2017 Centaur Public School Annual Report - Amazon S3 · Centaur Public School Annual Report 2017...

Centaur Public SchoolAnnual Report

2017

4607

Printed on: 13 April, 2018 of 15 Centaur Public School 4607 (2017)

Introduction

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

Mr Corrie Stephenson

Principal

School contact details

Centaur Public SchoolEucalyptus DriveBanora Point, 2486www.centaur-p.schools.nsw.edu.aucentaur-p.School@det.nsw.edu.au07 5524 9655

Message from the Principal

Centaur Primary School offers a very broad curriculum with unique opportunities for all students to immerse themselvesin diverse learning experience to achieve personal success for all. With ‘Future Focused’ learning spaces and a ‘CriticalThinking’ mindset our students are being prepared for what lies ahead and a ready to take on any challenge.

One of the biggest success for me is the increased community involvements in the day to day running of our schoolwhich has had a flow on effect with the well–being of the whole community. Pride in self, others, school and community.Centaur has a positive buzz and depth of happiness with many laughs being shared around the grounds.

The dedication and commitment of our staff to continual school improvement has resulted in high educational and socialoutcomes for our students. The Project Based Learning programs continue to produce outstanding results andopportunities, focusing on skill development, resilience and celebrating success.

Mr Corrie Stephenson

Principal Centaur Primary School


School background

School vision statement

Creating Paths to Success

Creating an environment which nurtures respect and understanding for ourselves and others along Paths leading toexcellence in lifelong learning to success through effort and commitment.

At Centaur, we are committed to: • Providing an exciting, challenging and enriching curriculum through which students pursue critical thinking and

problem solving in a variety of contexts. • Maintaining high expectations of our students through a clearly defined set of standards, adding to the tone and

character of the school and its members. • Creating a breadth of opportunity for individuals and groups so all students gain from a well–rounded education. • Fostering a student culture in which boys and girls readily accept responsibility and value the service of others. • Preparing students, who engage with their peers, contribute to their community and take their place in the 21st

Century. • Developing accomplished, well–resourced and inspirational staff, committed to the children under their care and

imbued with a strong ethos of service, professional learning and responsibility.

School context

Centaur Primary School provides quality teaching and learning programs for 510 students from the Tweed Heads district.The school consists of 21 classes including 4 support classes catering for students with disabilities. The school has asignificant number of students (16%) that identify as ATSI. The school draws students from the full range ofsocioeconomic backgrounds and is a geographical snap shot of families who live in Tweed Heads and Banora Point.

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.

In the domain of Learning a paradigm shift was created to refocus staff on asset model mindset to drivedifferentiated learning and Project Base Learning outcomes. The results have been significant with students embracingthe new expectations and challenging themselves, 'failing forward' at times, but being resilient enough to start again andwork through the issue.

In the domain of Teaching class structures were reviewed and the notion of 'that's what we do at Centaur' wasshelved. A pilot 2x teacher and 54 student combined open class structure, with a Future Focused approach hasreinvigorated my teachers to look past their four walls and 'Norms of Centaur' to rebuild a space and experiences thatengage our students and prepare them for jobs that don't yet exist. the result being teachers are catering for individualstudent needs, re–engagement of students in curriculum and a lower percentage of inappropriate behaviours in theclasses.

In the domain of Leading school structure have been drastically changed to allow not only for flexibility, but also aspiringleadership. Building capacity for those in a supportive and safe environment where we celebrate in our successes andrally to support in a time of need. Creating a hub and spoke model that is perpetually revolving and catering for individualneeds and the n continual needs of the school and our community. As a result the 'Top Down' model has been scrappedand a holistic approach has helped staff to be mindful of each others well–being and see the bigger picture of DoE and


community expectations.

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

Personal Excellence

Purpose

Centaur PS is committed to the success and wellbeing of every student and child. Learners will develop the knowledge,skills and characteristics that will lead them to become personally successful, economically productive and activelyengaged citizens.

We believe in building on our student's strengths, with emphasis on literacy, numeracy and technology, so that everystudent leaves our school, with confidence and capabilities to succeed in high school and the wider community.

Overall summary of progress

Support systems are in place to help deliver a success criteria. Teachers are building a solid basis for their professionaldevelopment and gaining personal professional excellence. Building this to a whole learning community achievement isthe focus.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Scope and sequences in placeand being used by 100% ofteaching staff.

4 days casual relief torelease teachers so theycould complete this.

Cost: $1820

Completed S&S are being used in all classes (K–6).Revision in 2018 to align new S&S with theprogressions

100% of teaching staff complete2 classroom observations withfeedback.

Semester observations arepart of our supervisionexpectations and PDPprocesses.

No cost to the school as it iscompleted in ExecutiveRFF.

Stage groupings create their criteria and areobserved by their executive. Written feedback isgiven and discussed after the completion of theobservation.

100% of eligible students havePLP written in consultation withkey stakeholders.

This has been achieved.Our Learning & SupportTeacher (L&ST) is thedriving force behind this. Atno cost to the school

L&ST to continue supporting teachers and familiesduring this process.

Plan implemented into stage 2and 3.

No cost to the school Due to the implementation of progressions andPLAN 2, all staff have been exposed to PLAN andwill implement this in PLAN 2 early 2018.

Next Steps

Teachers will ensure they critically reflect on their processes, to specifically identify how they are delivering qualityeducational experiences. Students are going to be empowered to critique their teachers through a scaffold to givefeedback. On going mentoring for beginning teachers and those who identify they would like a mentor.



Wellbeing

Purpose

Education is successful when it nurtures social, emotional and academic potential and fully prepares young people forthe complexities and possibilities of their future lives at work, at home and in their communities. Successful educationfacilitates positive contributions to the nation and encourages ethical responsibility in the global community.

Effective education empowers young people to develop in all aspects of life. Educational success does not reside solelyin high test scores but in self–actualisation (being able to become the best you can be), being resilient, healthy andengaged in life, having meaning and purpose alongside compassion for others.* Wellbeing Australia






Increase attendance by 1%. No cost Achieved after removing students on 'Business' andthose with 'Leave' given by the principal.

95% of students achieve thestage appropriatecitizenship continuum goalsaddressed in the Positive rewardssystem.

Rewards day

No cost to the school

90% of students achieved this. Consistency ofTeacher Judgement (CTJ) was identified for notgaining the improvement measure.

Positive rewards systemimplemented and data recordedin Sentral for all students.

Positive Behaviour forLearning (PB4L)implementation.

T&D: $4000.00

Support: no cost

Paint: $400.00

PB4L journey has started. 90% buy in from staff.rules identified, walkways painted and class lessonsbeing completed.

Decrease the number of negativebehaviour incidents by 10%.

Reward days, extra play,mufti days etc.

No cost to the school

Increase of incidents recorded on Sentral, due toimproved teacher knowledge. >10% decrease in'Major' incidents recorded.

Develop policy on learningassistance, Sails.

At no cost to the school With 75% new staff in SAILs this improvementmeasure is still in progress.

Next Steps

With the success of the initial stages of PB4L, we will create a mascot, marketing, signage and inform our community tocreate a partnership that fosters and encourages global citizenship. Inform parents of the obligations to help theirchild/ren achieve success by attending school and the pitfalls of non–attendance with reference to academic and socialdevelopment.



Community

Purpose

To build strong, positive relationships between the school and the community in order to enhance a genuine sense ofownership and belonging for students, staff and the community.

To engage the community in order to broaden the expertise available for sharing with staff and students.

To strengthen reciprocal relationships, share resources and build teacher capacity through the Community of Schools.


A great strategy to improve partnerships between school and preschools in our zone. Personal professional relationshipswill help to reinforce the network that is growing. Kinder teachers who went to the preschools were lucky to see all thestudents in their Pre–Centaur context. Pre–schools were a great support when they came to the school to help withtransition.





Positive feedback from parentsabout transition programs asmeasured by surveys.

Networking withPreschools. Open day atschool. 9 weeks oftransition in term 4

RFF: $13,200.00

Feedback was positive and identified what we aredoing well. There are areas such as communicationthat will be improved as a result.

Next Steps

Continue the momentum with invitations to preschools and their parents to attend our Easter Hat Parade, NAIDOC week,Teddy Bears Picnic, Pool fun days etc. Factor in extra transition for those students identified as 'at Rick'. Have 1 teacheras the transition supervisor off class for term 4.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading Employed an AOE 0.4 FTE

RAM Equity Aboriginal$26,817.00

Profound support for both the school and ourcommunity. Aunty Joan has help to bring ourcommunity back to Centaur.

English language proficiency Teacher Support Officer(TSO) 0.2 FTE

Supported those identified through the L&ST1 day per week.

Low level adjustment for disability Funds used to top upexisting Student LearningSupport Officers (SLSO).

Extra funds used to employ SLSO's for extratime to do Multi, Mini and Mac Lit in classes.

Socio–economic background Funds used to top upexisting Student LearningSupport Officers (SLSO).

Extra funds used to employ SLSO's for extratime to do Multi, Mini and Mac Lit in classes.

Support for beginning teachers $17,000.00 All funding was expended on beginningteachers for PL, mentoring and assets


Student information

Student enrolment profile

Enrolments

Students 2014 2015 2016 2017

Boys 229 245 278 294

Girls 226 225 221 207

Trend data suggest a continued average growth ofapproximately 14 students per year at Centaur PS.

Student attendance profile

School

Year 2014 2015 2016 2017

K 92.9 91.4 94.4 94.3

1 93.9 92.5 94.3 90.2

2 94.7 93.3 92.3 93.1

3 94.5 94.7 94 93.8

4 93.5 91.4 93.9 91.9

5 91.9 93.4 94.8 92.4

6 90.4 92.4 93.3 92.2

All Years 93.1 92.8 93.8 92.7

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

• After the second day sick teacher calls home(note within 7 days).

• Teacher adds information to Sentral(Justified/Unjustified, Explained/Unexplained)

• HSLO and AP (each stage) reviewattendance once a term.

• Consistent communication with parents byLogbook, notification letter/s, Class Dojonotification, PUSH notification, telephone orinterview (recorded on Sentral).

• Follow the DoE and HSLO procedures (flowchart

in the office). • Meetings between the HSLO, AP/s and Parents

to discuss areas of concern and ways the schoolcan support improved attendance.

• AEO home visits and calls • L&ST are involved with any identified attendance

issues.

Workforce information

Workforce composition

Position FTE*

Principal 1

Deputy Principal(s) 0

Assistant Principal(s) 5

Head Teacher(s) 0

Classroom Teacher(s) 20.99

Teacher of Reading Recovery 0.82

Learning & Support Teacher(s) 1.1

Teacher Librarian 1

Teacher of ESL 0

School Counsellor 1

School Administration & SupportStaff

7.96

Other Positions 0

*Full Time Equivalent

7 staff members identify as be of Aboriginal, TorresStrait Islander or South Pacific Islander descendant.

Teacher qualifications

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

Professional learning and teacher accreditation

Three temporary staff are in the process of gainingaccreditation at Proficient stage, two have recentlysubmitted their evidence portfolio and awaiting theirconfirmation of proficiency.

All teaching staff participated in the SchoolDevelopment Days which covered latest research on differentiating learning to cater for the range of studentneeds; skills workshops in using technologies, codingand Mindcraft in the classroom and Positive Behaviourfor Learning. As well during School Development Daysstaff completed training in CPR, Anaphylaxis, ChildProtection and the Code of Conduct.


Individual staff also had the opportunity to participate intraining and workshops including Early LiteracyIntervention, Music, Managing NDIS, Starting outStrong, Digital Technologies in Focus (DTiF) andNetwork meetings.

As we continue to focus on 'Futures Learning' and'Future Proofing' our classes staff are continuing theirindividual journeys through their PDP's.

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.

<You may use this text box to comment on: • voluntary school contributions • any significant variation between income and

expenditure • high levels of retained income and retained

income held in trust • significant expenditure on student curriculum

materials, resources and technology.>Delete text not required.

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 1,089,759

Appropriation 1,012,295

Sale of Goods and Services 18,572

Grants and Contributions 58,558

Gain and Loss 0

Other Revenue 0

Investment Income 334

Expenses -441,764

Recurrent Expenses -441,764

Employee Related -291,893

Operating Expenses -149,872

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

647,995

Balance Carried Forward 647,995

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.

<Use this text box to enter a general statementdescribing: • your school’s financial management processes

and governance structures to meet financialpolicy requirements

• any unusual spending patterns or substantialunderspending/overspending(e.g. accommodating leave, illness, savings forplanned capital expenditure)

• intended use of funds available>Delete text not required.

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 3,232,771

Base Per Capita 79,152

Base Location 0

Other Base 3,153,619

Equity Total 589,083

Equity Aboriginal 108,518

Equity Socio economic 313,467

Equity Language 11,389

Equity Disability 155,708

Targeted Total 906,457

Other Total 234,476

Grand Total 4,962,787

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 2017 the NAPLAN scores for years 3 and 5 havemoved up from the lower two bands to the middle twobands. With the exception of year 3 Reading, Grammar& Punctuation which has moved into bands 4 & 5 andYear 5 spelling which has spread over bands 5, 6 and7.

This indicated that our strategies to improve studentlearning in literacy and numeracy in the early years ofschooling are still having a great impact.

Band 1 2 3 4 5 6

Percentage of students 6.6 8.2 26.2 24.6 26.2 8.2

School avg 2015-2017 4.4 8.4 22.3 23.9 21.0 20.0


Band 1 2 3 4 5 6


School avg 2015-2017 2.7 10.6 23.3 32.1 17.9 13.3

Band 1 2 3 4 5 6


School avg 2015-2017 3.3 12.3 21.7 26.7 19.5 16.7

Band 1 2 3 4 5 6


School avg 2015-2017 1.1 4.4 16.7 31.3 39.2 7.2


Band 3 4 5 6 7 8


School avg 2015-2017 7.9 27.6 23.9 18.1 12.5 10.1

Band 3 4 5 6 7 8


School avg 2015-2017 9.4 20.2 28.6 24.0 9.6 8.4

Band 3 4 5 6 7 8


School avg 2015-2017 8.1 13.5 24.0 29.3 19.2 5.9


Band 3 4 5 6 7 8


School avg 2015-2017 7.9 18.0 41.3 25.5 6.4 0.9

In 2017 36.7% of Year 3 students achieved the top 2bands in NAPLAN in reading and 16.3% in Numeracy.

In 2017 25.4% of Year 5 students achieved the top 2bands in NAPLAN in reading and 21.5% in Numeracy.

Band 1 2 3 4 5 6


School avg 2015-2017 3.3 11.5 33.7 26.0 18.9 6.6

Band 3 4 5 6 7 8


School avg 2015-2017 5.1 29.9 27.9 20.3 10.3 6.5

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

The Premiers Priorities of providing Better services –Improving Aboriginal education outcomes for studentsin the top two NAPLAN bands has been achieved.Centaur PS is above state averages for to top 3 bandsfrom 2015–2017 (when Aboriginal students wereenrolled in that calendar year).

Parent/caregiver, student, teachersatisfaction

100 parents were surveyed by students at pick up timeby our students reps. All parents were happy with theschool and felt welcome to be in the school. 5 parentswanted to change lunch and recess back to the originaltimes (Recess 10:30 and lunch 12:40–1:30). after afollow up call from the stage AP's all parents and theP&C were happy to continue the change of eating/playtimes.

Classes were surveyed by teachers with resoundingsupport for the change. They liked the play straightaway and time to eat at the end before they went intoclass. Students would like more time to purchase fromthe canteen.


Teachers have voiced their perspective as supportive,there seems to be lees rubbish, behaviour is downdramatically, issues with slushies being eaten justbefore class starts.

Policy requirements

Aboriginal education

The incorporation of the Aboriginal perspective inaspects of all teaching programs in every Key LearningArea is ongoing. We addressed the aims of theAboriginal Education Policy to improve the educationaloutcomes of Aboriginal and Torres Strait Islanderstudents. Centaur continually increases knowledge andunderstanding of local Aboriginal Australia and NationalAboriginal Australia for all staff and students. Centaurcontinually invites members of the Aboriginal andTorres Islander communities to the school to share theirexperiences and knowledge growing success.

Aboriginal education is support by a team of teachers,who also attend the local AECG meetings to keep up todate on resources, events and initiatives for ouraboriginal students. This year saw students taking theirown learning into their hands with 3 way interviews tocreate their Personalised Learning Plans (PLP). OurAboriginal Education Officer (AEO) facilitated thesemeetings and returned a very favourable outcome dueto the investment and personalisation of the inmeetings.

Multicultural and anti-racism education

Multi–Cultural Day continues to be a highlight in theschoolyear and was celebrated with cultural foods,cultural dance, music, livelydrumming performancesand stories. This huge community event is growingeveryyear and is part of the fabric of Centaur. Studentsenjoyed participating andcelebrating the diversity ofcultural experiences and sampling dishes fromaroundthe world. NAIDOC week saw students participate inDreaming Stories,language lessons, dance, bushtucker, bush skills and working with artists tocreatepaintings representing the local stories and animals ofthe BundjalungNation.

There were nil major racial incidents reported to theAnti–Racism Contact Officer (ARCO) in 2017. All minorracial related incidents were resolved at a teacher levelwith some support from executive staff and parentmeetings.


2017 Centaur Public School Annual Report - Amazon S3 · Centaur Public School Annual Report 2017...

Documents

Transcript of 2017 Centaur Public School Annual Report - Amazon S3 · Centaur Public School Annual Report 2017...