysis of studentsresults.

Ongoing review of attendance rates in conjunction with HSLO visits.–a measure of student engagement.

All students in Years 1–6 have had PAT assessments completed and tracking progress over time.

Successfully tracked 100% of K–6 students on PLAN through continual assessment every 5 weeks

Commenced Stage 4 teacher training in PLAN.–to build Literacy and Numeracy continuums..Attention will now turn tofurthering this development by the adoption of the tenets of PLAN 2.

The focus on writing strategies implemented across K to 12 strategies aimed to improve writing skills for all students.Thisis clearly reflected by our average individual student growth.





• Increased percentage of staffcontribute to Professionalnetworks across the TamworthNetwork of schools to improveteaching and learning. • Literacy & NumeracyContinuum used to ensurecontinued studentimprovement.80% of students inK–2 meeting state minimumrequirements in Literacy andNumeracy. • 90% of all students Year 3–10has individual growth in line orabove students in the rest of the

Staff actively involved in a range of networks toenhance knowledge and effectiveness in thedelivery of informed, up to date education e.g. LaSTteachers regularly attend Tamworth professionallearning; transfer of duties for some secondaryteacher and K–2 teachers( visit L3 and TENclassrooms)s to enhance ongoing practices;

Awareness of and adaptability to change. e.g.preparing for Learning Progressions,which replacecontinuums from 2018 on.

sharing of development days among centralschools to share and develop expertise amongstaff–unfortunately this process is still in its infancy

Next Steps

Continued ongoing development of the wellbeing system with the basic tenets of the system being altered whennecessary to overcome emerging challenges.

Development of the wellbeing system to dovetail its' effectiveness into PBL strategies and requirements


Maintenance and consolidation of term rewards and appropriate showcases in keeping with the wellbeing and PBLsystems.

Progress of the TTFM survey data to continue to monitor student engagement.At the same time, look for alternate waysto gather community and staff data, for particularly in the case of community, TTFM data responses has begun to tailoroff significantly.

Ensure that new systems ,such as PLAN 2 are embraced by all staff to ensure that student engagement and learningoutcomes are of paramount importance..

Consolidate developmental processes by sharing developmental days with similar central schools in the district.Thisaspect needs to be developed in 2018 so that all staff get to share and develop expertise through mutual exchanges andcollaborative professional development.



Promoting a positive learning culture through strong, sustainable and respectful partnerships Purpose PeopleProcesses Products and Practices

Purpose

To build stronger, positive relationships as a community, inspiring a culture of collaboration, engaged communication,empowered leadership and organisational practices to ensure our student learning outcomes will increase.


PURPOSE

To build stronger,positive relationships as a community, inspiring a culture of collaboration,engaged communication,empowered leadership and organisational practices to ensure our student learning outcomes will increase.

Skoolbag App has been used by P and C members and has proved a worthwhile way to consolidate and improvecommunication.–many have downloaded the device.

PLPs for aboriginal students and the Learning Support team working more effectively across the school with parentshaving input.

Positive commendations in our Wellbeing system, coupled with the utilisation of more rewards excursions have greatlycontributed to the development of a more positive ethos within the student body.

Very successful music program with community links in K–6 needs to be further enhanced to foster the ongoingdevelopment of music.

School is being used to cater for sports and the arts, providing opportunities for students after school.e.g. Friday nightTamworth Rugby Competition.

Facebook is now part of everyday business and getting very good verbal feedback.





• By 2017 an increasedpercentage of parents andcommunity members participatingin school programs andinitiatives. • An increased percentage ofparents/carers attending ParentTeacher Information meetings todiscuss student learning from2015 to 2017. • By 2017 an increasedpercentage of our school andcommunity members are able toidentify our school’s vision,strategic directions andexpectations. • The percentage of parentsusing the online Communicationprocesses between the schooland parents to increase from2015 to 2017.

Implemented a number of new strategies tocommunicate with parents and the widercommunity.This has provided a positive platform toshare school achievement with parents and thegeneral community.In addition, these strategieshave developed a stronger partnership betweenhome and school.

The Skoolbag app is regularly used and there hasbeen an increase in parents accessing thisresource. As a result, communication hassignificantly improved, especially as regardsparents communicating reasons for studentabsences.

Facebook is another tool that has been wellreceived by the community, providing as it does aninstant update for families.

The newsletter has been presented in a newimproved format–produced fortnightly with a largerfriendlier font. In alternate weeks a flyer is sent outoutlining events coming up in the immediate future.


Next Steps

Look at ways of further promoting sustainable and respectful partnerships e.g. Sentral parent portal; build on effectivecommunication.

School and community members are able to identify our school's vision, strategic directions and expectations(on going)

Continue to create and maintain partnerships with the farming community to keep up to date and build a sustainablefuture through mutual efforts.

Provide opportunities to get in guest speakers to talk on issues relevant to primary parents.e.g.creation of a 'coffee club'.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading All students K – 6 have a PLP and eachteacher has had an interview with parents andis continuing to improving their literacy andnumeracy skills. Employment of aides totarget/assist students has been proven to bea useful way at bolstering and improvingstudent skills. All students are tracked andmonitored every 5 weeks to ensure thatstudents/parents know their rate of progress.

The secondary last has also ensured PLPsfor relevant secondary students.

Low level adjustment for disability Barraba Central School successfully supportsstudents with a disability or who haveadditional learning needs within mainstreamclasses.

The Learning Support Team (LST)follows procedures to ensure the effectivestreamlining of resources at the point ofneed are developed.

The LST: •worked collaboratively with classroomteachers to plan , implement , model, monitorand evaluate teaching programs for studentswith additional learning and support needs.

provided professional specialist advice,support and mentoring to classroom teacherson lesson differentiation., assisted withprofessional learning for class teachers andSLSOs to cater for identified areas of needThe LaSTs conduct one on one interviewswith students to further assist with studentunderstanding and development.

Quality Teaching, SuccessfulStudents (QTSS)

Barraba Central School has benefited fromthe ongoing QTSS initiative which hasprovided an additional staffing resourceallocation to improve the quality of teaching inevery classroom. This staffing allocation hasbeen used to •create collaborative practices across theschool to allow teachers to jointly plan andobserve each others' lessons.

establish mentoring practices within theschool to provide constructive feedback toindividual teachers on lesson delivery,programming, assessment and classroommanagement.

Lesson observations and feedback byExecutive have assisted in inculcating QTSSvalues and perspectives into the teachingmethodologies adopted by staff.


Socio–economic background • L3 and Ten training has been completedby all infant staff and they have been trainedin ongoing professional learning(O PL).programs

• Aides used to assist students in L3 andTen programs.

• Parent information and relationshipbuilding days, such as orientation days,subject selection sessions & transition

• Newsletter creation, printing anddistributing.

• Technology made affordable for allSecondary students.–laptop devices readilyutilised.

End of year showcase concert showing theongoing development of the primary musicprogram. Secondary music studentsincorporated into secondary assemblies.

Provision of numerous excursions across theschool.–sport and curriculum based

• KLA classroom resources andimprovements in classroomenvironments–tied in to ongoing schoolbeautification program at both sites.

•Allowing uniforms to be purchased toenhance student self esteem and their senseof belonging.

Guest speakers have come to the school tospeak about nutrition and parent classes.

Early starters transition teacher and alsoadditional staffing .i.e. aides.

Support for beginning teachers Under the Great Teaching, Inspired Learningall beginning permanent and temporarybeginning teachers at BCS had access to astrong induction process, a trained mentor,reduced teaching load and greateropportunity to collaborate with other teachers.Further, collaboration with other relevantfaculties at other schools was encouraged asa didactic tool.

Early Action For Success This was dealt with by our primaryInstructional Leader, whose loadwas directed towards its further successfulongoing implementation. To this end, therewas ongoing involvement of K–2 teachers innumeracy; primary learning in TEN;monitoring of L3 implementation; regularcollection of data for PLAN; professionallearning on interpreting PLAN data to directstaff programming; children identified at risk,appropriate interventions in place.


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 93 92 93 89

Girls 94 87 96 84

At present, Barraba Central School is experiencing aslight downturn in numbers as compared to theprevious three years.

A look at future trends unfortunately indicates that theslight downturn will continue for the immediate future.

Student attendance profile

School

Year 2014 2015 2016 2017

K 89.7 86.1 90.6 89.7

1 94.2 88.5 90.6 91.9

2 90.8 88.6 85.2 93.6

3 91.7 89 90.6 88.2

4 88.5 89.7 88 93

5 93 89 85.8 87.8

6 89.5 93.6 86.7 82.9

7 91.1 89.9 86.6 89.9

8 77 87.5 84.5 88

9 93 81.3 79.1 77.6

10 90.3 92 79 80.5

11 86.6 87.9 86.8 85.1

12 89.9 90.5 87.1 81.9

All Years 90.4 88.9 86.4 87.2

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

7 93.3 92.7 92.8 92.7

8 91.1 90.6 90.5 90.5

9 89.7 89.3 89.1 89.1

10 88.1 87.7 87.6 87.3

11 88.8 88.2 88.2 88.2

12 90.3 89.9 90.1 90.1

All Years 93 92.3 92.3 92.3

Management of non-attendance

Management of non–attendance.

The school has a comprehensive attendance policy andprocedures which ensures student attendance isregularly monitored, analysed and evaluated. Theschool community value the importance of attendanceand there is a shared school–wide responsibility topromote ongoing improvement.Student learning and


well–being are intentionally supported throughmeaningful involvement of parents, families, staff andinter–agencies. This personalised approach along withclassroom practice which is safe, accepting, inclusive,caring and respectful, is embedded in our positiveattendance culture.

Post-school destinations

Proportion ofstudents movinginto post-schooleducation, trainingor employment

Year10%

Year11%

Year12%

SeekingEmployment

0 0 0

Employment 26 10 67

TAFE entry 0 0 11

University Entry 0 0 22

Other 74 90 0

Unknown 0 0 0

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 1

Assistant Principal(s) 2

Head Teacher(s) 2

Classroom Teacher(s) 9.41

Teacher of Reading Recovery 0.5

Learning & Support Teacher(s) 0.9

Teacher Librarian 0.6

Teacher of ESL 0

School Counsellor 0

School Administration & SupportStaff

5.79

Other Positions 0.2

*Full Time Equivalent

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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

Financial information (for schoolsusing both OASIS and SAP/SALM)

Financial information

The three financial summary tables cover 13 months(from 1 December 2016 to 31 December 2017).

The financial summary consists of school incomebroken down by funding source and is derived from theschool Annual Financial Statement.

This summary financial information covers funds foroperating costs to the 30th November 2017 and doesnot involve expenditure areas such as permanent salaries, building and major maintenance.


Receipts $

Balance brought forward 649,175

Global funds 246,735

Tied funds 595,433

School & community sources 6,228

Interest 10,201

Trust receipts 6,170

Canteen 0

Total Receipts 864,767

Payments

Teaching & learning

Key Learning Areas 16

Excursions 1,205

Extracurricular dissections 2,149

Library 229

Training & Development 0

Tied Funds Payments 451,203

Short Term Relief 20,869

Administration & Office 52,659

Canteen Payments 0

Utilities 29,262

Maintenance 27,355

Trust Payments 3,953

Capital Programs 4,078

Total Payments 592,977

Balance carried forward 920,965

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

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

2017 Actual ($)

Opening Balance 0

Revenue 936,790

Appropriation 920,965

Sale of Goods and Services 100

Grants and Contributions 12,275

Gain and Loss 0

Other Revenue 3,449

Investment Income 0

Expenses -223,144

Recurrent Expenses -223,144

Employee Related -107,484

Operating Expenses -115,660

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

713,646

Balance Carried Forward 713,646

The Opening balance for the 2017 school financial yearis displayed in the OASIS table as Balance broughtforward. The financial summary table for the yearended 31 December 2017 shows the Opening balanceas $0.00 because the Opening balance for the 2017school financial year is reported in the OASIS table (asBalance brought forward).

The amount displayed in the Appropriation category ofthe financial summary table is drawn from the Balancecarried forward shown in the OASIS table and includesany financial transactions in SAP the school hasundertaken since migration from OASIS to SAP/SALM.For this reason the amount shown for Appropriation willnot equal the OASIS Balance carried forward amount.

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.

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 2,460,928

Base Per Capita 28,854

Base Location 73,823

Other Base 2,358,252

Equity Total 389,188

Equity Aboriginal 38,459

Equity Socio economic 235,824

Equity Language 0

Equity Disability 114,905

Targeted Total 89,160

Other Total 222,441

Grand Total 3,161,718

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.

In years 3,5,7, and 9 Literacy, students were well belowstate average and were represented in bands 1 to 9.

Nevertheless, in terms of value adding our school isvalue –adding higher than that of the state and sincevalue adding is the best true indicator of an individual'sprogress the school has made worthwhile progress..


In years 3,5,7, and 9 Numeracy, students were wellbelow state average and were represented in bands 1to 9.

Nevertheless, in terms of value adding our school isvalue –adding higher than that of the state and sincevalue adding is the best true indicator of an individual'sprogress the school has made worthwhile progress..


The My School website provides detailedinformation and data for national literacy and numeracytesting. Go to http://www.myschool.edu.au to accessthe school data.

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Higher School Certificate (HSC)

The performance of students in the HSC is reported inbands ranging from Band 1 (lowest) to Band 6(highest).

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Parent/caregiver, student, teachersatisfaction

Each year schools are required to seek the opinions ofparents, students and teachers about the school .In2017 the responses from TTRFM(Tell Them FromMe) Data were somewhat inadequate from thecommunity reflecting that this form of data collection ifnot replaced, needs supplanting by other more effectiveways of gathering meaningful responses.

As a precursor to the formal introduction ofPBL(Positive Behaviour for Learning)parent/staff surveys were utilised that concentratedtheir questions on what are the essential values thatBarraba Central School should inculcate.

Parents were asked :what we can do better; thepositives; how we make the school a great place; whatshould be our core values.

To summarise parents thought that we were doing agood job, but needed more strategies re the removal ofdisruptive students; that our positives were ourteachers, our response to parents and theatmosphere; that more interaction with parents and thecontinued school beautification program would makethe school a great place; core values shouldbe respect, honesty and pride in that order.

Staff views were that we could communicate better;that the positives were the facilities and that staff go theextra mile; that improved communication, ongoingbeautification and PBL introduction would make this agreat place; core values should be respect,responsibility, pride and resilience in that order.

Students did complete the TTFM survey andthe findings were:

The reports provided useful insights into theperceptions of Primary and Secondary students. In thisreport I’d


like to concentrate on the part of the reports that focuson Drivers of Student outcomes–in other words thefactors that help students attain better outcomes. FirstlyI’ll give you the % that our students rate themselves atand then in brackets I’ll place the school state average% in brackets.

‘ SEC.(7–12) PRIM.(4–6)

Responses. 52 students 24 students

1.EFFECTIVE LEARNING TIME–70%(63%) 86%(82%)

2.RELEVANCE –62%(58%) 81%(79%)

3.RIGOUR –65%(58%) 82%(82%)

4.ADVOCACY AT SCHOOL –63%(60%) 77%(77%)

5.POSITIVE RELATIONS –61%(57%) 83%(84%)

WITH STAFF

6.EXPECTATIONS FOR –68%(70%) 86%(87%)

SUCCESS

7.POSITIVE LEARNING –54%(56) 62%(72%)

CLIMATE

OTHER SEC. DATA

8.ADVOCACY OUTSIDE –55%(45%)

SCHOOL

9.STUDENTS PLANNING TO

FINISH YEAR 12 –68%(85%)

10.STUDENTS PLANNING

TO DO VET/TAFE COURSE –44%(33%)

11.STUDENTS PLANNING TO

GO TO UNIVERSITY –43%(67%)

It can be clearly seen that we are at or above stateaverages for the vast majority of these criteria,andsuccess is across the school with both secondary andprimary achieving positive results.

The only apparent area where we need to examine

what we are doing is in the creation of a positivelearning environment ,especially according to the datain primary school.

The extra secondary data is indicative of the nature ofour cohorts,with less students planning to do university and Stage 6 studies,but this is counterbalanced bymore students planning to avail themselves of VETstudies.

Policy requirements

Aboriginal education

Policy requirements

Aboriginal education

The Aboriginal Education Policy has been implementedat Barraba Central School. The whole school undertookan Aboriginal Education Enrichment and Cultural Dayas part of NAIDOC Week Reconciliation. This initiativeinvolved guests from regional office and use of the localaboriginal community. At Barraba Central School thereis also comprehensive integration of Aboriginalperspectives in Primary Stages 2 and 3 and inSecondary Stages 4 and 5 particularly in History(Myallcreek awareness and excursion), English (Aboriginalpoems and writing) and Geography programs. Theoutcomes of these programs have been to furthereducate all students about Aboriginal history, cultureand current Aboriginal Australia.

Communication about Aboriginal Education and Equityprograms has been effective within the school. Theemphasis has been to ensure that Aboriginal studentsachieve educational outcomes that are comparable totheir cohort in NSW. At Barraba Central School wehave also targeted resources and training throughEquity Programs, Aboriginal Cultural enrichment daysand other KLA funds to promote effective teaching ofAboriginal perspectives, culture and content in subjectsin all KLAS.

Multicultural and anti-racism education

Multicultural and anti–racism education

Multicultural Education and Anti–racism BarrabaCentral School actively promotes adherence to both thefollowing policies in this area: Cultural Diversity andCommunity Relations Policy; Anti–Racism Policy.


At BCS our school practices ensure an inclusive schoolcommunity for all and a racism–free learning andworking environment. At Barraba Central School wehave a nominated Anti–racism contact officer. Throughteaching across all the KLAs teachers ensure thedevelopment and understanding of cultural, linguisticand religious differences and we explicitly teach aboutracism and discrimination.

The core valuesof the school were clarified throughoutthe year as part of the schoolplanning process and theimplementation of the Values in EducationPolicy.

Central values included: social equityand equalopportunity, promotion of tolerance, fosteringteamwork/sportsmanship and rejecting racism and prejudice.

A range of strategies were adopted to enhance theeducation of studentsin a culturally diverse society.Lessons were also taught integrating similarconceptsas part of the general awareness raising process.

A highlight of the year was the incorporation of a wholeschool Harmony Day, characterised by a wide range ofactivities highlighting multiculturalism.


2017 Barraba Central School Annual Report€¦ · Introduction The Annual Report for€2017 is...

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Transcript of 2017 Barraba Central School Annual Report€¦ · Introduction The Annual Report for€2017 is...